Reading; pets and crazy/unusual pet-owners
Intermediate (upper) level
To practice and improve reading for gist and detail in the context of pets and crazy/unusual pet owners.
To introduce students to, and provide clarification of, new vocabulary in the context of animals and pet owners.
Set the context for the following lesson which focuses on grammar.
Procedure (45-55 minutes)
-Use projector to display Google Slides presentation incorporating personal photos to introduce students to lesson context and create interest in the lesson. -Tell Ss a story about some of my own crazy/unusual actions regarding my own pets (pictured in the Google Slides presentation) to engage them. -Put students in partners and ask them to compare their reactions. -Display and then discuss the following questions with the WC. 1. Is such behavior normal? Does it make sense to you? 2. Are there people like this in your country? 3. Have you heard any other examples of of strange things people do with their pets? 4. Why do you think some people love/ get obsessed with pets? 5. Can animals really understand us and what we do? 6. Can animals really care about humans?
-Introduce students to potentially difficult new vocabulary with a matching HO; have them match the terms and their definitions in PW. -For FB and WC participation, ask students to tell me the correct matching combination. -Explain any terms that students did not match correctly/understand with the use of synonyms to offer alternate explanations of the vocabulary so that students can attach meaning to the new words. -For FB and to keep a "written record", use the projector and Google Slides presentation to display the correct matching combinations
-Assign students each a letter (A, B, or C), and put them into groups of 3. -Explain the Jig Saw reading task. Tell students that each person in the group will read ONE of the three stories they are about to see/ be handed. -Tell A to read about Francis Henry Egerton, B to read about Lionel Walter, and C to read about Adolphus Cooke. -Show students the "Companions HO" by chesting the HO, pointing to the different readings of A, B, and C. -Distribute the handout to students. -Allow students time to read about their assigned story. -Ask students to report their story to their group members, and discuss the similarities between the three stories.
-Ask students to turn all readings face down, and instruct them not to look at them for this part of the lesson. -Instruct students to work independently for this part of the lesson. -Use the projector to display the Google Slides presentation, slide #8. -Tell students that they should now answer as many of the questions on the board as possible without looking at any of their partners' readings. -Allow students time to answer these questions independently. -Ask students to turn the readings back over, and read the stories that they did not read to check their answers to the questions on the board. -For FB, ask students what the correct answer is, and confirm that they are either correct or incorrect.
-Display the questions for ex. 5 from the Companions Ho. -Have students do ex. 5/ answer the questions on the board. -If there is extra time, explain to students that they will play Animal Bingo, and tell them that I will call out the name of an animal, and if they have that animal on their bingo card they should cross it out/ cover it. -Hand out Animal Bingo. -Begin calling out the names of the animals used in the animal bingo game. -Play until a student wins.