It's a dog's life
To provide scan reading practice using a text about a dog's life and review grammar of yes-no questions using the reading text (do/does/am/is)
To provide clarification of different kind of jobs for dogs as well as checking the meaning of some vocabulary in the reading text. Additionally, at the end SS do a speaking activity.
Procedure (40-50 minutes)
After greeting, T places a picture of dog on the WB. Do you like dogs? Do you have a dog? what does a dog do? Can dogs have a job? What jobs do they do?
SS are given a matching exercise. SS match the dogs jobs (a police dog, a show dog, a guide dog, a sheep dog) to 4 pictures. For feedback T elicits the answers from SS and writes on the WB. T points to the sheep for checking the meaning. for guide dog T asks CCQ, do they help people?yes do they help people who have problems?yes T points to the black glasses in the picture, SS: glasses. T: can he see?no, T mimes, T: he is ... . one S may say blind, if not T writes blind on WB. T pre-teaches some vocabulary in the text: together, alone, difficult, magazine, fashion.
Jigsaw reading; SS are divided in 2 groups. group A and group B. The first half of the class are A and the rest are B. SS are given a HO. SS A read about Milo and SS B read about Bertie. Under each text there is a table with 6 questions (2 columns) about Milo and Bertie (questions are the same in both groups). SS A answer about Milo and SS B answer about Bertie. Then, each student A sits with a student from group B and they answer the second column (this time A answers about Bertie and B answers about Milo). For feedback, T elicits answers from SS.
T answers the first 4 questions on the WB so that SS can answer the rest. T ask CCQs, why we use "do", why "does", why "is" . T clarifies them on the WB. For feedback SS write the answers on the WB.
SS work in pairs. Ask and answer the questions in the last exercise. For eg,is Milo a police dog? Yes, he is.