TP #7 Serli Musosoglu CELTA ITI
Pre-Intermediate level


In this lesson ss will do a reading of stage one of a graded literary short story called 'Girl' by the American author O. Henry. Ss will do intensive reading and participate in all stages of a receptive skills lesson.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading of a graded literary short story.

Subsidiary Aims

  • To provide fluency especially in post-reading section through completing the story in the rolees of Hartly and Vivienne.


Warmer/Lead-in (4 minutes) • To set lesson context and engage students

The T greets the ss and asks whether they know what literature means. One of the strong students will say the meaning. If not the T will explain as "written artistic works" for ex. Sabahattin Ali- Madonna in a Fur Coat. The ss react and then the T instructs the ss as follows: -There some pictures of famous writers around the class. I want you to go around look at them all and choose one you like and tell why to your partner. The T uses body language to instruct the ss to stand up and look at the pictures. They go around and then come back to their seats and tell which writer they like and why. T asks for answers to two or three ss.

Pre-Reading/Listening (10 minutes) • To prepare students for the text and make it accessible

First necessary vocab to make the text accessible. 5 Min. The T mimes and pretends to ring a bell "Ding dong" . Mimes as what is this? Ss reply. Then "Ding dong" again- what am I doing? Stronger ss will say "Ring the bell" most probably. If not the T will give the answer as the main or sub aim is not vocab. The T them draws stairs on the board and mimes "What's this?" "Stairs". The T then uses body language to climb the stairs and asks or mimes "what am I doing?". Ss say "climb the stairs. The T then instructs: There 4 words with pictures on the left and 4 meanings on the right. You need to match the correct meaning to the words and the pictures on yur own. ICQs- Do you work alone or ┼čn pairs? Alone Do you match the meaning with pictures or words? Both SS work individually. Then peer check first and then answers on the board. (5 min) The T then shows the picture from the book and asks: -Where are they? -Who are these people? -What are they talking about? Discuss in pairs and come up with an answer for each question. ICQs- Do you only speak? Yes Do you work alone? No The T gives one picture to each pair. Ss discuss for two or three minutes and then the T asks two pairs for their guesses.

While-Reading/Listening #1 (10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The shows the H/Os in her hand and says: This is a literature text but the language is easier in here. This story is by O. Henry- an American Author. Now read the text quickly in two minutes and see whether your guesses were true for these questions (questions in pre-reading stage.) Ss read and then feedback. Ask three students for the possible answers. The T then shows the H/O for reading for specifi and instructs the ss as follows: Now, you will read the text again and answer these questions on your own. ICQs- Do you find the answers from the text? Yes Do you answer the questions alone? Yes Ss read and answer the questions. Check with peers first, then they are provided with an answer key.

While-Reading/Listening #2 (8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

This stage will be skipped if the time is not sufficient for post reading section as a gist and while reading stage will already be done. The T shows the H/Os and instructs the ss that they need to say T or F to the statements accoridng to the text on their own. You should say why if you said False. ICQ- Do you work in pairs? No What do you do if it is False? Say the reason why. The T gives the H/Os. Ss work on their own. Then peer check. The T then asks which ones are false. Ss reply and the T asks why.

Post-Reading/Listening (13 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The T asks; What do you think Hartley wrote in his etter? Why do you think Vivienne did not reply to his letters? Think and have a dialogue with your partner. The T demos. Writes Vivienne one side and Hartley on the other side and puts female and male signs and role plays: Hartley- Why did'nt you answer my last letter? Vivienne- Oh, sorry Hartley. I did not receive your letter. I was very busy. I did not have the time. What did you write? Hartley- You live far away but our brother got sick. I need your help to look after him. Vivienne- Oh, I'm really sorry but I can't. I found a good job here in Broadway. I need to stay. Hartley- But he is our brother and I need yoru help... ICQs- Will you complete the story with a dialogue? - Do you work with a partner? - Do you speak or write? only Write. The T then numbers the ss and same numbers pair and start completing the story with a dialogue throough role play. Delayed correction after the activity. The T also gives the rest of the story to the ss in case they wonder the rest and encorages them to read.

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