DF 18 Lesson Plan
To provide gist and detailed reading practice using a short article in the context of special days
To provide students with practice in speaking for fluency
To enable students to use their imagination along with linguistic purposes
Procedure (41-45 minutes)
Get Ss into pairs. Ask them to discuss about what their favorite month is and the most special day for them by giving reasons. Elicit the ideas quickly and write a few of them on the board if you like. After that, show the photos and tell them to discuss the questions in part 2. Set 2 minutes. After they finish, elicit the ideas and write them on the board. Try to nominate different students in elicitation. You may ask some extra questions about photos if necessary (Why do you think they are wearing these costumes? What do you think is the relationship between the old man and the little girl?)
Give Ss the text without headings. Tell them to read the text quickly and check their predictions they have made about the photos in the previous stage (Emphasize that they do not need to read word by word and it will be a quick reading just for general understanding). Set only 1 minute for this. Get them into pairs to compare their ideas before WCF. Set 1 minute again for this. After getting WC feedback, show the headings on the board (reflect it to the smartboard or write) want Ss to write them into the correct places quickly (Since they will have skim-read the text before it won't probably take their time to find out what special day it is about. One reason we take out the headings is to make it more challenging and to provide students with a chance to practice reading for gist). Do a quick plenary feedback.
Give them the table and tell them to read the text carefully and complete the table. Show and explain that there are some activities from the special days in the text and they will find out who does them and , in which country they do these activitieis. Show them the first row, which has already been done, and ask "Who writes poem for their teacher?" -Chilren, "Where do they write a poem?" -In Argentina. You may ask extra ICQs if necessary. Set 5 minutes. After Ss finish, tell them to work with their partners and check their answers together. Set 2 minutes. Then start a WCF session. While eliciting the answers, you may ask them to make full sentences by using the chart. You can model the first one "Children write a poem for their teachers in Argentina". For each try to nominate different students. You may ask some further questions to check their level of comprehension e.g. "Does Argentina celebrate Teacher's day on a different day? Why?, When do people celebrate World Book Day?"
As post-reading activity get them into groups of 3 or 4 and write these questions on the board: When do people celebrate it? What do people do on this day? What do they wear on this day? Give each group a colorful paper and some colorful pens. Then ask them to invent a new special day together, They will prepare a poster presenting the day they have made up. Remind them to give details about that special day by using the questions on the board. You can ask them these questions to check if they have understood what to do: Will you describe a day that people already know and celebrate or will you make up a new special day? What information will you give about your day? etc. Set 5 minutes. Monitor them and help them if necessary. Make notes of common mistakes as well. Then ask the groups to present their special day to the other groups. Finally, finish off with some error correction on the board.