Naailah Naailah

Intermediate B1 level


In this lesson, Ss will learn about poetry. They will be introduced to the vocabulary related to poems and will work on a short poem to refine their skills and consolidate their learning. Afterwards they will be presented with a poem and they will work through a set of comprehension questions. At the end, they will write their own poem as freer-practice.


Abc Pre-warmup vocabulary for fiction
Abc warmer-Acrostic poem
Abc Pre-teach vocabulary Jumbled words
Abc Have you ever been fooled and more information about the poem and its author
Abc While reading text (The Walrus and the Carpenter-Lewis Caroll)
Abc After reading comprehension and literature analysis
Abc Homework
Abc Walrus and Carpenter Visual
Abc Quilt

Main Aims

  • To provide Ss with the ability to read through a poem and relate their knowledge back to the vocabulary related to poetry in literature.

Subsidiary Aims

  • To provide clarification and review of poems in the context of literature


Introductory stage (5-10 minutes) • Review of vocabulary from previous class

-Race to the board game. -T asks Ss to line up in two groups. T will read out the definition and one S from each group will have to race to the board and tear off the word from the board. The group with the maximum number of words is the winner.

Warmer_Acrostic poem (10-15 minutes) • To help students become aware of poetic devices such as rhythm and repetition.

-Ss are given a one word topic of the letters of which are written vertically down on the left hand side of the page. When the game begins, they must write statements about the topic starting each line with the letters that spell out the topic. -T models with the word "parents" -Ss work in groups of 3

Pre-teach vocabulary and Pre-reading (10-12 minutes) • To prepare students for the text and make it accessible

-T explains the vocabulary for poetry : "form, line, stanza, rhythm, rhyme" using the Jumbled words activity -Ss read the small poem the "Quilt" and answers the close read questions from the HO -Display Quilt visual on the board

Pre-reading task (12-15 minutes) • To set a relevant context for the text which will aid in the comprehension.

-T gives HO (Page 134-135) -Ss work in groups of 3 to "Discuss the types of tricks that are harmless/fun and those that are harmful" -Ss then individually read Page 135 for 3 minutes and try to get an idea of what is being asked from them in terms of strategy. -T explains to the whole class the strategy and to offer some support if need be

While-Reading (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-T gives HO Page 136-140 -Ss practice free reading of the text individually

While-Reading/Detailed reading (30-45 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-T display visual on the board -T reads the text aloud and then SS read aloud in pairs - Ss answer the text dependent questions on the side. (Questions A-G) for comprehension check. -Ss work in pairs. -T explains and give answers to A-G to WC

Post-Reading (15-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Ss do the comprehension check questions and the literature analysis 1-4. -T gives feedback to WC


Page 141 Questions 5 to 7

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