An amazing story
To provide clarification of Types and description in the context of an amazing story
To provide fluency speaking practice in a conversation in the context of a favourite novel or movie
Procedure (32-45 minutes)
I present a picture of some novels on a slide and elicit the word "novels", then I tell the Ss that last week I read a romantic novel called " Jane Eyre". I show them the novel and tell them that I liked it because it's completely realistic. I stick 8 pictures of 8 different novels on the board. I divide the class into two teams and give each team 4 cut-ups for the different types of novels and ask them to match types with the pics. Ss work in pairs discuss what they like/ dislike.
P.W. I give Ss cut-ups to match the description with the pics and decide if each description is positive, negative or both. I demo the first one. It's moving Does a moving story make you feel happy or sad? Sad. A little bit sad or very very sad? Very sad. Is this positive or negative? B
unrealistic If a novel is unrealistic, is it based on facts? No Are the events likely to happen? No Is that positive or negative? B Drilling, chorally then individually then I write it: unrealistic /ʌn.rɪəlɪs.tɪk/ [adj] moral I elicit a synonym for moral: message/ lesson Drilling, chorally then individually then I write it: moral /mɒr. ə l/ [n. c.] imaginative When a story is imaginative, are its events and ideas interesting or boring? Interesting Is it based on real events? No Drilling, chorally then individually then I write it: /ɪmædʒ.ɪ.nə.tɪv/ [adj.]
Ss are given a gap-fill HO1 . In Pairs Ss are asked to fill in the sentences using the words they've learnt in Ss' book p. 102. I monitor, help when necessary. Ss check their answers on the wall.
I ask each Ss to choose his favourite story or film and talk about it and explains why
During the freer practice, I monitor, take notes and write them on the board. I discuss the correct notes and prompt Ss to correct the mistakes.