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Reading Lesson: Chapter of Oliver Twist
Intermediate B1, Grade 4 level


In this lesson, students will listen to, read, and discuss the first two chapters of Oliver Twist. They will practice different reading skills: prediction, skimming, scanning, inference, and reading for detailed comprehension. In addition, they will practice how to use context clues to understand unfamiliar words. Discussions will focus on story elements: plot, characters, and setting. Since the story has various examples of figurative language and many dialogues, students will have the opportunity to review both. Finally. students will write one paragraph about their favorite character so far.


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Main Aims

  • To provide students with practice in skimming, scanning, inference, and reading for details in the context of a realistic fiction text.

Subsidiary Aims

  • To provide practice in using context clues to understand unfamiliar vocabulary words.
  • To review figurative language (metaphor, similes, and hyperbole) in the context of a fiction text.
  • To provide review on punctuating dialogues.
  • To provide practice in listening for inference.


Warmer/Lead-in (3-5 minutes) • To set reading context and engage students

Students will watch a video (3 minutes) showing the poor living conditions in the workhouse as well as the master scene when Oliver asks for more food. The video is available at this link: https://www.youtube.com/watch?v=gIi7kb3NFyY I will pause the video when one of the boys says "I am so hungry I could eat the boy in the next bed." I will elicit from students the type of figurative language of that sentence. Next, students will work in pairs to describe the living conditions of the workhouse and they will write their description in their writing copybooks. After that, I will ask students to predict what is going to happen to Oliver after he asked for more book? Finally, I will focus on character traits and inference by asking students what can we understand about Oliver's character from the scene they watched. I will use Think-Pair-Share strategy to elicit answers from students.

Pre-Reading/Listening (10-12 minutes) • To pre-teach key vocabulary words and review writing dialogue lesson

This stage has two essential components. First, I will pre-teach few vocabulary words. After that I will review punctuating speech as they will find that a lot in the story. Key vocabulary words: feebly (page 3): Feebly, she touched her newborn son, breathed a last sigh, and closed her eyes. nuisance (page 4): "What a nuisance." inmates (page 4): He didn't care if the inmates starved. raged (page 5): raged Mr. Bumble. dormitory (page 7): he was sleeping in a dormitory. Pretest students' knowledge of the vocabulary words using multiple choice questions worksheet (appendix ) When they are done, I will ask students to use our hand singles to show their familiarity with each word. By using pictures on slides and demonstration, I will elicit from students' the meaning of each work and will use concept checking questions to ensure they understood the words (appendix). In addition, I will ask them to chorally repeat each word to ensure they are all pronouncing them properly. Finally, I will ask them to review again the vocabulary worksheet to make any changes if needed, then I will go through the sentences with the students. Punctuating Dialogues Review: I will project on the screen several dialogues from the story after removing the punctuation marks. Students will work in pairs to figure out the missing marks and where they should be placed. In addition, I will use that grammar review for prediction questions related to the story. Dialogue Review: 1) "Another orphan brat raged Mr. Bumble. 2) She's dead announced Mrs. Mann. 3) "Who knows" Mrs. Mann yawned. Prediction questions: Who is dead? Who is Mr. Bubmle? Who is Mrs. Mann

While-Reading #1 (8-10 minutes) • To provide practice on skimming, scanning and prediction.

Students will be given only 3 minutes to skim quickly through the first chapter. Then I will initiate discussions by asking the following questions: 1) How do you feel towards Oliver Twist? Why? 2) Who is in charge of the workhouse? (Remind students that they need to scan page 4 and look for words starting with capital letters.) 3) Let's read the title of chapter 2. What do you think "More Means Less" means?

While-Reading 2 (14-16 minutes) • To provide students with a practice on answering more challenging detailed comprehension questions. To provide students with practice on using context clues to understand unfamiliar words and to identify figurative language.

Students work in pairs while taking turns in reading the first 2 chapters (12 pages with pictures). They are asked to highlight examples of figurative language. In addition, they will use context clues to understand the meaning of: workhouse, unclasped, grim, starved, engraved. Finally, students are asked to write one sentence that summarizes each page. When students finish reading, I will read both chapters out-loud and will elicit the meaning of the vocabulary words that I assigned earlier and will ask the following questions while reading: 1) Who is Agnes? 2) Is the workhouse a happy place? How do you know? 3) Why do you think Oliver's heart was thumping on page 7? 4) What does it imply that "their bowls never needed washing"? 5) What was Mr. Bumble's reaction when Oliver asked for more? 6) What is the setting in both chapters and who are the characters? 7) Can you identify different figurative languages used in the story?

Post-Reading (8-10 minutes) • To provide with the opportunity to speak and write about one character.

Students will work in pairs to talk and write about any character of their choice in the story. They are provided with a list of adjectives sheet and will be given 3 minutes to brainstorm some ideas. Then each student will write alone his/her paragraph. Finally, I will randomly select students using sticks to share with the class what they wrote.

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