My best reading plan

STAGE	PROCEDURES (WHAT T DOES)	TASKS (WHAT STS DO)	AIM / SKILL
1.WARM UP To introduce the topic and the context To motivate Ss To activate prior knowledge	The T tells Ss they are going to read a short story for homework. But, before that, she tells them to look at some images and the expressions around it. She tells them: What relationship can you find between the expressions and the images? If there are any words you don’t know, what do you think they mean? (see pictures below the plan). About these pictures: You can see there are a lot of expressions around. Some of them appear in the story and others, not. Which ones do you think will appear and which not?	1.a Sts look at the pictures, read the phrases and answer the questions	1.a Observing, relating, producing, describing. Speaking (Speaking clearly, using an appropriate pace, speaking spontaneously, offering relevant information, listening and responsing appropriately).
2.PRE – READING To make Ss predict. To create a purpose for reading.	After looking at the pictures and the phrases, which of these articles do you think is the title of the story? Circle the title you think the short story will have. - ‘The town hall’ - ‘The last lesson’ - ‘A big surprise’ - ‘A beautiful day’ 2.b. The T tells Ss they are going to read a short story at home, and she hands a copy to each of them. But, before that, she gives them a brief introduction and asks them to predict what things will happen in the story and which will be different. The T asks Ss to underline the ideas they think will suit the story. ‘It was a stormy Sunday morning. However, I was really excited to go to my French lesson, since we would talk about particles, a subject which I knew a lot about. When I was passing by the town hall, I was surprised to see a lot of people outside, and I wondered: ‘What is happening outiside the town hall? I knew that indicated there were good news in the town, but I I didn’t stop to find out; I went on my way to school.’	The sts look at the possible titles and circle the one they think will be the title of the story. The sts read and predict.	Observing, selecting. Inferring, hypothesising. Speaking (Speaking clearly, using an appropriate pace, speaking spontaneously, offering relevant information, listening and responsing appropriately). Skimming (reading to get the gist), predicting.
3.WHILE – READING To make Ss skim the text To make Ss work with meaning To make Ss work with vocabulary	3. The T asks Ss to read the text at home to check predictions. After the text, there are some exercises to work with the story: 1. Read the text and answer these questions 1. Why was the protagonist afraid when he started to school? Did he feel he knew anything about particles? 2. What was the day like? What did he wanted to do? 3. Why did he think there were bad news in the town? 4. How did the teacher react when the protagonist entered the room? What did he say? 5. What news did the teacher give the students? 6. How did the protagonist feel? What about the other people? The T gives Ss an exercise to work on vocabulary Find the word that means... 1. A strong fear of something that is going to happen or may happen (Dread) (page 1 paragraph 1) 2. To angrily criticize someone, especially a child, about something they have done (scolding) (page 1 paragraph 1) 3. Busy and usually noisy activity (bustle) (page 1 par. 7) 4. (Informal) Bad-tempered (cranky) (page 2, par. 15). 5. To look at someone or something for a long time, giving it all your attention, often without realizing you are doing so (gaze) (page 3 par. 24) 6. Not moving at all (motionless) (page 3 par 20) 7. With a single sudden action (at one stroke) (page 3, par 20) (The pages and the paragraphs will be ennumerated to facilitate Ss’ work).	The Ss read again to answer the questions Ss do the exercise on vocabulary.	Skimming. (Top-down processing). To read to get an overall impression of the text. Comparing, matching Scanning, answering Scanning, matching
4. POST-READING	The T asks Ss to imagine the ending of the story and to tell it as if they were the protagonists, writing 2 or 3 sentences. The ending will be shared next class but one with the rest of the class. Can you imagine how the story continued? Imagine you are the protagonist and write the ending of the story in 2 or 3 sentences.	The Ss invent an ending for the story. Ss share their productions with the rest of the group.	Producing Reporting