Name: Mabroka M Milad El_shukri • 26 Dec 2018 • Short story( Eveline)

Description
In this listen, students will read a short story (Eveline) written by James Joyes, Students will practice different types of reading, during different stages of the lesson; pre reading, while
reading and post reading. Students will be presented with some lexical items(blocking vocabulary) which are necessary for the understanding of the story. In addition, students will be
presented with some major element of fiction to help them understand and analyse the story. students will hopefully finish reading and discussing the story by the end of the lesson.
Students will be asked to summarise the story in small paragraphs as a homework, emphasising the most important events of the story. Students will then compare their summaries with
each others in the class.

Main Aims
To provide the students with the opportunity to analysis a literary text.
To provide gist, scan and detailed reading of a short story
To provide clarification of some lexical item used in a literary text.

Sub Aims
To expand students knowledge of literature.
To expose students to authentic material.
To develop students interpretative abilities.
To help student learn about a different culture (The culture of Dublin,Irland)
To expand students' language awareness.
• To provide Ss with opportunities to cope with language intended for native speakers • To help Ss gain additional familiarities with many different linguistic use. • To increase
Ss receptive vocabulary . • ''To provide a rich context in which individual lexical and syntactical items are made more memorable''. • To use a varsities of pair and group work

Background

Class Profile
The students in this upper intermediate class are between the ages of 18 and 35. There are 5 women and 8 men.
Two of the female students are married, four of them are student in the university level, two of which are studying English in the English department. Four of the male student are doctors
and one of them is an engineer, and the rest are students, two of the student are also studying English in the English department. Most of the students in this class are kinaesthetic and
visual learners, they enjoy learning and doing activities that involve moving and doing things in the class, they also learn better when they see things instead of imagining. The class starts
at 4:30 and finishes at 6:30/35. Because it starts at 4:30 in the evening students are often tired after a long day at work/school or universities. They can easily switch off if they are
engaged in a boring and long text. However, they can be really interested, motivated and exited if they were given enough time to get ready for the tasks. Another interesting
characteristic in this class is that most of the students are really cooperativeÙˆ they really enjoy guessing and making predictions in general.Therefore, I should take this fact into
consideration.

Assumptions
I assume that the students having read stories in the previous levels, will not find it very challenging to read the short story in the class.
I assume that student will be able to figure out the meaning of most of the vocabularies from the context in the story.
I assume that the student will be interested to make their own interpretation of the characters in the story.
I assume that some of the student will finish the reading the story a lot earlier than the rest of the class, and if that happens I will be able to solve the problem by giving those student
more challenging task to make them busy.
I assume that students will have an interesting discussion and or debate.
Background
Personal Aims
I will try to maximise the students taking time and make the lesson student centred.
I will try to give clear and short instructions
I will try to manage the class effectively
I will try to elicit answers from the students in an effective way.

Timetable Fit
In the previous lesson Ss learnt about the importance of literature in leaning a language. After this lesson Ss will have a speaking lesson discussing the main events of the story.

Anticipated Problems & Solutions

Problem 1) Ss might find it difficult to get the meaning of the words out of the context on their own.
Possible solution 1) I will provide the Ss with dictionaries.
Anticipated Problem 2) Students might not get the the meaning of the vocabulary on time and therefore will not have enough time for the gist/detailed reading.
Possible solution 2) T tells Ss that it is okay if they didn't get the meaning of all the words and helps them if necessary.
Anticipated Problem 3) Ss might not find easy to identify the element of fiction on their own.
possible solution.3) T asks Ss to work together and does the first one as an example.
Anticipated Problem 4) Ss might spend a lot of time on the while_reading stages and therefore will not have enough time for the post reading stage/task.
Possible solution 4) T asks Ss to do the post reading as a homework.
Anticipated problem 5) Ss might not be able to do the homework on their own.
Possible solution 5) T tries to explain how the homework should be done by giving examples

Materials
Handouts (English Unlimited )
Handouts (text.) a picture . Pictures (English unlimited . Google )
Activity adapted from lit in language teaching (Literature in classroom )
HO (Straightforward )
Ho (The story)

Please see the following page for the lesson procedure

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Name: Mabroka M Milad El_shukri • 26 Dec 2018 • Short story( Eveline)

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer T welcomes the Ss
To set lesson context and T asks the Ss about the last story they read in English.
engage students T opens open class discussions.
T allows the Ss to talk about their favourite stories.
T asks Ss to share some their answers with the class.
T_S S_S
T asks the Ss about the techniques they are using/have used to read/understand stories in 10 - 15
S_WC
English.
T tries to elicit some interesting techniques.
*It is good idea to know some information about the author before reading the story.
*It is helpful to watch a movie based on the story if possible.
*It is not important to understand every single words in the story...etc

Lead_in T elicits from the Ss some important point related to reading the story.
To provide a supportive What is the first thing you should know about the any story you want to read before
atmosphere that helps the reading the story itself?
Ss understand and enjoy T elicits
the text. The title.
The book cover.
T shows Ss some picture about the story Eveline.
The cover page .
T gives Ss time to look at the pictures and read the information about the author and try to
guess.
HO , Handouts
Who is Eveline?
(text.) a picture . T_S S_S
Is she the main character? 15 - 20
Pictures , S_WC
Is she a happy person?
Handouts
Is she married?
Where is she?
What do you think the story is about?
T writes the question on the left side of the board to guide Ss towards answering/making
prediction about the story.
T plays the music.
Ss work T monitors without making any interruption.
T tries to be less obtrusive.
T does quick open class feedback.
T accepts all answers.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Pre-Reading 1) T divides the Ss into 4 groups
To prepare students for (3 groups of three and 1 group of four.)
the text and make it T puts the Ss who study English at university level in different groups.
accessible. To pre_teach Each group will be given set of words/expression and their meaning , each group will try to
essential blocking match their set of words with their meaning by trying to guess the meanings from the
vocabulary from the context (certain lines were extracted from the story, these lines were written on a big
context. To fully engaged pieces of papers and posted around the class, the words which Ss need to get their
the Ss and get them in the meaning are in bold ).
mood of the story. T gives each group set of words.
T makes sure that Ss know exactly what they need to do by asking instruction checking
questions.
1. Are you going to match the words with their meaning first or read the words in the
sentences? ss (read the sentences/lines first)
T asks Ss to choose a runner/runners, whose job is to run , read the words in its context
and comes back to the group and helps them match the words with their meaning.
T elicits from the Ss the the meaning of the word is determined by it's context.
T makes sure that each group is working together. S_s 10 - 20
T sets time limit and makes Ss aware of that to encourage them to work fast.
Ss work T monitors and help Ss if needed.
When Ss finish
T asks Ss to go back and set with their groups in circles.
T gives Ss the answer key and sees how many words did the Ss get right.
T makes sure that each Ss has the answer key to use as a glossary for future tasks.
*(The main aim for this stage is to pre teach the vocabulary communicatively, and because
most of the Ss are kinaesthetic I chose the gallery reading technique, where Ss need to
read while they are standing instead of sitting down, which they will do during different
stages in this lesson, this stage was prepared to suite their learning style)

Pre-Reading Task2
To elicit the element of
fiction to help Ss analyse
the story. To prepare the
Ss from the while reading
stage
 T elicits from the Ss the most important Procedure
element that they should look for while reading the Interaction
Stage Materials Time Comment
story by asking concept checking questions? Pattern
T tells the Ss, when we read a story...........
what do we call the people in the story?
Ss (characters)
What do we call the most important character in the story?
Ss(main character/hero/...)
T accepts all possible answers
what do we call the main topic of the story?
Ss(theme)
what do we call the time and place in which the story occur?Where/when do the
characters live?
Ss(the setting)
From which prospective the author presents a story?
Ss(the narrator) the narrator could be a character in the story or a person from outside the T_S S_S
Handouts 10 - 15
story who sees and knows everything about the characters) S_WC
T checks Ss understanding by asking them about the narrator in (Titanic)
T provides the Ss with they answers and asks CCQS to make sure that Ss have
understood the concept.
T Writes the element of fiction on the board.
characters
Theme
Plot
setting
point of view.
T tells the Ss that it is important to try to find out those element while reading the story.
 Interaction
Stage Procedure Materials Time Comment
Pattern
While-Reading #1 T writes two questions on the board
To provide students with Who is Eveline?
less challenging gist and What is her dilemma?
specific information T encourages Ss to predict some answer
reading tasks T writes some interesting predictions on the board
T shows the Ss the HO (the story)
T tells the Ss to scan the story and answer these questions only
T_S S_S
T tells the Ss that they don't have to focus on every single word in the story, Handouts 14 - 16
WC
T gives the Ss the Hos
T sets time and make Ss aware of that.
Ss work T sits and monitors from a distance.
Ss finish.
T asks Ss to check answers together.
T checks answers with the whole class.
T asks Ss to compare their answers with the predictions they made.

While-Reading#2 T puts Ss in different groups

To provide students with T asks Ss to A)read the story again and write down the reasons that Eveline has for
more challenging detailed, staying and for leaving.
deduction and inference T elicits some answers from Ss
reading/ tasks Ex, she thinks her life is boring
she has a lot of responsibility that she can't leave T_s S_s 15 - 20
B) what decision does she make at the end of the story?
T asks Ss to work together and answer the questions
T sits a time limit and make Ss aware of that
Ss work
T monitors and helps Ss if needed

Stage
Post-Reading(If time
allows) if not this will be
done as (Homework)
and check the following
class.
To provide with an
opportunity to respond to
the text and expand on
what they've learned
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Interaction
Procedure Materials Time Comment
Pattern
T puts Ss into different groups.
T asks the students to work together and read the story again and underline the main
events of it.
T asks Ss to provide reasons for their the lines that they chose.
T gives Ss time.
T asks the Ss that there is no right or answer, it's all about their opinions.
Ss work T monitors.
T asks Ss to check answers with the class and see if the Ss have similar answers.
T asks Ss to write a story review.
T elicits what should include in the story review.
1. Introduction
In the introduction, you should write some basic facts about the story;
the title, the author and your reasons for liking or disliking the story.
2. Summary
Briefly summarise the story; the setting, the main character(s) and the
main events or problems that the characters experience.
3. Your own opinions.
what you like or dislike about the story. Give reasons for both. Handouts 8 - 10
4. Would you recommend the story to your friends/family?why and why not?
5. Conclusion
what did you learnt from the story?