Aim of stage

Time

Interaction

Procedural steps

Introduce novels

FST (For Students To) gain motivation for reading

Motivate students to read English

Set context for book

FST do gist reading

FST scan for vocab

FST do detailed reading

To elicit background information from students

FST do second detailed reading [time permitting]

{Time permitting}

FST get production practice/ exploit text for speaking practice

[Time permitting]

FST get writing practice/ exploit text for writing practice

5

min

5-10 min

5-10

min

5 min

5-10 min

5-10 min

5-10 min

5 min

5-10 min

5 min (or longer?)

5-10 min

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Ss---Ss

Ss---Ss

T----Ss

Ss---Ss

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“Today, we’re going to talk about novels.  (Show book).  What are some different types of novels?”  (Try and elicit as many genres as possible and write them on the board.  If necessary prod students by providing a couple of examples.  Try and get at least 7 on the board before moving on.)

*Ask students to talk to partners about their favourite book or author.

* collect some of the feedback as a class

Dialogue:  “I want you to talk to your partner about your favourite book and your favourite author.”\

ICQ: “What do I want you to talk about?”

FB:

After students finish: “Okay, stop.  What are some of the books and authors you mentioned?”

(After getting examples, ask, “What type of story is it?”  Refer to genre words on board.)

Ask students if they have ever read or tried to read a book in English.  Get students to talk in groups.  Collect feedback as a class.

“Next, have you ever read, or tried to read any books in English?  Was it difficult or easy?  Talk to your partner.”  

FB:

“Okay, stop.  Has anyone ever tried to read any English books?”

“Well, today you’re all going to get some practice reading a real English book.  I have one of my favourite books here.”  (Show book, but hide title.)  “It’s by a famous author.  Can you guess who it is?”

If necessary, gradually give hints.  “He’s an American.”  “He lived from 1899 to 1961.” (Write dates on board.)  “During World War I, he joined the Italian army as an ambulance driver.”  “He lived in Paris, Spain, and Cuba.” If need be give title of one of his book.  “He wrote ‘A Farewell to Arms’.”  If at this point the answer is still not known, provide it for students.

“Has anyone read any of Hemingway’s books?  What are some of the titles?”  Elicit as many titles as possible.  If necessary give titles.  Make sure “For Whom the Bell Tolls” is put on board.

Ask students: “Have you ever read this book?  Or seen the movie with Gary Cooper?  What do you know about it?” Try and elicit as much student knowledge as possible

Show students picture of book cover (picture is somewhat small so make sure to bring around to the tables so that the students can see.)  “What is this?” (elicit book cover).  “Good, and what can you see on the book cover?”  (Several possible responses.  Try and direct student’s attention to the bridge.)

“What kind of story do you think it is?”  (Student response.  Teacher may occasionally ask “Why do you think that?” but don’t comment on correctness of guess.)

Teacher sets scene.  In this part there are two men sitting at a table and talking.  

(Alternative: Draw picture on flip board and ask student’s to describe it.  “What can you see hear?  What is this?  What is that?”

One of them has a (elicit map by showing realia) and a (elicit pencil through realia).

I’m going to give you some pages from the 1st chapter.  I want you to read quickly, and answer these 3 questions.  (Show questions on flip board).  

1). What are the names of the two men?

2). What are they talking about?

And, 3), I want you to try and think, what kind of story is this?  Is this an adventure, comedy, romance, what?”  (Point to examples already collected on the board.)

You only have 3 minutes, so you’ll have to do this quickly.  

ICQ’s:  How much time do you have?  (Possibly give students one minute longer than they’re told to allow for the long reading, but still provide a sense of urgency.)

“Stop.  Now, talk about the answers with your partner.”

Go over answers:  What are their names?  (Robert Jordan and Golz.)  Good, what are they talking about?  (Blowing the bridge).  Aid comprehension with pictures if necessary.  “Okay, so what does it mean to blow a bridge?  Good you have a bridge here.  And what is this man doing on the bridge here?  Good, and then you have the explosion here?  And what happened to the bridge?

And what kind of story is it?  (Possibly differing answers: historical, adventure, et cetera.  Try and elicit or highlight “War story”.  Also if students have not picked up on the romance, try and highlight that as well.)

“Only war?  I have the movie poster here.  What kind of story does this look like?  Look at lines 67—72 (write on board).  What are they talking about?  (girls).  What kind of story could that be?  (Romance).  “Good, so this book is? (War and romance).

“A war story has a special type of vocabulary, right?  What kind of words would we usually find in a war story?”  (Try and elicit a couple examples from students.)

With your partner, I want you to go through this and find all the words about war.  Then, talk about their meaning with your partner.  If you don’t know the meaning, try to guess the meaning.”

ICQs: What do I want you to find?  (war vocabulary)

What do I want you to talk about?

(the meaning)

What do you do if you don’t know the meaning?  (try and guess).

Do an example with the students.  “Let’s do one together.  Look in the reading.  Who can find a war vocabulary word?  Good, and what does it mean?”

Give students a few minutes for the activity.  If time is tight, don’t let students go on for two long.

“Okay, stop.  Look up here.  Can someone tell me a word?”  And what do you think it means?

Get a few examples from students, but make sure to elicit blocking vocabulary.  If blocking vocabulary is not produced in the first 5 examples, give it.  Blocking vocab is: General, blow, aerial bombardment, reinforcements, and guerrilla.

Try and elicit vocab meaning.  Highlight meaning if eliciting is inadequate.

(Show picture of General McArthur)  “Who is this?  What’s his name?  What is his job?  (elicit general) What is a general?  (He’s a very high position in the army).

What is this?  (Show pictures of bombs?)  And what is this?  (Show pictures of aerial bombardment.)  “Aerial bombardment”.  Good, aerial means what?  (from the air) bombardment means? (drop bombs).

What are reinforcements?—(extra men brought in to help during a battle.)  

And what is a guerrilla fighter.  (Someone who fights behind enemy lines using ambush and sabotage—like blowing up a bridge.)

CCQs:  Is the general in the army?

Is his position high or low?

Where do reinforcements go?

Is a guerrilla war like a regular war?

What does a guerrilla fighter do?

To ensure all students have the correct answer for the blocking vocab, hand out sheet

“Next, I’m going to give you a sheet.  I want you to work on this with your partner.  I’m going to pass it out, and then we’ll do the first one as an example.  What is Golz’s job?  Good, a general.  Finish the rest of these with your partner.  I’ll give you a hint.  You can find the answers to these in part 2.

ICQ: What do I want you to do? (Finish these with a partner)

Where can you find the answers? (In part 2).  

Allow time for students to work in pairs.

After they have been working for a few minutes, assign different numbers to report back to class.  “Can you guys do number 2 for the class?” et cetera.

“Okay, stop, let’s go over the answers.  You guys, what did you get for number 2?”

Teacher writes answers on the board as students give them.

Hopefully it will be elicited through the exercise that the book takes place during the Spanish Civil War.  Otherwise try and ask students, “What’s happening in Spain at this time?”  “What are they doing in Spain?”

Once topic of Spanish Civil War has been elicited, get as much information from students as possible about the war and the role that international volunteers played.  

After this, direct their attention to section C and quickly read through it.

[Time permitting] “Now, what is the plan?  Look at number 11.  Why does Robert Jordan need to blow the bridge?  I’ll give you a hint.  The answer is in part 1.”  

(Try and elicit answer from students.)  Good, finish the rest with your partner.

Allow students time.

“Okay, stop.  Let’s go over these together.”  Write answers on the board.  (Or OHT?)

[Time permitting]

“This book is 477 pages long?  What is going to happen next?  What story can you imagine?  Talk to your partner about what you think will happen in this book.

ICQ:  What do I want you to talk about?

Time permitting, give delayed feedback for any production mistakes picked up during monitoring.

Time permitting, collect student predictions at the end.

[Extra activity if time permits]

With your partner, I want you to imagine two people are sitting at a table making a plan.  (Flip back flip chart to picture of two people.)  Who are they?  What are they talking about?  Imagine they are making a plan.  What are they planning?  Write down their conversation with your partner.

ICQ:  What do I want you to do?