TEACHING READING SKILLS THROUGH A LITERARY TEXT

CLARIFICATION NOTES
The reading lesson we are going to present is based on current ELT reading
methodology which supports that the implementation of certain principles such as the
activation of students background knowledge on a subject (content schemata) and
the development and practice of certain reading strategies (skimming, scanning,
intensive, timed reading, etc.) can lead learners into being more active rather than
passive recipients of the content, structure and language of a text (Hedge, 2000,
McDonough & Shaw, 1993, Carrell 1983, quoted in Williams and Moran, 1989,
Carrell and Eisterhold 1988, Abbott & Wingard, 1981). Therefore, the reading lesson
plan that follows aims at treating reading as a skill that requires practice in itself and
not solely as an object for the teaching of grammar and vocabulary.
The reading text used for the specific lesson was taken from To the Top-4
Coursebook (MM Publications) and it is an abridged version of M. Shelleys novel
Frankenstein. It has not been used in its entirety as it appears in the
aforementioned coursebook but it has been shortened for our purposes. In the
appendices that follow the lesson plan, the teachers can find the adapted reading
material, the activities that accompany it and the teachers answer key as well as the
whole text as it appears in To the Top-4 coursebook. Certain activities of the lesson
plan have been adapted from the specific coursebook (2, 3, 5) while the rest have
been specially designed for this lesson (1, 4, 6, 7, 8, 10, 11). The reading text is also
accompanied by a recorded audio version which is used in our lesson plan for
maximizing students involvement and achieving listening skills integration. However,
if the teachers cannot get hold of the audio CD, the lesson may be carried out without
its support if modifications are made.
Finally, for the sake of conciseness the following abbreviations have been
used:
T=teacher
s=student
ss=students
BB=blackboard

LESSON PLAN

Class: 1st grade of Senior High School

Class size: 24 ss
Level: Intermediate
Materials:

i) ss tasksheet including an abridged version of M. Shelleys

Frankenstein taken from the To the Top-4 Coursebook (MM Publications) ii) audio
CD with the narration of the story extract (MM Publications).

Main aims
1. To give ss practice in reading strategies: skimming, scanning, intensive, timed,
silent reading
2. To engage ss in reading for real life purposes: reading for pleasure

Secondary aims
1. Integration of speaking, writing and listening skills
2. Involvement in pair and group work for support in learning
3.

Active interaction with a literary text through the formation of expectations and
anticipation of content

4. Encouragement of ss to express personal opinions

5. Brief practice with the vocabulary of the text

Anticipated problems and solutions

Ss may tend to copy directly from the text for filling in activity B of their
tasksheets (while-reading stage, activity 6). They should be urged from the beginning
of the task to paraphrase as much as possible.
Activity C of the tasksheet (post-reading stage, activity 8) should be carefully
explained to the ss as they may not realise that they have to use all the clues in the
order that they will decide as a group. Moreover, it should be stressed that the
narration of the group stories should be done in the first person singular.

Stage
Pre-reading

Activity

Objective

Materials

Interaction

Timing

1. T tells ss that they are going to read an

To arouse ss curiosity and activate

Ss tasksheeet

T-ss, ss-T

2'

extract from a novel. S/he asks them to look

ss background knowledge on the

at the picture of their tasksheets and discuss

subject.

Ss tasksheeet,

T-ss, ss-T

2'-3'

T-ss, ss-T

2'

what they think it shows. Ss report and

discuss their answers and the T asks them if
they know any books/films/magazines based
on stories about monsters. The ss most
probably will mention Frankenstein but if they
do not, the T briefly informs them about M.
Shelleys novel (who Frankenstein is, who
created him and why) without revealing too
much about the story.
2. T asks ss to read and listen at the same time

To initiate ss to the content of the

to the first paragraph of the text and find out

story

and

re-create

the

novel

who is talking, who he is talking to and

atmosphere through listening to the

what he asks for. Ss report their answers

CD for better s involvement.

audio CD

and get feedback from each other and the T.

3. T asks ss to guess what happens next in the

To encourage ss to form expectations

story. Ss answers are written on the BB.

on the text and anticipate subject

BB

matter.

While-reading

To encourage ss to confirm, modify,

4. T asks ss to read the text quickly (time
allowance 3') to check their predictions in the
previous activity. Ss report their answers and

reject

their

previously

made

T-ss, ss-T

4'

T-ss, ss-ss,

3'

Ss tasksheeet

hypotheses and practise in skim and

timed reading.

are also encouraged to mention some of the

actual events that are described in the
extract.

5. T asks ss to work in pairs to carry out activity

A of their tasksheets. T monitors and
provides pairs with help as necessary. Pairs

To practise scanning for specific

information.

To

encourage

co-

Ss tasksheeet

ss-T

operative learning.

report their answers and get feedback from

other pairs and the T.
6. Ss are asked to think about and discuss
briefly in class Frankensteins and the
monsters feelings. After ss report their
answers, they are asked to carry out in pairs
activity B of their tasksheets. Pairs are
encouraged to share work load (one pair
member could deal with Frankensteins

T-ss, ss-ss

To give ss practice in intensive

reading. To engage ss in a real-life

7'-8'

Ss tasksheeet

like task (exchange of information), to

prompt them to paraphrase and avoid
copying directly from the text. To
integrate

speaking

skills

and

encourage co-operative learning.

emotions and the other one with the

monsters) and then exchange information so
that both members have both table columns
filled in. T monitors and advises during
activity preparation urging ss to use their own
words as much as possible to fill in the table.
Pairs report their answers and get feedback
from other pairs and the T.

Post-reading

To encourage deeper s involvement,

7. T asks ss about their own feelings towards
Frankenstein and the monster he created. Ss
discuss their emotions towards the two
heroes and explain why they feel this way.

identification and interaction with the

Whole class
-

2'

discussion

text by asking them to express

personal opinions and feelings about
the two protagonists. To integrate
speaking skills.

8.

T asks ss to carry out activity C of their

tasksheets giving the necessary instructions.
Ss work in groups of 4 and try to guess how
the story continues by using the clues given
in the activity. Ss are allowed about 7'-8' to
complete their stories. T monitors and

To

integrate

writing

(rhetorical

structure of a story) and listening

skills and to encourage ss to use their
imagination.

To

develop

Ss tasksheeet,
ss notebooks

T-ss, ss-ss,

14'-16'

ss-T

ss

negotiation and decision-making skills

through collaborative work.

advises during group activity preparation.

After groups report their stories in class, they
listen to how the story continues through the
audio CD and check whether their own
versions approached what really happened.
10.

If time allows, ss are asked to fill

in in pairs vocabulary activity D of their

To

engage

ss

in

vocabulary

expansion and development.

Ss tasksheeet

T-ss, ss-ss,

3'-4'

ss-T

tasksheets. Pairs report their answers and

get feedback from the T and the other pairs.
To integrate writing skills, and to
Follow-up

11.

As homework, ss are assigned to

encourage ss to use their imagination.

carry out activity E of their tasksheets. T

To arouse ss curiosity concerning the

promises to reveal the end of the story in the

final outcome of the novel.

Ss tasksheeet,
ss notebooks

following session.

REFERENCES
Abbott, G. & Wingard, P. (1981). The Teaching of English as an International Language. Collins.
Carrell, P. (1983). Some issues in studying the role of schemata, or background knowledge, in second
language comprehension Reading in a Foreign Language, 1/2.
Carrell, P. & Eisterhold, J. (1988). Schema Theory and ESL reading pedagogy. In Carrell, P., Devine, J.,
Eskey (eds), Interactive approaches to Second Language Reading (pp. 73-92). Cambridge:
CUP.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: OUP.
McDonough, J. & Shaw, C. (1993). Materials and Methods in ELT. Oxford: Blacklwell.
Mitchell, H.Q. (2006). To the top 4-Students book. Athens: MM Publications.
Williams, E. & Moran, C. (1989). Reading in a foreign language at intermediate and advanced levels with
particular reference to English Language Teaching, 22/4: 217-228.

APPENDIX
STUDENTS READING TEXT & TASKSHEET

A. Put the events of the text in the correct order.

Write 1-7 in the boxes.

Frankenstein saw the monster at the window.

Frankenstein created a monster.

The monster saw Frankenstein destroy his companion.

Frankensteins brother was murdered.

The monster left the island.

Frankenstein started making a companion for the

monster.

Frankenstein argued with the monster.

B. What are the emotions of Frankenstein and the monster and when do they have these feelings?
Work in pairs to fill in the table using information from the text.
EMOTIONS

FRANKENSTEIN

MONSTER

Fear
Anger
Guilt
Loneliness
Hatred

C. What do you think happens next in the story? Below there are some clues that will help you find out.
Work in groups to put them together using also your own ideas.

A letter from my
A letter from my
friend Henry
friend Henry
Clerval
Clerval

I knew I was
I knew I was
innocent
innocent

I left the island

I left the island

I realised who had

I realised who had
killed my friend. It
killed my friend. It
was ..
was ..

I hired a boat
I hired a boat

Henry Clerval was

Henry Clerval was
murdered
murdered
I was arrested
I was arrested

D. In the text there are some underlined words and phrases. Match them with their definitions and synonyms
below.
wish that bad things happen to somebody
feared
wrongdoing
disliking myself
same
accused

.
.
.
.
.
.

Now use the highlighted words and phrases to complete the sentences that follow making any changes
necessary.
1. You shouldnt your brother for what happened. He has nothing to do with it.
2. The witch the prince to become a frog until a princess kissed him.
3.

He felt when he saw how dirty the room was.

4. When the little child heard the thunders she and started crying.
5. The two boys are of height.
6. His towards weak people make me very angry.
E. Write a short paragraph (about 80 words) about how you think the story ends. You may wish to think about the following
points:

Does the monster continue his revenge on Frankenstein?

How does Frankenstein react?

Do they make peace with each other or not?

Is there a winner at the end?

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