Lesson 5

Teacher's Notes
1. Reviewing the pre-class text:
a. Elicit from the class if they read the pre-class text.
b. Put ss in pairs. If any ss did not read the pre-class text, pair them with a student who
did read it.
c. Tell ss to explain everything they remember about the pre-class text to each other.
With pairs where only one ss read the text, encourage the other ss to ask questions for
more information about the text.
*If necessary, model a short exemplar answer yourself.
d. Monitor discussions. Encourage ss to extend answers and give reasons, examples,
etc. and encourage their partners to ask follow-up questions for more information. Note
down any frequently occurring errors.
e. Nominate ss for feedback on the pre-class text. Encourage peer correction if ss
provide incorrect or incomplete answers.
*If necessary, structure the feedback with the following questions (answers in brackets):
i. Who wrote �Alice in Wonderland�, and when?
(Charles Dodgson, using the pen-name �Lewis Carroll�. He made up the story in
1862, wrote the first version in 1864, and published the final version in 1865.)
ii. What was the writer doing when he made up the story?
(He was rowing a boat on the River Thames in London with friends and their daughters,
one of them was called �Alice�.)
iii. Who got the first copy of the story, and what happened to it?
(Alice, the daughter of his friends. She had to sell it because she had money troubles.
It�s now in the British Library.)
iv. How was the published version of the story different from the first one the writer
wrote?
(It was longer.)
v. What has happened to the story since it was published?
(It has been translated into many languages, and films have been made of it.)

2. Discussion
a. Put ss into small groups of 3-4.
b. Tell them to discuss the 3 discussion questions on the board.
*If necessary, model an answer to the first question yourself.
c. Monitor discussions. Encourage ss to extend answers and give reasons, examples,
etc. and encourage their partners to ask follow-up questions for more information. Note
down any frequently occurring errors.
d. Nominate ss for feedback on the questions.
e. Elicit from ss anything they know specifically about 'Count Dracula' - the lesson
revolves around an extract of Dracula by Bram Stoker, so generate as much
background knowledge as possible.

3. Extension 1: Error Correction

a. Board any common errors you wrote down during ss discussion.

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b. Put ss in pairs, and give them 5-10 minutes to study the errors and try to correct
them.
c. Nominate ss for answers.

4. Extension 2: Literary Character Web-Quest

(*if ss are unaware of many of the literary characters from question 3)
a. Put ss in pairs and assign each pair a character from question 3.
b. Give ss 5-10 minutes to research their characters on the internet and make notes.
Encourage use of Google in English.
c. Bring each pair to the front of the class and have them give a short, informal
presentation of what they found out about their character. Encourage Q+A from the
class.

5. Extension 3: Dracula Web-Quest

(*if ss are unaware of Dracula)
a. Put ss in pairs.
b. Give ss 5-10 minutes to research 'Dracula' on the internet and make notes.
Encourage use of Google in English.
c. Elicit from the class what they found out about Dracula. Some facts to elicit:
i. Dracula is an 1897 Gothic horror novel by Irish author Bram Stoker.
ii. Over 200 films have been made about Dracula.
iii. Dracula is a vampire and the novel established many of the conventions of vampires
(such as aversion to garlic, sunlight; a lack of reflection, etc.).
iv. The story is about Dracula's attempts to move from Transylvania to England.
v. The story begins with a character visiting Dracula in his castle in Transylvania.

Teacher's Notes
Summary Task
1. Tell ss they are going to read an extract from the beginning of 'Dracula'. Explain that,
in the extract, the main character is staying in Dracula's castle, but he doesn't know
Dracula is a vampire.
2. Give ss 5-10 minutes alone to read the extract and make notes on the key parts of
the story.
Optional Stage:
a. Put ss in pairs and have them compare notes to see if they have made notes on the
same points (* if you do this stage, put ss into different pairs in stage 3).
3. Put ss in pairs. Tell them they will orally summarise the extract. Draw ss attention to
the language prompts and let them know they can use the 'dramatic' present for their
summary.
4. Allow ss to orally summarise to each other. Monitor. Make notes of any common
errors.
Optional stage:
a. Change ss' pairs and have them summarise again.
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5. Elicit feedback from the whole class - find out if the ss' summaries differed from their
partner's.

Extension: Error Correction

1. Board any common errors you wrote down during ss' summaries.
2. Put ss in pairs, and give them 5-10 minutes to study the errors and try to correct
them.
3. Nominate ss for answers.

Teacher's Notes
Deduction Task
1. Elicit from ss what happened at the end of the extract they read (Dracula tried to grab
the main character's throat).
2. Tell the ss they are going to guess what happens next in the story. Go over the task
and language prompts with them.
3. Put ss into small groups of 3-4 and allow them 5-10 minutes to speculate what
happens next in the story.
4. Monitor discussions. Encourage ss to extend answers and give reasons, examples,
etc. and encourage their partners to ask follow-up questions for more information. Note
down any frequently occurring errors.
Optional stage:
a. Change ss' groups and have them speculate once again.
5. Nominate ss to relate their group's ideas to the whole class. Try to engage whole
class in discussion on how their deductions differ from group to group.

Extension: Error Correction

1. Board any common errors you wrote down during ss' summaries.
2. Put ss in pairs, and give them 5-10 minutes to study the errors and try to correct
them.
3. Nominate ss for answers.

Teacher's Notes
Review
1. Draw ss' attention to the modals of deduction information on the board.
2. Elicit from the ss whether they used them or not.
*If ss did not use the modals of deduction very much:
a. If desired, play the Learn About video.
b. Put ss in pairs and give out photographs of people (any photo is fine, can be done on
a Google image search).
c. Have pairs use the modals of deduction to discuss the people in the photos (e.g. job,
nationality, personality, etc.).

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d. Monitor discussions. Encourage ss to extend answers and give reasons, examples,
etc. and encourage their partners to ask follow-up questions for more information. Note
down any frequently occurring errors.
e. Nominate ss for feedback.
f. Extension: Error Correction
i. Board any common errors you wrote down during ss' summaries.
ii. Put ss in pairs, and give them 5-10 minutes to study the errors and try to correct
them.
iii. Nominate ss for answers.

Teacher's Notes
How To - check 1
1. Draw ss' attention to the highlighted verbs. Ask students what tense the verbs are in.
Elicit that all the verbs are in the past and are in narrative tenses. Recap that narrative
tenses are used to tell stories or talk about the past.
2. Put ss in pairs and have them discuss the questions for 5-10 minutes. Monitor.
3. Nominate ss for feedback.

Extension 1: further noticing

1. Put ss in pairs. Have them highlight all the rest of the verbs in the text.
2. In pairs, ss discuss what tense the verbs are in and why that tense was used.
3. Nominate ss for feedback.

Extension 2: controlled practice

(*if ss are struggling with narrative tenses)
1. Put ss in pairs and give them a narrative tense grammar exercise.
2. Allow them plenty of time to complete the exercise.
3. Nominate ss for answers. Elicit why each tense is chosen.

Narrative Tenses

Use these to tell stories or talk about the past.

Look at the highlighted verbs in the first part of the extract.

1. The only past simple verb is: amazed. The past simple is used for
completed past actions.
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2. The only past continuous verb is: was just beginning. The past
continuous is used for actions in progress at a time in the past.

3. The past perfect verbs are: had hung, had not seen, had cut, had
been mistaken. The past perfect is used for completed past actions from
an earlier time in the past.

Descriptive Vocabulary

Match the text in bold to the author's original.

1. 'uncomfortable feeling' matches 'vague feeling of uneasiness.'

2. 'then' matches a) 'at that instant'.

3. 'going' matches e) 'trickling'.

4. 'he looked angry' matches b) 'his eyes blazed with a sort of demonic
fury'.

5. 'quickly' matches d) 'suddenly'.

6. 'tried to touch my neck' matches c) 'made a grab at my throat'.

The writer uses more descriptive and dramatic vocabulary. It makes the
text more exciting and interesting and it encourages the reader to read
more.

Teacher's Notes
Main Task
1. Explain to ss they are going to write the next part of the story. Tell them that they will
at first work in pairs, and then alone.
2. Put ss in pairs. Give them 10 minutes to brainstorm what happens next in the story.
Monitor and encourage them to make a note of descriptive vocabulary they can use.
3. Whole class feedback: Briefly elicit from students a few ideas for their stories.

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4. Tell ss they are going to work alone to write their story.
5. Give them 15-25 minutes to write their story. Monitor. Assist students where possible,
correct their writing as they write, and supply them with any vocabulary they're
searching for. Note down any errors that are widespread among the ss.
6. At the end of the time, or if a student finishes, give them a few minutes to read over
their story and see if they can find any mistakes or make any improvements.

Extension 1: Peer Feedback.

a. Put the ss in pairs.
b. Ss exchange their stories with their partner.
c. Give them some time to read each other's stories.
d. When they have read the stories, encourage pair discussion on their stories:
i. How was your partner's story different from yours?
ii. What did you like about your partner's story?
iii. How could your partner improve their story?

Extension: Error Correction

a. Board any common errors you wrote down during ss' summaries.
b. Put ss in pairs, and give them 5-10 minutes to study the errors and try to correct
them.
c. Nominate ss for answers.