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. Shelley’s 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 teacher’s 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

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 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. Shelley’s

“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.

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 Stage Activity Objective Materials Interaction Timing

Pre-reading 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.
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.
Shelley’s 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 Ss’ tasksheeet, T-ss, ss-T 2'-3'
to the first paragraph of the text and find out story and re-create the novel audio CD
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.
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 BB T-ss, ss-T 2'
story. Ss’ answers are written on the BB. on the text and anticipate subject
matter.

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While-reading 4. T asks ss to read the text quickly (time To encourage ss to confirm, modify, Ss’ tasksheeet T-ss, ss-T 4'
allowance 3') to check their predictions in the reject their previously made
previous activity. Ss report their answers and hypotheses and practise in skim and
are also encouraged to mention some of the timed reading.
actual events that are described in the
extract.

5. T asks ss to work in pairs to carry out activity To practise scanning for specific Ss’ tasksheeet T-ss, ss-ss,
3'
A of their tasksheets. T monitors and information. To encourage co- ss-T
provides pairs with help as necessary. Pairs operative learning.
report their answers and get feedback from
other pairs and the T.

6. Ss are asked to think about and discuss To give ss practice in intensive Ss’ tasksheeet T-ss, ss-ss 7'-8'
briefly in class Frankenstein’s and the reading. To engage ss in a real-life
monster’s feelings. After ss report their like task (exchange of information), to
answers, they are asked to carry out in pairs prompt them to paraphrase and avoid
activity B of their tasksheets. Pairs are copying directly from the text. To
encouraged to share work load (one pair integrate speaking skills and
member could deal with Frankenstein’s encourage co-operative learning.
emotions and the other one with the
monster’s) 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.

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Post-reading 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.
To encourage deeper s involvement, - Whole class 2'
identification and interaction with the discussion
text by asking them to express
personal opinions and feelings about
the two protagonists. To integrate
speaking skills.

14'-16'
8. T asks ss to carry out activity C of their To integrate writing (rhetorical Ss’ tasksheeet, T-ss, ss-ss,
tasksheets giving the necessary instructions. structure of a story) and listening ss’ notebooks ss-T
Ss work in groups of 4 and try to guess how skills and to encourage ss to use their
the story continues by using the clues given imagination. To develop ss’
in the activity. Ss are allowed about 7'-8' to negotiation and decision-making skills
complete their stories. T monitors and 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.

3'-4'
10. If time allows, ss are asked to fill To engage ss in vocabulary Ss’ tasksheeet T-ss, ss-ss,
in in pairs vocabulary activity D of their expansion and development. ss-T
tasksheets. Pairs report their answers and
get feedback from the T and the other pairs.

Follow-up 11. As homework, ss are assigned to To integrate writing skills, and to Ss’ tasksheeet,

carry out activity E of their tasksheets. T encourage ss to use their imagination. ss’ notebooks

promises to reveal the end of the story in the To arouse ss’ curiosity concerning the

following session. final outcome of the novel.

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 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-Student’s 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.

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 APPENDIX

STUDENTS’ READING TEXT & TASKSHEET

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 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.

“If any person showed me kindness or friendship, I would be a hundred times kinder in
return. For that one person’s sake I would make peace with all people. But that is a
hopeless dream. N o human will ever be friends with me. But you, Victor Frankenstein, my  The monster saw Frankenstein destroy his companion.
creator, can make another creature as ugly as myself, who will a ccept me and be my
companion. You owe me that much.”
 Frankenstein’s brother was murdered.
The small hut that I was staying in was situated on one of the O rkney Islands off the
coast of Scotland. It was perfect for my work. I sat one evening on my laboratory thinking.
Three years ago I had tried to create a human being. Instead, I had made a monster which  The monster left the island.
murdered my brother and an innocent servant had been blamed.
blamed Since then I had felt only
guilt. N ow I was making a companion for him, but what would she be like? W hat if she
was worse than the first? Suppose the two had children and creat ed a whole race of  Frankenstein started making a companion for the
monsters? H ow future generations would curse me!
monster.
A s these thoughts went through my mind, I noticed something at t he window. I trembled
from head to foot;
foot but though I wanted to run, I could not move. It was the monst er I had
made. H e had been watching me. D isgusted with myself, I destroyed the creature on
which I was working. Filled with anger, the monster ran away. I went to my room and  Frankenstein argued with the monster.
locked the door.

A few hours later I heard footsteps outside. T hen, the door opened and the thing that I
feared most entered. H ow can I describe how I felt at the sight of him? I had wanted my
creation to be beautiful. Beautiful! But he wasn’t.

“You destroyed her! You broke your promise to me! You forget that I have power over you.
You are my creator but I am your master! Since you deny me love, only revenge remains –
revenge, from now on, will be my light and food! I may die, but at first I will hurt you like
you hurt me.”

“G o away! I do break my promise; never will I create another like yourself, equal in
ugliness and wickedness,”
wickedness I shouted.

The monster ran away and a few minutes later I saw him in his boat, which disappeared
into the darkness. 8
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 I knew I was

A letter from my I knew I was
friend Henry innocent I left the island
friend Henry innocent I left the island
Clerval
Clerval

I realised who had

I realised who had
I hired a boat killed my friend. It
I hired a boat killed my friend. It
was ……..
was ……..

Henry Clerval was

Henry Clerval was
murdered
murdered
I was arrested
I was arrested
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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 shouldn’t …………………………………………… 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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