Lesson in Reading,
Visual ai«B;
l. A diagram summarizing stages oflhe lesson basedon the story "The To•wet or London".
2- A picture 
A poster presentation "The United Kingdom. Ten centuries
in the making",
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Pre-reading
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liseussio:n Of Lite |
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Listening
to the text or. hisurieal |
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Completing a diagram with words from the text |
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|
Reading the sel,gence of t,he |
|
|
poster |
|
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[be riteariiltg oflhe w«ds frciln the context |
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Reading sci.ivities |
Reading
the Story '*The •Tower |
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Post-reading activities |
Reading comprehensic<i |
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Giving the reasons why the boys neve« seen |
|
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Writing short essay to surnmarize the story oflhe princes in the Tower |
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Discussion |
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Post-reading research |
Lesson
Pre—reuditiL 
Jhlrpose:
Preparill* pupils to comprehend the by
activating tl•.cif backgoond kliowledge.
Slimuljalirlii interest in story and
motivating pupils 
read.
Previewing the text betOre reading it
order have a general utsderswndittg of' theme.
Procedure:
l . Discussiu:noftite picture "Tlte 011.ondon" al What can YOU see in the picture?
b) WIsere is it locate&i'
What do you know Tower
of
2. to background.
Y. While
lisuning completing adiagrawn With 
Reading aetivities.
Pupils read the story 'The T0'.ver of London"
The
•rower beats official Lille Ol' Majesty'* 
of
the Tower of Lordot"", name "Tower of Londoa"
has l'*ig 
used for the whole ofthe great fortress ard
palace iOonded by William the
Cor..queror. William
raised the Tower to be defend the city. placing it at the 
or city,
slTii[egiC ipve the Tower ofthe river Thames
and Londor aridge as well as city itself. it has in been
fortress, prig*" Lh.e Ol' years
irrjprisoril•neril. is Orie Of arid Of swongest and impregnable fortress in the land- its of the Crown jewels. It also houses tlw tines: collection of arms armour in Britain und many other displays depicting 9 coJortül rerouries of British history,
The 2 young princes Rich't•rd were the king Edward IV.
Whell the king died in elder of [W0 I J,
King lidwa.rvi V, But WAS (he and
l.he 10 Of London. This was in Jijne. NO one saw the 2 princes alive again. In the same month Gloucester became King Richard
In wor•knper• of'l„ondor. found skeletonsot• under a Staircase. Were reemered lite
Corner" Westminster
Abbey Of Charles ll. MOS-I historians thirA [hat are the hones of the 2 young
pciaces, Edvean:l and Richard. I list0fians also believe That l,he boy died of
suffocation and that their 
Richard gave the o:der why SASTrie people the
On his
4. Reading the last 
the su:.ry "That's why some
people call the TO'.wcr"the Bloody Touer". in pairs vetbat
you think is meant by this sentence;
Ori
The Of the Slurs. 1.00k al
kingdom. Teri eer1L"ries; the find the period of time Whet" king Edv.ard V reigrjed rcigr.ed t•o« period ofiitve. Say thing. King Edward V.
6. 
the Ineanirig the Jllnramiliarv.•ord the Story Lite Ihal
it. Guess the meariing Of convent.
111. Post-readin•z
1. Reading comprehension
the westious.•
A, Who was the
H. Old was Edw;it'd When he became king2 C. was the princes" "prolectot"'?
O. When did the princes disappear?
E. What did some workmen find in 1674?
A. Richard I l l was a good king.
B. He gent the princes to Westmir.ster Abbey.
C. Richard I l l was the princes' father.
l). Workmen found the in a garden,
E. Hisaot'ians the 2 prince"; naturally
2, rewsoms why two hoys
•sere never •eeri
Write 
princes in the Tower.
Write: who they were when they lived
what happened 10 their rather 
uncle
did 
think
Lo them
4. Discussion.
Gi•.e personal reactions to the story.
Share your
opinion about . 
5. Post-reading research.
Why is Royal attractive 10 people?
the similar historical
page
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It’s no secret that nowadays schools face problems of the shortage of good textbooks. Some of them are out-of-date; others are too expensive for our schools to buy. I have some positive experience meeting this challenge and I want to share it with my colleagues.
It’s a pity, but we do not read and speak very often about science, education and arts. If, however, such a discussion begins, it ends very quickly. Very few of my pupils are interested in it. But when we begin to read and discuss thrillers, or horror, detective, historical and adventure stories, everybody becomes interested. Many of my pupils enjoy such lessons greatly, though, frankly speaking, we have some difficulties with the vocabulary. Preparing the material for such lessons I usually look through many English textbooks, and heaps of magazines, books and newspapers. As a result of such “research” work, I’ve put together quite an interesting textbook which I assembled myself. Reading such stories is an exciting process and every teacher can have such a book for themselves. The texts and stories may be photocopied and used for retelling, but if the teacher has limited printing opportunities she/he may read these stories for listening practice. Here is one of the stories provided with lesson notes.
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