Present the words and their meanings in a jumbled order; ask the students to match words/chunks and their meanings correctly. Ask the students to read the poem, and underline the vocabulary items that are still new for them. Clarify the meanings of the words as marked by the students. Give a model loud reading of the poem. In the meantime, ask the students to attend to the lines carefully as you read aloud. Read the poem and ask the students to drill after you in choral form at first. Then get the students to recite the poem sitting in small groups. Finally, ask 2-3 students to recite the poem for the class. Ask the students to read the poem aloud individually. Help those who find difficulty in pronouncing and reading. After reading, ask them to use the vocabulary items in meaningful sentences. Example: Scarcely: The boy could scarcely speak when he was sold. Monitor and support while the students are working. Reflection Was the instructional objective met? How did you make sure that the students learned what they were expected to learn from this lesson? Extended activity Ask the students to find out some information about the poet William Blake by using the internet or visiting a library. Reflection Did your students recite the poem with rhyme? How can the reciting of a poem be made more effective? Lesson Two Reading Content from the textbook Reading activities (Vocabulary in use, Reading comprehension, Follow-up activity (p. 148) Materials required Usual classroom materials Lesson activities Finding out rhyming words Divide the class into small groups of three to five, and ask them to read the poem aloud in groups. Encourage them to share with their partners what they understand. Ask the groups to find out the rhyming words in the poem. Make sure that students understand what a rhyme is (A rhyme is a repetition of similar sounding words occurring at the end of lines in poems or songs.). Ask the groups to share their findings. 251