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PiscesAquarius Taurus CancerGeminiAries
CapricornScorpio SagittariusVirgoLeo Libra
Feb. 20 - Mar. 20Jan. 21 - Feb. 19 Apr. 21 - May 21 June 22 - July 23May 22 - June 21Mar. 21 - Apr. 20
1. Student ability: High Beginner ~ Intermediate 2. Approximate length of lesson: 40+ 3. Number of students necessary: 2+ 4. Preferred age/maturity: JHS, HS, College, Adult 5. Type of lesson: Pair Work Activity
* * * * *
Language Target: Just having a little funwith English while building readingfluency and practicing Questions,Answers and Numbers.
Setting Up: Begin a brief discussion of theZodiac and Horoscopes. Ask if studentsknow their signs. If the Zodiac iscompletely unknown to the students, ifmight be good to write the 12 signs on theboard with the accompanying birth dates.
Explain that in some countries,horoscopes are sometimes taken seriouslyas a means of predicting the future oreven for finding romance.
Getting Started: Put students into pairs.Give one student both pages of theworksheets.
Note: Students are NOT to read theworksheets yet, first they must circleone selection from each gray box.
The student with the worksheets(Student A) writes his / her partner’sname on the line at the top and writes theappropriate Zodiac sign.
Then, Student A says to his / herpartner: Tell me a number between 1 and5 . The partner does so and Student Acircles the word(s) written above theselected number. Then Student Acontinues by saying: Tell me a numberbetween 6 and 10, Tell me a numberbetween 11 and 15… and continues allthe way to the end of the second page:Tell me a number between 176 and 180.
When finished, the partner, StudentB, does the same for his / her partner.
Finally, Student A reads his / herpartner’s horoscope beginning with: Thisis the true horoscope for (name), a real(Zodiac sign). Student A continues withthe first sub title: Your Health andproceeds to the first paragraph beginningwith Early in the new year, you willcatch a. . . .
.Student A continues to read through
the entire horoscope. When finished,Student B reads his / her partner’scomplete horoscope.
When both have finished reading,students should give the completedhoroscope to their partners.
Variation 1: To increase reading fluencyand practice with third person pronouns,split apart the pairs and form new pairs.Now Student A reads the horoscope of his/ her former partner to his / her newpartner.
For example: This is the truehoroscope for Rebecca, a real Gemini.Her Health. Early in the new year, shewill catch a . . ., etc.
Variation 2: For practice with first person,students read their horoscopes to newpartners, For example: Early in the newyear, I will catch a. . . and I will have tostay in bed for . . . .
Variation 3: Prior to beginning, pair thestudents and put two pairs of studentstogether into groups of four. When pairshave finished circling all of the answers,three students put their worksheetsfacedown and the remaining student readshis / her partner’s horoscope to the others.When finished, another student reads his /her partner’s horoscope, then the thirdstudent does the same followed by thefourth student.
Variation 4: With higher ability students, re-pair the students (each keeping his / herown completed horoscope) and have themquestion each other about their future. Forexample: What will happen to you earlyin the year? When will you become
injured? What kind of injury will youhave? What remedy will be necessary?
Building Fluency 1: Make copies ofnewspaper, magazine or internet pageswhich have this day’s horoscopes. Dividethe class into groups, each grouprepresenting one of the Zodiac signs, i.e.,all Pisces, all Capricorns, etc. Distributethe appropriate horoscopes to the groups.One of the students reads the horoscopeto the others and they discuss theaccuracy of the predictions.
Building Fluency 2: Most cultures havemethods of Fortune Telling or PersonalityPrediction. Discuss these methods; theiraccuracy / believability, popularity,history, etc.
[A few of the methods might includeBlood Types, Numerology, Tarot Cards,Reading Tea Leaves, Farmer’s Almanac,I Ching.]