Lesson Plan SE 1.1 Reading (Lesson 2 of 4)

 

Lesson focus: Which language skill(s) will the students work on (speaking, listening, reading, writing)? Reading (predicting what a reading is about, reading for detail, Infer meaning ·         Reading (predicting what the text is about, reading for general information and detail) ·         Speaking to compare Ss’ life and world with that of the writer of the passage   Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc. ·        Adverbs of frequency and degree   Will you explicitly teach an aspect of culture in the lesson? If so, describe it: ·         No, but Ss will be comparing their world with that of the writer, who is from Finland, so cultural differences may emerge. 
Objective:  Students Will Be Able To….

·         Read and check the accuracy of their prediction about the content of the reading, and understand the text generally and in detail, including how often the writer does routine things and the degree to which statements she makes are true (degree or modifying adverbs) ·         Discuss and compare their daily routines and world to the one described in the passage
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)·         Can read and understand the main points and significant details of

o    texts of three or more paragraphs

o    on familiar matters, including some more abstract cultural and contemporary issues

o    that may contain some complex language, but are generally straightforward: e.g. encyclopedia entries, award nominations, eye witness accounts.

 
When and how will I check my students’ progress toward the objective(s)? ·         I can hear and see Ss answering questions about the reading passage ·         I can hear Ss talking about their ideas of about their lives compared with the writer’s
Required materials and/or resources:

  • SE 1.1 Pg 8 Act 2, Pg 9 Act 1, Worksheet Handout, pencils, pens, paper

 
Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to? ·         The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community, and about their country and the world. ·         The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones. ·         The teacher guides learners to understanding language.

 

 

 


Time

 By the end of the stage, students will be able to

Rationale

(Why do we want our students to do this?)

Interaction Pattern &

VAKT[1]

Procedure

Materials
10 min Demonstrate understanding of the context of the reading

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Predict what the reading passage is about

 

 Ss need to share their knowledge and experience of the topic because this will help them understand the text and do the reading activities more effectively.    Ss need to know the context of the reading to help them understand the text.                         Ss need to develop the skill of predicting the content of a text because it will help them be more efficient and effective readers. Ss-Ss, Ss-T, T-Ss   VA Pre-Reading

·         T asks Ss how computers are used to make new friends and/or to maintain friendships.  T gives Ss a minute to think, and then in groups Ss share their ideas.

·         T asks Ss to look in their textbooks at the computer screenshot of the heading section of an email ( bottom of Pg. 8, Act 2) and to answer the following questions:  1) Who is the sender?  2) Who is the receiver and where might the person live?  Why do you think so?  3) What’s the reason for the email?  Why do you think so?  4) In addition to the message, what does the email include?

·         Ss work alone briefly and then quickly compare their answers.

·         T checks answers with whole class, clarifying if necessary the meaning of correspondence and keypal/penfriend.

·         T tells Ss they are going to read the full email.  T asks Ss what they think will be in the email.  T gives Ss time to think and then writes their ideas on the board. (For example, news about Kirsi’s life, answers to questions Amel asked, news about friends they share, etc.)

 

 Textbook

SE 1.1

Pg 8

Act 2 & 3

 
5 min Read the text and say whether their prediction was correct Effective readers are able to predict what a reading passage will be about and then use the first reading to check their predictions.   Asking Ss to read and find out if they were correct is a simple, motivating task that gives them an opportunity to practice reading quickly for specific information. T-Ss, Ss-Ss   VA Reading 1 – Checking their predictions

·         T asks Ss to read the email on Pg 9 (Act 1) and to see which of their predictions/guesses (on the board) were correct.  T gives Ss time to compare their answers in pairs/groups.

·         T checks correct answer with the entire class.

 

 

 Textbook

SE 1.1

Pg 9

Act 1

 
5 min

 

 Read the text and answer general  (gist) questions about the content Ss need to understand the text in greater depth gradually.  They need to understand it generally first.       The answers Ss come up with allow the T to assess Ss understanding of the text. T-Ss, Ss-Ss   VA Reading 2 – Deepen Understanding

·         T gives Ss the worksheet and asks Ss to read Question 1 (Q1).  Ss work in pairs to be sure they understand the words.  T monitors.

·         T checks that all Ss understand the items in the list asking CCQs[2] as necessary.

·         T asks Ss to re-read the email and do Worksheet Question 2 (Q2) alone. T monitors.

·         Ss compare answers in pairs.

·         T checks answers with the whole class.

 Textbook

SE 1.1

Pg 9

 

Reading Text

 

Worksheet Handout Qs 1 and 2

 
15 min Read the text to find specific information to do with  frequency and degree

 

 Ss need practice understanding specific information in a text and the language used to convey the information.     Ss need to understand what meaning frequency and degree adverbs add to what is being communicated.   Ss need to see the adverbs in context to  help them understand how they add to the information being communicated.   Ss understand more if they find answers for themselves, rather than the teacher explaining everything and/or telling them.  Ss will learn more efficiently and effectively if they are guided to discover meaning and patterns. Ss-Ss, T-Ss   VAT Reading 3 – Reading for specific information and language

·         T asks Ss to do Worksheet Q3.  Ss check in pairs, and T checks whole class.

·         T asks Ss to look at the blue box on Pg 10 of their books.  T asks:  “What information is in the box?”

·         T asks Ss to do Worksheet Q4.  T checks Ss understand what they are to do and checks Ss understand the meaning the chart conveys.

·         Ss draw frequency chart on their worksheet (or in their copybooks). T monitors

·         T asks Ss to do Q5. Ss work in pairs and T monitors.

·         T writes two pairs of examples of the board:  “It’s hot today.  It’s very hot today” and “His shirt is expensive. His trousers are rather expensive.” T underlines degree adverbs and asks Ss what meaning they add or how they change the meaning of the original sentence.  T draws degree adverb chart on board, vertically, with degree words on left of arrow.  T checks that Ss understand these words change the meaning of the following word a little or a lot. The T asks Ss to copy chart into the Q6 space on their Worksheet or into their copybook.

·         T asks Ss to do Q7 (re-read the email alone and underline each use of the degree adverbs they find (9 uses)).

·         Ss compare answers.

·         T asks Ss to do Q8.

·         T checks the answers to the second part of Q8 with the whole class.  T asks Ss to discuss in pairs/groups how the words (adverbs) on the two charts are similar and different, and what information they give.

·         T checks answers with the entire class, explaining where necessary.

 

 Textbook

SE 1.1

Pg 10

Act 1

 

Reading Text

 

Handout Worksheet

 

Pencils

Pens

Paper

 

 

 

 

 

 

 

Pg 11

Act 7

 
15 min Discuss and compare their own life and world to Kirsi’s, and to use words of frequency and degree as they do so Ss need an opportunity to explore and talk about differences and similarities between the world in the reading and their own.  Ss also need to an opportunity to use the language of frequency and degree in a personalized context.  This will help them better understand the text, the language and themselves. Ss-Ss, T-Ss   VA Speaking (Post-reading)

·         T asks Ss individually to think about and write notes on how Kirsi’s world (place and routine) is the same or different from theirs. T encourages Ss to use frequency and degree words. T monitors and helps with word order and pronunciation as necessary

·         Ss compare their answers in groups and discuss their ideas.  Again, T encourages Ss to use frequency and degree words. T monitors and helps with word order and pronunciation as necessary.

·         Whole class: T elicits Ss answers from the different groups, helping Ss with word order and pronunciation of frequency and degree words as necessary.

·         T addresses any final questions or comments that came up during the discussion.

 

  

 

[1] VAKT = Visual, Auditory, Kinesthetic, Tactile

[2]