Download i to i TEFL assignment 3 - Reading - NEW TOPIC (2024) - Passed with great feedback and more Assignments English Language in PDF only on Docsity!
Name of the Teacher Date Level of the class Length of lesson
Amy 10 Oct 2023 Advanced 60 minutes
Lesson Type:
Four Skills - Reading
Lesson Topic:
Unexpected Encounters
Lesson Aims:
By the end of the lesson, students will be better able toā¦
ļ· Read for gist through means of skimming. ļ· Read for specific detail through means of scanning. ļ· Enhance critical thinking skills through analysis of the reading material. ļ· Engage in collaborative discussions to compare and discuss answers.
Lesson Outcomes:
By the end of the lesson, students will haveā¦
ļ· Demonstrated general understanding of a text through skimming and answering questions. ļ· Read for specific information by scanning the text and discussing answers with peers. ļ· Identified and comprehended relevant vocabulary words. ļ· Engaged in class discussions and made predictions based on visual prompts. ļ· Participated in a cooler activity which promotes creativity and language fluency.
Anticipated difficulties:
The students all share the same L1, which means they might be inclined to speak this to each other instead of English. The students are all fairly young adults very close in age and may feel excited by each otherās company and want to have small talk or look at each otherās cell phones etc.
Suggested solutions:
I will make it clear that only English must be spoken during the class, even during groupwork. I will make sure that in groupwork the students that may be disruptive are grouped with others who are more focused in order to get them to focus as well and ask that all cell phones be put away on silent. I will give enough reading time to allow for students to read the article as
Students may not fully grasp the meaning of the article due to poor word recognition, especially with more complex words, terms and phrases. When speaking English, Spanish speakers may drop consonants at the end of words. For example, instead of saying ātextā, Spanish speakers may say ātexā or ābrefasā rather than ābreakfastā. Instead of āmindā you might say āmineā. many times as needed, and encourage them to read for understanding, working on their comprehension skills. I will then revise sections that are particularly difficult for students to help them with recognition and inferring. I will repeat the words that students struggle with and then drill the students by having them repeat after me until they are doing it correctly. I will use the phonemic chart to further explain the pronunciation of the words and sounds. I will get them to practise the words and phrases ending in consonants, focusing on not over-articulating the final consonant by counting a single syllable in each word (1 beat each).
Authentic Text (insert reading text here or link to the listening recording)
School Principal Unlocking Dumpster Gets The
Surprise Of A Lifetime
A school principal in West Virginia came face to face with a large black bear after it popped out of a dumpster ā causing both of them to appear startled and bolt from one another, video showed. James Marsh, the principal of of Zela Elementary in Nicholas County, was unlocking the dumpster when the incident occurred on Monday, according to local Fox outlet KTVU. He had previously seen a bear wandering around and decided to lock it ā apparently unaware that another bear was already inside. Surveillance footage captured the moment the dumpster was unlocked. While Marsh stood in front of the dumpster, the lid suddenly began to open, until the bear finally poked its head out right in front of him. Marsh jumps briefly before sprinting away, while the bear also quickly hops out of the dumpster and takes off in another direction. "I think the bear was as scared of the principal as the principal was the bear," Donna Burge-Tetrick, superintendent of the school district, told KTVU. She also
learners in the lesson, to activate the learnerās prior knowledge of the topic minutes S-S football (team), tennis (one vs one), marathon running (individual) Ask students to discuss the advantages and disadvantages of each type of sport Learners will use their previous knowledge to make links to the topic Introduction Engage and excite students with the lesson topic by presenting a picture of the school principal about to open the dumpster. Prompt students to speculate on the potential topic, relevant vocabulary, and possible outcomes related to the reading material. Foster an interactive and dynamic learning environment to cultivate students' interest and encourage active participation throughout the lesson.
minutes
T-S
OCFB
Display a picture depicting the school principal about to open the dumpster. Engage students by encouraging them to observe the picture and think about what might be happening in the scene. Facilitate a brief class discussion by asking open-ended questions like "What do you think is going on in this picture?" Prompt students to share their observations, speculations, and initial reactions related to the picture. Create an engaging and interactive atmosphere to stimulate curiosity and generate interest in the topic of the lesson. Identify the lesson topic by analyzing the presented picture. They will utilize their prior knowledge to establish connections with the topic, drawing upon their previous experiences. Through active participation in a class discussion, students will share their thoughts and insights, contributing any relevant background knowledge they possess. This engagement will foster critical thinking skills as they analyze the picture and make inferences about the content of the reading material, ultimately preparing them for the upcoming activities in the lesson. Warmer to introduce the text To get the students to engage with the topic 5 minutes S-S OCFB Show the title of the reading material to the students. Prompt them to make predictions about what the principal Analyze the title of the reading material, "School Principal Unlocking Dumpster Gets The Surprise Of A
encountered based on the title alone. Encourage students to share their predictions. Lifetime." Develop curiosity and anticipation for the upcoming reading activity through active participation in the warmer exercise. Presentation of Relevant Vocabulary To introduce and clarify relevant vocabulary words, including unfamiliar terms to ensure that students are prepared for the upcoming reading material. Through interactive activities and contextualization, students will enhance their understanding and usage of the vocabulary, enabling them to comprehend the text more effectively.
minutes T-S The teacher will present relevant vocabulary words, using the MFP (Meaning, Form, Pronunciation) approach. Begin by introducing each word's meaning, providing clear definitions, and offering explanations or examples to enhance understanding. Example: "superintendent" - is a person who manages or oversees an organization or institution, such as a school district or a building. Focus on the form of the words, including their spelling, and any relevant grammatical features. Use the phonemic alphabet (e.g., /suĖpÉrĖÉŖntÉndÉnt/) to demonstrate the pronunciation of the word, highlighting key sounds and stress patterns. Engage students in repetition exercises, where they practice pronouncing the words correctly. Students will gain a clear understanding of the vocabulary presented, preparing them for the upcoming reading activity. Practical activity exploring the text skill āReading for This activity aims to exercise and develop students abilities to āRead for gistā.
minutes
S
OCFB
- Distribute the reading text to each student face-down.
- Display the question: "What happened when the principal opened the dumpster?" Skim-read the text and attempt to answer the question based on their general understanding of the text. Compare and discuss their answers with the class.
deeper comprehension of the text. Review vocabulary To allow the students to see the target vocabulary in different contexts thereby fully clarifying their meanings. 5 minutes S T-S-S OCFB Teacher will distribute a gap-fill worksheet (figure 3) to students which includes the target vocabulary in a separate context from the reading material and instruct students to complete it individually. Once completed, students will share their answers with the class. Complete the worksheet and discuss answers with the class to find the correct answers as a means of further clarification and understanding of the target vocabulary. Cooler Allow students to cool down and recognize the improvement in their vocabulary. 5 minutes T-S-S Teacher will once again show the title and picture of the article and ask students to discuss an alternative outcome for what happened to the principle from their imagination. Exercise their creativity in a fun conversation using previously used materials, which will in turn allow them to recognize their own improvement.
Lesson Rationale (700-1000 words):
You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this will be achieved, other activities that you considered including and why you chose not to use them, what you would do if any of your activities didnāt work in the way you have planned The structure of this lesson plan is designed to engage students from the beginning, cultivate their curiosity, and progressively build their reading skills and vocabulary comprehension. Each activity contributes towards the learning aims by providing opportunities for students to actively participate, make connections, and develop their reading abilities. The introduction activity, involving a picture of the school principal about to open the dumpster, aims to engage and excite students about the lesson topic. By prompting students to speculate on the potential topic and outcomes related to the reading material, we stimulate their critical thinking and generate interest. This activity fosters an interactive and dynamic learning environment, setting the stage for active participation throughout the lesson. The warmer activity serves to introduce the text and further engage students with the topic. By presenting the title of the reading material and encouraging students to make predictions based on it, we ignite curiosity and anticipation. This activity also provides an opportunity for students to share their thoughts and predictions, promoting student-to-student interaction and creating a collaborative learning atmosphere.
The presentation of relevant vocabulary ensures that students are well-prepared for the upcoming reading material. By using the Meaning, Form, Pronunciation (MFP) approach, the teacher introduces vocabulary words with clear meanings, explanations, and examples. This approach helps students understand the vocabulary in context and facilitates their comprehension and usage of the words. Engaging students in repetition exercises further reinforces their pronunciation and retention of the vocabulary. The practical activity focused on "Reading for Gist" is designed to exercise and develop students' ability to quickly grasp the main idea of a text. By instructing students to skim-read the text and answer a general question about the main event, we encourage them to extract key information efficiently. This activity promotes independent reading skills and allows students to compare and discuss their answers, fostering critical thinking and collaborative learning. The subsequent activity, focused on detailed understanding of the text, further enhances students' reading comprehension. By dividing the class into pairs, students engage in peer interaction and collaborative learning. They work together to answer specific questions based on the text, discussing and sharing their ideas and insights. This activity encourages deeper comprehension, analysis, and interpretation of the text, while also strengthening their communication and teamwork skills. The vocabulary review activity provides an opportunity for students to see the target vocabulary in different contexts, solidifying their understanding and clarifying the meanings. By completing a gap-fill worksheet individually and then sharing their answers with the class, students actively practice using the vocabulary in various contexts and receive feedback on their understanding. This activity reinforces their vocabulary comprehension and ensures its application beyond the reading material. The cooler activity allows students to cool down while still engaging with the lesson content. By revisiting the title and picture of the article, students are prompted to imagine an alternative outcome for what happened to the principal. This activity encourages creativity and imaginative thinking, providing a fun and light-hearted way to wrap up the lesson. It also allows students to reflect on their own improvement and growth throughout the lesson. Upon reviewing the lesson plan, one activity that was considered but not included is a follow-up writing task. This task could involve asking students to write a short paragraph or a creative story based on the reading material. However, due to time constraints and the focus on developing reading skills in this particular lesson, it was decided to prioritize activities that directly targeted reading comprehension and vocabulary. By omitting the writing task, more time and attention can be dedicated to activities that align with the specific learning objectives of the lesson. In the future, the writing task can be incorporated into a separate lesson or as an extension activity to further deepen students' understanding and encourage their language production skills. If any of the activities in the lesson plan do not work as planned, there are several possible strategies to address the situation. First, the teacher can provide additional support and guidance to struggling students, offering clarifications, examples, or extra practice opportunities. Adjusting the pace of the activities or providing more scaffolding can help ensure that all students can actively participate and achieve the intended learning outcomes. Additionally, the
Figure 1
Figure 2: Reading for specific information questions
1. Where did the principal encounter the bear?
2. What was the principal doing when the bear popped out of the dumpster?
3. How did both the principal and the bear react when they saw each other?
4. According to the superintendent, what was the principal's reaction after the incident?
5. What does the National Park Service advise people to do if they encounter a bear?
Figure 3: Vocabulary Worksheet
1. The loud noise from the firework _________ the sleeping dog.
2. The rabbit _________ into its burrow when it saw the approaching predator.
3. The cheetah is known as the _________ _________ of the animal kingdom due to its speed and hunting prowess.
4. The _________ of the school oversees the day-to-day operations and ensures smooth functioning.
Words: startled, bolt, apex predator, superintendent
