A Lesson Plan for Program of Intensive English,
Level 2 reading and writing
Book used: Northstar 2
Written by: Hongbo Zhu
Course Objectives this lesson will address:
1.
Read passages from different media
(website, newspaper column, magazine article, etc.) independently both in class
and out of class.
2.
Recognize and understand main idea in
reading.
3.
Distinguish between a main idea and detail.
4.
Develop targeted vocabulary (arts,
business, fashion, family, friendship).
5.
Write simple sentences and compound
sentences.
6.
Read paragraphs fluently by increasing
speed, recognizing sight words, and pacing.
Pre-lesson Inventory
Ø Things to bring to class:
Ø Equipment:
Ø Things to tell students:
1. Free reading time
Ø Write objectives/agenda/HW on board:
1. Key
Activity 1: Extensive Reading/Free Writing (20 min.)
Purpose: To introduce student’s to the daily practice
of extensive reading and free writing.
Procedure:
1.
Greet Ss and take
attendance.
2.
Tell students to
take out their books and read silently for ten minutes.
3.
Remind students
who are late that they will not receive credit for their reading.
4.
Check to see
which students have their books and mark grades accordingly.
5.
Have students
read for ten minutes.
6.
After ten
minutes, pass out response
prompt for today’s reading and give students ten minutes to complete it.
Transition: So before we get back to our textbooks, I want to talk a little bit
about how to write a paragraph.
Parts of a Paragraph (30
min.)
Purpose: For Ss to understand how to synthesize
information into a paragraph.
Procedure: Present new information, practice, comprehension check
1.
Organize Ss into
5 different groups.
2.
Pass out a sentence
on a strip of paper to each group (MAKE ONE FOR DEMONSTRATION AND TWO MORE FOR
PRACTICE). These sentences go together
to form a paragraph.
3.
Explain to Ss
that they will work together to put the sentences in the right order so that
they form a paragraph. Model this by
pretending to be in one of the groups and asking to hear what another group has
as a sentence. Then pretend to make a
decision about whether your sentence should go before or after that sentence. It will be important for Ss to understand
that they need to find the first sentence and work from there. Perhaps you should go to the group with that
first sentence and model that you assume that that is the first sentence of the
paragraph.
4.
Give Ss 10
minutes to cooperate and create the class paragraph.
5.
Get the paragraph
in order from Ss and compare their paragraph to the original paragraph (display
this on the TV for Ss to see)
Transition: Now, let's take just a couple of minutes and look at the reading,
then we’ll look at vocabulary. Turn to page 6. Here is a reading about
"The Friendship Page."
Activity 2: Focus on Reading (NS pg. 5) (10
min)
Purpose: To help
build strategies for more fluent reading by Ss.
Procedure: Activating
Background knowledge, presentation of new information, practice.
Have Ss turn to page 5
1.
Go over the top
half of the page to help Ss look for clues about “Friendship
Page”
2.
Read directions
for exercise 1 on page 5 aloud and have students complete the exercise.
3.
Go over your own
process of prediction to model how you predict as a pre-reading strategy and to
start students off in the right direction.
After
10 minutes’ break
Transition: Now, getting back to our textbook: part of learning about any
subject is learning how to talk about that subject using correct
vocabulary. This will help to build a
more meaningful vocabulary for Ss. Before
our break, we will use prediction again to help us understand the reading we
will do after break.
Activity 1:
Background and Vocabulary (20 min.)
Purpose: To learn target vocabulary in context.
Procedure: Presentation
of new information, practice, comprehension check.
1.
Have Ss turn to
p.3 and ask Ss to read the sentences paying attention to the boldfaced
words.
2.
Then using
context, have them choose the best definition for each boldfaced word.
3.
Model the first
exercise or two to make sure Ss understand the directions. Circulate to offer assistance if necessary. Ss can use print dictionaries. (Also write
all bold words on the board for next activity)
4.
Go over the
answers as a class.
5.
Take the
opportunity to show Ss how to use context clues in the sentences to understand
the meaning of the vocabulary item.
For
example, for item 1(Bronwyn wants to help her community
in Melbourne. She wants to help people
in other countries, too.), the word too indicates
the second sentence is another example of something appearing earlier. Wants to help appears
in both sentences. Students can deduce community and people in other countries are referring to each other. Then looking at the examples, students can
choose the best answer from the choices given.
Also, Ss can replace the boldfaced word with the choices given; only one
makes sense.
Transition: You can see that when you are reading, there are clues in the
sentence for what each word means. This
skill of using surrounding words in a sentence to find the meaning of a word
will help you to become a better reader.
Activity 4: Reading for Main Ideas (NS pg. 7) (10
min)
Purpose: Students will be able to
read the text in given time and get the gist of the text.
Procedure: Presentation
of new information, practice, comprehension check
•
Give students 3
min to go over the text and find out the main idea. (individual work)
•
Make sure they
circle two answers for the question #1 and #2
•
Ask students how
they came up with the answers and let them underline the part of the text where
the answers came from. (Students can work in pairs to compare the underlined
parts.)
•
Go through the
answers together, relating with the key words like "friendly,"
"peace," "friendship," "meet," "safe,"
"volunteers," "personal" etc.
Transition: Okay, now let’s look at the
writing you guys did for me yesterday.
Short Writing Task 1 Feedback (15 minutes):
Purpose: to improve
students writing with targeted, specific feedback.
Procedure:
1.
Before Class
starts:
a.
Share a Google
document with students and ask them to post their Short Writing 1 to the
document so we can review and share their writings all together by using the
computer and TA through Google doc.
b.
Select three of
the tasks at random and read carefully.
c.
Identify two to
three common language/grammar mistakes in the three samples.
d.
Go through all of
the student’s writings and correct those mistakes.
e.
Underline where
the mistakes are on Google document.
2.
In class
a.
Share students’
writing through Google document with underlined problem areas.
b.
Go through sample
sentences from students essays on board to show student mistakes.
c.
Have students try
to correct their own essays.
Back up activity (variable-time activity): free reading
Procedure(s): (sequence
as needed for activity)
•
Key
vocabulary
•
Building/Activating
Background Knowledge
•
Presentation
of New Information
•
Practice
•
Apply
•
Comprehension
check
Technologies used:
1.
TV
(Paragraph combination)
I think that the PIE should have
uniforms.
This is because the students at PIE have
bad clothes.
They wear loose pants and t-shirts
everyday.
These clothes are not scholarly and look
bad.
When
I was 16 years old, I wanted to help my community. People laughed! They said,
“You can’t help. You are too young!” But I didn’t listen to them.
I
was sure that friendship is important to everyone. So, in 1996, I started The
Friendship Page.
--------------------------------------------------------------------------------------------------------
The
Friendship Page has two goals. One goal is to make the internet friendlier. The
other goal is to bring more peace to the world. The Friendship Page is really
about “peace through friendship.”
Today,
20 volunteers help me with The Friendship Page. We all work hard, but we have a
lot of fun. We think our work is very important.
The
Friendship Page is very popular. More than 13,000 people in 190 countries visit
every day. That’s 4,700,000 people every year.
--------------------------------------------------------------------------------------------------------
The
Friendship Page is friendly, free, fun, and easy to use. You can make new
friends. You can get advice about friendship. There are interesting pages with
songs, poems, quotes, jokes and more. You can also meet new and old friends in
the chat room.
--------------------------------------------------------------------------------------------------------
People
from 8 to 88 years old visit The Friendship Page. Post people are 13-34 years
old. Young people and old people can be friends. They can help each other and
learn a lot. Fifty-five percent are female, and 45 percent are male.
--------------------------------------------------------------------------------------------------------
The
Friendship Page is very safe. The volunteers watch the website carefully. They
want it to be safe for everyone, especially for young people. We talk to the
Australian police about Internet safety, too. On The Friendship Page, we do not
use our real names. There are also no personal e-mail addresses, no phone
numbers, and no personal pictures. Also, when you delete information from The
Friendship Page, no one can see it again. The information does not stay on the
Internet. This is not true of other websites like MySpace and Facebook.
If
you are interested in friendship please visit The Friendship Page at www.friendhship.com.au
Response Outline for Extensive Reading:
Outline
for Free Writing
The book I read today is called (Title of book)________ by (Author
of the book)_______. The book is about (Topic of the book)__________. I like
this book because (Reason 1)________ and (Reason 2)________. This book reminds
me of (Something from your life)________. I do not like this book because
(Reason 1)________ .I (would/would not) recommend this book to my
friends—I think they should (not) read it.
Example
The book I read today is called Bangkok 8 by John Burdett. The book
is about a police man in Bangkok. I like this book because there is a lot of
action and it is exciting. This book reminds me of the time I traveled in
Cambodia. I do not like this book because sometimes there is too much blood. I
would recommend this book to my friends.
The book I read today is called ______________________ by
_____________________. The book is about
_______________________. I like this
book because ______________________ and ________________________. This book makes me think about
__________________________. I do not like this book because
_____________________ .I (would/would
not) recommend this book to my friends.
Short Writing Task 1 Feedback:
i.
EXAMPLE: I want a sandwich.
II.
Sometimes, we want to right a sentence with TWO VERBS. One
way to write this sentence is using an INFINTIVE:
a. An Infinitive: SUBJECT +
VERB + to +VERB +OBJECT
III.
You must memorize which verbs are infinitives:
a. Some infinitive verbs are:
i.
Agree
ii.
Hope
iii.
Know how
iv.
Need
v.
Like
vi.
Promise
vii.
Want
viii.
Would like
IV.
DIRECTIONS: Use infinitive form of the word to complete each
sentence
i.
EXAMPLE:
1. I______________watch
moves. (like)
2. I like to watch movies
b. He __________________go to
the bank after class. (need)
c. I __________________help
her with her homework. (want)
d. The teacher
_________________teach the speaking class. (know how)
e. We________________go to
Mexico this weekend. (hope)
f.
My mother__________________send me pictures of my family.
(like)
g. I_____________________go
to the University after this semester. (would like)
1.
Now he live in Flagstaff.2. He likes to talk English, and cook and clean.
3. He like to all movies.
4. He from Saudi Arabia.
5. He likes to swimming.
6. He like to take rest.
7. He like to read and music and sport.
Nice details! Please see the culture post on my blog. If you see anything that should be added or changed, just let me know. Thank you!
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