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Reading Lesson Plan

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this is a very last minute work..yeah it's a mess..comments r welcomed

this is a very last minute work..yeah it's a mess..comments r welcomed

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  • 1. CED 2223 APPROACHES & METHODS IN TESL [Assignment 2: Task 2 (Lesson Plan)] Lecturer : Mr. Lim Seong Pek Prepared by: Harith Zakuan B Rosman (310 101 7181)
  • 2. Date : 21st September 2011 (Wednesday)Time/Duration : 2pm – 3pm (60 Minutes)Class : 4BNo. of Students : 30/40 studentsProficiency Level : Lower IntermediateTheme : World of KnowledgeTopic : Inventions: ComputersBackground Knowledge : Pupils have had experience browsing the internet and playing games using computers. Pupils have basic knowledge of simple present tense and what verbs are.Language Skill Focus : Reading (70%)Integrated skills : Writing, listening, speaking (30%)Language Focus : Simple Past Tense, VerbsMoral Values : Appreciating and Loving Your Own Body Staying HealthyLearning Outcomes : By the end of Year 5, students should be able to: 3.3 Read and understand phrases, sentences, paragraphs, and whole texts. 3.3.2 Read and understand simple and compound sentences. 3.4 Read aloud expressively and fluently pronouncing w ords correctly and observing correct stress and intonation and sentence rhythm. 3.4.2 Read aloud sentences in texts observing correct stress and intonation. 3.5 Read and understand the meanings of words by guessing their meaning through the use of contextual clues. 3.5.1 Understand the meaning of words by looking at the words before and after. 3.8 Read and understand simple factual texts for main ideas, supporting details, sequence, and cause and effect 3.8.4 Read and understand simple factual texts by answering comprehension questions in relation to: - details.Learning Objectives : By the end of the lesson, students should be able to: Page 2 of 6
  • 3. 1) Respond to the teacher’s questions about the usage of computer; 2) Able to read the text by pronouncing words correctly and in suitable speed; 3) Answer questions using full sentence and the correct tense; 4) Able to identify mistakes made in simple past tense and provide corrections; 5) Able to complete the homework given with 80% accuracy. Educational Emphasis : Thinking Skills -Pupils are asked to think about how computers benefit the human kind. Knowledge Acquisition -Pupils are taught the history of the development of computer. Information and Communications Technology (ICT) Skills -Pupils are exposed to the many uses of computer and arouse their curiosity to go back home and try what they have learned. Resource Materials : LCD, whiteboard, handouts, worksheets, textbook Vocabulary List : went changed invented Created produced made Crafted designed ran Was wereStage Skills/Content Teacher/Student Activities AVA/RationaleSet Skills: 1. The teacher starts the lesson Rationale:Induction 1. Thinking by showing some pictures of 1. To attract the pupils Page 3 of 6
  • 4. (5 minutes) 2. Speaking popular websites and interest on the computer games, to the lesson. Content: students projected on the 2. To promote pupils 1. To casually expose the topic slides. to speak up and by having a conversation about 2. The teacher asks the pupils express their things pupils might enjoy what are the pictures all opinions. doing with a computer. about. 3. To increase the 3. Then, the teacher asks some curiosity of the 2. Questions: questions related to the students by eliciting • What do you need to pictures and computers. feedbacks. access the internet or play 4. The pupils answer the the games? questions voluntarily or AVA: • What else can you do with chosen by the teacher. • Slides a computer aside from browsing the internet and playing games? • Do you think people back in the past own computers?Stage 1 Skills: 1. The teacher distributes a Rationale:Pre - 1. Listening handout containing 1. To teach the pupilswriting 2. Reading sentences to be read by the the correct(15 3. Thinking pupils. pronunciation andminutes) 4. Speaking 2. The teacher instructs the spelling of the class to read aloud the selected words. Content: sentences by repeating after 2. To expose the 1. A time line of how computers the teacher. correct usage of the transformed from simple 3. The teacher reads the text words in a sentence. calculators. loudly and accurately 3. To teach the pupils 2. Topics to be covered: according to the correct how verbs change • Conjugation of ‘be’ to past pronunciation and with form in the past tense suitable speed. tense. • Conjugation of regular 4. The teacher stops after verbs to past tense reading each sentence and AVA: • Conjugation of irregular asks the pupils to underline • Handout (Appendix verbs to past tense selected words. 1) 5. After all the selected words are underlined, the pupils are asked to find the similarity of the spelling found in the words. 6. The teacher asks any volunteers to share their discovery. 7. The teacher reveals that most of the words end with ‘ed’. Then, the teacher explains Page 4 of 6
  • 5. that the words are verbs in past tense. 8. The teacher explains and writes about simple past tense on the white board that the pupils should learn. 9. Then, the teacher asks the students to copy down the notes into their exercise book.Stage 2 Skills: 1. The teacher distributes a Rationale:Practice 1. Reading worksheet to the pupils. 1. To check the pupils(20 2. Thinking 2. The teacher informs the class understanding of theminutes) 3. Writing that they will be practicing presentation.. 4. Speaking the simple past tense verb 2. To teach the now. students how to 3. The teacher notifies the class apply the knowledge Content: that there are two parts of they gained in the Exercise on the simple past tense exercise in the worksheet previous stage. and conjugating verbs into simple that they have to complete. past tense. The teacher also informs the AVA: class that the first part is • Worksheet(Appendi comprehension questions x 2) based on the illustration given in the worksheet. Pupils may work in pairs. 4. For the first part, the teacher explains to the class that they need to answer the questions in a full sentence, an example of answer is given for the first question. 5. The teacher reminds the pupils to read the questions carefully before answering it. 6. The teacher provides time for pupils to answer each question. Teacher picks random pupils to read out loud their answers. Answers for each question are discussed before moving on to the next one. 7. For the second part, the teacher explains that the Page 5 of 6
  • 6. pupils are required to change the underlined verbs into past tense, an example is also given on how to change the tense. The pupils must rewrite the full sentence. 8. The teacher goes through the items one by one and discusses the answers like part one of the worksheet.Stage 3 Skills: 1. The teacher asks the pupils Rationale:Production 1. Reading to take out their textbook and 1. To check upon the(15 2. Thinking turn to page 104. pupils’minutes) 3. Speaking 2. The teacher instructs the understanding on class to read the poem. the lesson. Content: 3. The teacher chooses random 2. To drill students by Poem containing usage of verbs in pupils to identify the one of giving similar but simple past tense. past tense verbs used in the easier exercises. poem. The teacher asks the chosen pupil to pick a friend AVA: to spell out the root word of • Textbook (page the verb. 104) 4. Step 3 is repeated until all the past tense verbs in the poem are covered.Stage 4 Skills: 1. The teacher recaps the whole Rationale:Closure (5 1. Reading lesson. 1. To refresh and getminutes) 2. Thinking 2. The teacher asks some feedback upon the 3. Writing questions to check pupils’ lesson learned. understanding. 2. To remind the pupils Content: 3. The teacher reminds the the moral values. • Summary of the lesson students computer has a lot of usage and that we should AVA: appreciate the effort of the • Textbook (page inventors to give our 105) generation a gadget that makes our life easier. 4. The teacher then instructs the class to list down all the verbs in page 105 and write the root word or the past tense of the verb as homework. Self – reflection: Page 6 of 6
  • 7. Supervisor’s Comment: Page 7 of 6