Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Reading skill lesson plan (joining visual with non visual info)

2,194 views

Published on

Published in: Education, Technology

Reading skill lesson plan (joining visual with non visual info)

  1. 1. Lesson PlansDiploma TEFL Workshop Hira Mukhtar Allama Iqbal Open University, Raza block, Allama Iqbal town Lahore
  2. 2. Lesson Plan No. 3• Class: 13th• Skill practiced: Reading skill• Time duration: 45 minutes• Resources: Prepared slides, newspaper cuttings, white board, board markers• Topic: Joining visual with non-visual information
  3. 3. Objectives• Understanding the importance of non- visual information• Read fluently• Infer the given text• Comprehend the text well
  4. 4. Preparation• Oracy (5 minutes): Showing random alphabets, familiar words, meaningful sequence and students will recall what the see• Wrap up (5 minutes): Explanation of non- visual information and importance of mind in reading process
  5. 5. Random LettersJLHYLPAJMRWKHMYOEZSX
  6. 6. Familiar WordsSNEEZE FURY HORSES WHEN AGAIN
  7. 7. Meaningful SequenceEARLY FROSTS HARM THE CROPS
  8. 8. Presentation• Oracy (5 minutes): Reading of a newspaper cutting and group discussion about the reading• Wrap up (5 minutes): The students will tell the main idea of what they read
  9. 9. Practice• Oracy (15 minutes): Reading of a passage with words having jumbled letters using non-visual information• Wrap up (5 minutes): Explanation of active involvement of mind in the process of reading to read the jumbled letters and showing some optical illusions for examples
  10. 10. The phenomenal power of the human mindI cdnuolt blveiee taht I cluod aulaclty uesdnatnrd wahtI was rdanieg.The phaonmneal pweor of the hmuan mnid! Aoccdrnigto a rscheearch at Cmabrigde Uinervtisy, it deosntmttaer inwaht oredr the ltteers in a wrod are, the olnyiprmoatnt tihng is taht the frist and lsat ltteer be in therghit pclae. The rset can be a taotl mses and you cansitll raed it wouthit a porbelm. Tihs is bcuseae thehuamn mnid deos not raed ervey lteter by istlef, butthe wrod as a wlohe. Amzanig huh? Yaeh, and I awlyasthought slpeling was ipmorantt.
  11. 11. Is something rotating?
  12. 12. Concentrate on the sign in the middle, after a while you will notice that this moving purple dot will turn green! Look at the sign a bit longer and you‘ll notice that all dots except the green one will disappear.
  13. 13. Production• Activity (5 minutes): Reading of a passage in which letters are replaced with numbers• The students will take turns in reading that passage
  14. 14. Read it…7H15 M3554G3 53RV35 7O PR0V3 H0W0UR M1ND5 C4N D0 4M4Z1NG 7H1NG5!1MPR3551V3 7H1NG5! 1N 7H3B3G1NN1NG 17 WA5 H4RD BU7 N0W,0N 7H15 LIN3 Y0UR M1ND 1S R34D1NG17 4U70M471C4LLY W17H 0U7 3V3N7H1NK1NG 4B0U7 17, B3 PROUD! 0NLYC3R741N P30PL3 C4N R3AD 7H15.
  15. 15. AssessmentStudents will be assessed formally on their ability to – read fluently – infer the given text – comprehend the text well• Reading of a passage (it can be from their text books) in which some letters are replaced with numbers and will be assessed on rubric for this
  16. 16. Rubric for assessing studentsSkill Excellent Good Satisfactory WeakFluencyAccuracyGuessingwordsUsing non-visualinformationMarking keyExcellent: 4 pointsGood: 3 pointsSatisfactory: 2 pointsWeak: 1 point
  17. 17. Works Cited• Erwin, B. (1991). The relationship between background experiences and students’ comprehension: a cross-cultural study. Reading Psychology, 12, 43-61.• Johnson, P. (1982). Effects on Reading Comprehension of Building Background Knowledge. TESOL Quarterly, 16, 503- 516.• http://www.readbookonline.net/readOnLin e/2179/
  18. 18. Thank You So Much For Your Precious Time 

×