Assumption College TESOL Program
Lesson Plan for Intensive Reading (Phonics) set for an Hour
By: Airam Libutaque
I. Target Group: Via
These are learners who are in their middle twenties and are
mostly from China, Vietnam, Korea, Thailand and Japan who are having difficulty
sounding off [r] and [l]. They are with
the low beginners’ level.
II. Lesson Goals:
The lesson goals are primarily focused on enforcing the
‘Word Attack Skills” (Nation, 2009: p 15), thus the vocabulary in the reading
material will not get in the way of the focus.
At the end of the
activity the learners are expected to:
A. recognize
phonics with known words;
B. sound out all
the sounds in a word;
C. concentrate on
the initial [r/l], middle [r/l], and
final [r/l] sounds of a word, and
D. read aloud the
text “Nasreddin Goes Shopping”.
The text uses
regular spelling-sound correspondence (Nation, 2009: p.14).
III. Materials:
A. Handouts of
the story, “Nasreddin Goes Shopping”
http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/shop1.htm
B. Flash cards of
words with the [r] and [l] sounds.
These are also
with pictures to facilitate easy comprehension.
[r] as initial
sound: ride robe
ran replied
like left
[r] as middle sound:
Nasreddin first trousers
tried price
pleased climbed replied
[r] as final sound:
pair for either
never shopkeeper
pail full
level river (not from the story)
IV. Procedure:
A. Motivation (3 minutes)
The teacher asks the learners to close their eyes and put
their middle and point fingers on their vocal chords. They are then asked to feel how it would be
if they swallow…or make sounds…any sound…
B. Direct
Instruction
1. The teacher introduces the phonemic [r] and
[l], how they are produced, and their effect on the vocal chords. (5 minutes)
2. Afterwards,
she introduces the words written on flashcards with pictures. The exercise will
focus on the [r] and [l] sounds (15 minutes):
Initial [r] and [l] sounds
Middle [r] and [l] sounds
Final [r] and [l] sounds
3. Learners read
the words with particular attention to the initial, middle and final sounds
individually, in dyads and as a group. (10 minutes)
4. Learners are
asked to compose sentences using the vocabulary words from the reading text,
“Nasreddin Goes Shopping”. (three minutes)
V. Guided Practice
1. Reading of the
text, “Nasreddin Goes Shopping”. (15 minutes)
a. Silent Reading
b. Volunteer
Reading (Aloud)
2. The teacher gives
the Gap-fill Exercise for learners to answer orally. (3 minutes)
* The learners
are encouraged to critique the text with the prompting to be
conscious
of the initial, middle and final sounds.
(3 minutes)
VI. Follow-up
Exercises
1. The learners
practice on some two or three-word tongue twisters composed from the given
words in the text.
Example: Nasreddin ran
(repeat as many times as possible)
He replied pleased
They are encouraged to make their own twisters from
“Nasreddin Goes Shopping” or another reading material of their choice.
2. Learners are
asked to bring in other reading texts on the website referred to by the teacher!://web2.uvcs.uvic.ca/elc/studyzone/330/reading/
(University of Victoria)
Reference: Teaching
ESL/EFL Reading and Writing by I.S.P. Nation. 2009.
_______________________________________
by: Airam
I. Target Group: Via
These are learners who are in their middle twenties and are
mostly from China, Vietnam, Korea, Thailand and Japan who are having difficulty
sounding off [r] and [l]. They are with
the low beginners’ level.
II. Lesson Goals:
The lesson goals are primarily focused on enforcing the
‘Word Attack Skills” (Nation, 2009: p 15), thus the vocabulary in the reading
material will not get in the way of the focus.
At the end of the
activity the learners are expected to:
A. recognize
phonics with known words;
B. sound out all
the sounds in a word;
C. concentrate on
the initial [r/l], middle [r/l], and
final [r/l] sounds of a word, and
D. read aloud the
text “Nasreddin Goes Shopping”.
The text uses
regular spelling-sound correspondence (Nation, 2009: p.14).
III. Materials:
A. Handouts of
the story, “Nasreddin Goes Shopping”
http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/shop1.htm
B. Flash cards of
words with the [r] and [l] sounds.
These are also
with pictures to facilitate easy comprehension.
[r] as initial
sound: ride robe
ran replied
like left
[r] as middle sound:
Nasreddin first trousers tried
pleased climbed replied
price
[r] as final sound:
pair for either
never shopkeeper
pail full
level river (not from the story)
IV. Procedure:
A.
Motivation (3 minutes)
The teacher asks the learners to close their eyes and put
their middle and point fingers on their vocal chords. They are then asked to feel how it would be
if they swallow…or make sounds…any sound…
B. Direct
Instruction
1. The teacher
introduces the phonemic [r] and [l], how they are produced,
and their effect on the vocal chords. (5 minutes)
and their effect on the vocal chords. (5 minutes)
2. Afterwards,
she introduces the words written on flashcards with pictures.
The exercise will focus on the [r] and [l] sounds (15 minutes):
The exercise will focus on the [r] and [l] sounds (15 minutes):
Initial [r] and [l] sounds
Middle [r] and [l] sounds
Final [r] and [l] sounds
3. Learners read
the words with particular attention to the initial, middle
and final sounds individually, in dyads and as a group. (10 minutes)
and final sounds individually, in dyads and as a group. (10 minutes)
4. Learners are asked to compose sentences
using the vocabulary words
from the reading
from the reading
V. Guided Practice
1. Reading of the
text, “Nasreddin Goes Shopping”. (15 minutes)
a. Silent Reading
b. Volunteer
Reading (Aloud)
2. The teacher gives
the Gap-fill Exercise for learners to answer orally. (3 minutes)
* The learners
are encouraged to critique the text with the prompting to be
conscious
of the initial, middle and final sounds.
(3 minutes)
VI. Follow-up Exercises
1. The learners
practice on some two or three-word tongue twisters composed from
the given word in the text.
the given word in the text.
Example: Nasreddin ran
(repeat as many times as possible)
He replied pleased
They are encouraged to make their own twisters from “Nasreddin
Goes Shopping"
on another material of their choice.
2. Learners are
asked to bring in other reading texts on the website referred to by
the teacher!://web2.uvcs.uvic.ca/elc/studyzone/330/reading/ (University of Victoria)
_________________________________the teacher!://web2.uvcs.uvic.ca/elc/studyzone/330/reading/ (University of Victoria)
Lesson
Plan: Extensive Reading Exercise
John
Target Group: Intermediate to high
intermediate
Number of Students: 5-8
Objectives:
1. to develop comprehension
skills through the use of context clues
2. to use the new words they
learn in other sentences
3. to help students appreciate a
news story
4. to develop opinions in
response to a text read
Class duration: 1 hour [8:30-9:30am]
Pre-reading:
17 minutes
A.
Ask students to say something about this picture. Talk about the American music
industry or the world music industry, the different music genres, what genre
the students like, and this specific artist below. The teacher can explain who
she is and what makes her popular.[8:30-8:40]
Note: The teacher can ask additional
questions to elicit further responses.
B.
Unlocking of Difficult Words: 7 minutes [8:40-8:47]
Protests provocative legal boundaries
Nudity blasphemy lewd
Constitution banned
Note: The teacher may ask student whether
they have prior knowledge of these works; if the words prove too challenging,
she may use them in usable but simple sentences.
Unguided
Reading: 10 minutes [8:47-8:57]
Second
Philippines Gaga gig to go ahead despite protests
Published:22 May, 2012, 17:38
http://rt.com/art-and-culture/news/gaga-allowed-second-show-881/
(excerpt)
Lady Gaga will perform a second show in
Manila despite massive Christian protests. Her “provocative” acts and outfits
are still within legal boundaries, a city official said.
Philippines state censors looked closely at
Gaga’s first show in Manila on Monday and found that the pop icon’s actions did
not interfere with the permit terms that ban nudity, blasphemy, and lewd
conduct.
Lady Gaga’s second show is due on Tuesday
night.
"Admittedly, some of the
statements and choreography were provocative but the content and presentation
taken all together can be considered as part of an artist's expressions," that are protected by the constitution, said
Antonino Calixto, mayor of Pasay City, the district where the event was held.
The Catholic-majority state’s Christians
demanded Gaga’s shows be banned as they found some of her songs blasphemous.
Protesters were referring to the pop icon’s controversial song Judas. Some even
called The Fame monster’s show "devil worship".
At her Monday concert, the Poker Face star
rushed to defend herself before fans, saying she’s "not a creature of your
government".
Gaga’s final show in the Philippines is
expected to attract some 20,000 guests.
Unlike the Philippines, Muslim-majority
Indonesia banned Gaga’s show in Jakarta, which was due to take place on June 3.
Post
Reading: 30 minutes
A. Reading comprehension quiz: 15
minutes [8:57-9:12]
General questions
1. Which part of the newspaper will this article
likely be found?
2. What is the tension in the news story?
(Assuming that tension has been previously taught to students)
3. Let students fill in the table below:
(Assuming that the teacher has taught that a news story has these necessary
information).
Who
are in the story
|
Where
does the story happen?
|
When
does the story happen?
|
What
happens?
|
Why
does it happen?
|
Additional
information
|
B. Short-Response
Discussion: Mini-debate12 minutes [9:12-9:24]
The teacher need not divide the class into
opposing groups. He can propose the question: What do you think of the news
story? Should singers or artists like Lady Gaga be allowed to perform in
public? Ask the students about their experience in their respective countries
and their local movie and television industry.
Assigning of Homework: 6 minutes
(9:24-9:30)
A. Writing Activity
Write down your opinion about Lady Gaga
and her image as an actress. Use expressions such as “I think…,” “In my
opinion…,” “I believe…,” “As I see it…” etc when writing your opinions.
------------------------------------------------------
Lesson
Plan for Reading and Listening Exercises:
“A
Credit Card Nightmare”
John
Target Group: low-intermediate to intermediate
Number of Students: 9
Objectives:
1. to develop listening comprehension skills
2. to help students appreciate reports
listened to
3. to develop opinions and critical thinking
skills in response to a report read
4. to formulate pieces of advice
Class duration: 1 hour [8:30-9:30am]
Materials:
CD player or laptop computer with speakers
Newspaper cutouts of bank/credit card
advertisements
3 Paper boards measuring 24 inches X 30
inches
3 Permanent markers
Worksheets
Pre-listening: 15
minutes
A.
Show students pictures of bank/credit card advertisements. Ask them what they
think of these ads. Elicit opinions from them regarding the different aspects
of banking, and direct the conversation to their experience, if they have, on
the use of credit cards or the importance of managing one’s finances properly.
B.
Explain to them what these words mean:
Credit
card Debt
Interest
rate Debt
Counselor
Minimum
payment
C. Ask them these questions:
(Questions may depend on the elicited responses of the students.
1. What are the advantages of
using a credit card?
2. What are the disadvantages of
using a credit card?
3. How does one wisely use a
credit card?
Listening: (Exercise 2, P.90, Track 26, 2:03 minutes) 20 minutes
A. Before you begin the recording, provide
students individually with the work sheet below. Make sure each has a copy
before you play the recording. Discuss with them the questions first and
clarify unclear points. Instruct them to listen carefully. Replay the recording
when necessary (at most 2 times)
Fill in the table below with information from
the recorded report.
What is the title of the recording?
|
|
When did the couple get their first credit
card?
|
|
When did their credit card problem begin?
|
|
Aside from buying a new house, what else
did they buy?
|
|
How did they pay for all these objects they
bought?
|
|
How many different cards did they have all
in all?
|
|
How much was their total credit card debt?
|
|
Between how much was the credit interest
that time?
|
|
How much was their minimum payment every
month?
|
|
Were the couple worried about their
situation?
|
|
What were the solutions suggested by the
debt counselor?
|
1.
2.
3.
|
Post
Listening: 20 minutes
A.
1. Divide
the class into 3 groups.
2. Provide
each group with the copy of the work sheet blown up to fit the 24 inches X 30
inches paper board.
3. Give them
time to discuss their responses among their groups. Allow them to compare their
answers.
4. Play the
recording again for the last time.
5. Give them
another time to review their answers.
6. Let them
write their answers on the paper boards and post them on the board.
7. Replay
the recording for the last time, pausing every time an answer is given.
8. Mark
their paper boards.
B
1. Ask each
group to come up with at least 5 pieces of advice in helping a college student,
a parent with 3 children, and a single city-dweller manage his/her finances.
Assign each type of individuals to a group.
2. Give them
time to discuss among themselves. After which, ask each group to present their
pieces of advice.
3. Ask
member of the audience if there are other advice they want to add or if they do
not agree with the pieces of advice.
Homework: 5 minutes
A. Assign
each group to role play what happened to the couple. One will play the part of
the wife, the husband, and the credit counselor. Each group will be given 5
minutes to present the following meeting.
-------------------------------------
Lesson
Plan: Intensive Reading Exercises
John
Target Group: high-intermediate to advance
Number of Students: 5-8
Objectives:
1. to develop comprehension
skills through the use of context clues and topic sentences
2. to develop skills in
summarizing a short passage/paragraph through topic sentences
3. to develop critical thinking
by expressing opinions in response to a text read
Class duration: 2 hours
[8:30-10:30am]
Pre-reading:
20 minutes [8:30-8:50]
1. Show students pictures of
starry-eyed graduates.
2. Allow them to say something
general about the pictures. It can be descriptions, observations, impressions
or even commentaries. Ask them these questions:
What
do you remember about the time you graduated from high school/college?
What
were the hopes you have had? Were all these realized?
3. Show them pictures that depict
the hardships people in the workplace go through or pictures of unemployed
people.
4. Ask them about what they think
of the pictures. These questions will help direct the discussion:
What
do you see?
What
do you think these people are thinking?
How
would you describe the kind of working condition you experienced in your
country?
Were
the knowledge you learned in school helpful in the workplace?
Note: Questions will depend on
the elicited response of the students.
5. Provide them the text below.
You may provide a brief background about the source and the general topic of
the essay.
6. Unlocking of Difficult Words:
7 minutes [8:50-8:57]
throw….on the pile
GPA
black-and-white approach
pedigree
Great Recession
on-the-job training
hit the ground running
naïve
roll up….sleeves
Note: Explain to students other difficult
aspects/construction/vocabulary/slang/idioms etc that are not covered in the unlocking
of new words during the actual reading.
Guided
Reading: 15 minutes [8:57-9:12]
“Dear Class of 2012: Your Degree Is Worthless—Now Get to Work”
By Jeff Reeves
As we enter May we also enter the typical
college graduation season. (1)
So allow me to throw mine on the pile with my
simple, stark and honest message for recent college graduates: That piece of
paper you just picked up doesn't matter. Neither does your major, your GPA or
any "honors" you graduated with. (2)
From here on out, the only thing that matters
is your work. (3)
All writers know this harsh reality, because
in our world the work we do each day is representative of our value. For me the
quality and quantity of columns I write tells everyone in real terms what I am
capable of, and what I have been working on lately. My impact is real via the
words I write and clicks I generate. A fancy resume on 100% cotton, 24 lb,
ivory-toned paper stock isn't worth a heck of a lot in that world. (4)
Most people who work in finance know this
black-and-white approach to the workplace, too. At the end of the day it
doesn't matter what your pedigree or methodology is—it only matters whether or
not your calls are right or wrong. You lose money in the market and it doesn't
matter what your resume looks like. You make money and you'll be fine, even if
you're a high school dropout. (5)
Some people gravitate to these kinds of jobs
because they thrive in such a "high pressure" workplace, driven by
deadlines and the bottom line. Others may dislike the bright spotlight of
scrutiny and thus think they can gravitate to "safer" professions
where your individual impact isn't obvious. However, demands for tangible
performance over some trumped-up pedigree are now the norm in most industries.
Thanks to the Great Recession and the more competitive job market, almost every
workplace demands their employees prove themselves daily. (6)
You may think this means nothing to you,
since you aren't on the payroll yet and thus have a body of work to judge. Well
think again. Many employers "audition" candidates with real work
assignments to see how candidates perform out of the gate. I personally have
assigned about three dozen sample articles to would-be job seekers in the last
year alone—with no compensation beyond the chance to continue the interview
process based on the quality of their work. (7)
The bottom line is that companies either
don't have the budget or don't have the patience for on-the-job training. Thus
they increasingly demand workers who can hit the ground running, and can prove
their worth before they even punch their first time card. (8)
Even senior management candidates at major
corporations must undergo "auditions" these days to win the job—sometimes
including developing project proposals and strategic initiatives without
compensation as part of the interview process. After all, if a company wants a
leader they want to know where they will be leading people to. (9)
Even teachers aren't exempt from this trend.
Prospective educators in the D.C. area have been asked to teach
"tryout" lessons before a real classroom of real students to prove
their worth, according to a recent Washington
Post story. (10)
The lesson here? Unless you do good work,
nothing else matters. If companies demand good work just to get in the door,
they certainly aren't going to accept dead weight on the payroll. (11)
Lest you think I am telling you to happily
shove your body in the corporate meat grinder for the next four decades, keep
in mind that working hard is not just for the benefit of your employer. The
most successful people in America not only do great work but more importantly love their work. And even these
driven people know the importance of life outside the office. (12)
In time, you will learn what kind of work
really satisfies you and you will learn just how much you want your career to
define your life. But unless you have some naïve notion of a life of luxury
predicated on a winning lottery ticket, it's logical to think that work will
play some role in your life for many years to come. (13)
It's up to you to define that role, starting
today. Some may get lucky through circumstance or connections and find
themselves in a comfortable job a few years from now. But the vast majority of
recent graduates will succeed or fail based on their body of work over these
crucial first few years in the workplace. (14)
So forget framing that diploma, friends. Roll
up your sleeves and get to work. (15)
Reference:
Reeves, Jeff. “Dear Class of
2012: Your Degree Is Worthless—Now Get to Work.” Huffington Post. 30
April 2012.
Retrieved on 30 April 2012. < http://www.huffingtonpost.com/jeff-
reeves/advice-college-grads_b_1465343.html>.
Activities
Comprehension
Check: 8-item multiple-choice quiz
that will test their understanding of the text 18 minutes [9:12-9:30]
Identification
of Topic Sentences: 30 minutes
(9:30-10:00)
1. Explain the functions of topic sentences
and how they aid in the understanding of an essay and the development of a
coherent essay. Also introduce how keywords may help in determining the topic
sentence.
2. Use Paragraph 4 as an example and show
them how to identify its topic sentence.
3. Pick Paragraph 5 and let them identify
individually the topic sentence; make sure you guide them in the process of
identification by using leading questions.
4. This time, allow them to work in pairs in
identifying the topic sentences of Paragraphs 6, 7, 9, 12, 13. Use the work
sheet below:
Paragraph
Number
|
Keywords
|
Topic
Sentence
|
6
|
||
7
|
||
9
|
||
12
|
||
13
|
5. Discuss possible answers.
6. Ask them as to how helpful the topic
sentences are for them in understanding the whole text.
Post-Reading:
Interaction: 10 minutes (10:00-10:22)
Solicit comments from other students by
asking these questions:
Do
you agree or disagree with the essay?
Aside
from finding a well-paying job, what other benefits can one get from a
university education?
Is
college education still worth the tuition students pay to have it?
Note: Again the questions will depend on the
elicited responses of students.
Assigning of Homework: 8 minutes
(10:22-10:30)
Short-Response Paragraph 12 minutes
(10:00-10:12)
On a clean sheet of paper, ask them to write
whether they agree or disagree with the main idea of the essay with the
corresponding explanations/supports for their position. Their responses should
not be more than 5 sentences written in paragraph form
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