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SE1 Unit 3

Reading & Speaking, Pages 70 - 71


This is an SE1 Unit 3 Reading and Speaking lesson in which students make a prediction about the content of the reading, read, check the accuracy of their prediction, understand the text by understanding details and inferring the writer’s opinion about what it means to know about and use a computer. They also discuss and compare their beliefs about using a computer.

This is the plan for this lesson, and if you would like your own copy, please click on the blue attachment link below.



Lesson Plan SE 1.3 Reading (Lesson 3 of 4)

 
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Reading (predicting what a reading is about, reading for detail, Infer meaning
·         Reading (predicting what the text is about, reading for detail, inferring the writer’s opinion)
·         Speaking to compare Ss’ beliefs about using a computer
 
Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
·        None
 
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
·         No

 

Objective:  Students Will Be Able To…. 

·         Make a prediction about the content of the reading, read, check the accuracy of their prediction, understand the text by understanding details and inferring the writer’s opinion about what it means to know about and use a computer
·         Discuss and compare their beliefs about using a computer
 
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)

·         Can read and understand the main points and significant details of

o        texts of three or more paragraphs

o        on familiar matters, including some more abstract cultural and contemporary issues

o        that may contain some complex language, but are generally straightforward: e.g. encyclopedia entries, award nominations, eye witness accounts.

 

When and how will I check my students’ progress toward the objective(s)?
·         I can hear and see Ss answering questions about the reading passage
·         I can hear Ss talking about their ideas of about what it means to use a computer, and whether they understand what the author believes it means, and whether they agree or disagree with the author’s opinion.
 
Required materials and/or resources:

·         SE 1.3 Pg 70, Pg 71 Act 1, 2

 

Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to?
·         The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community, and about their country and the world.
·         The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones.
 

 


 


Time

By the end of the stage, students will be able to

Rationale

(Why do we want our students to do this?)

Interaction Pattern &

VAKT[1]

Procedure

Materials

15 min

Demonstrate understanding of some words or phrases they will meet in the reading

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Predict what the reading passage is about.

 

Ss need to share their knowledge and experience of the topic because this will help them understand the text and do the reading activities more effectively. 
 
Ss need to understand key vocabulary in order to understand the text and to do the speaking later in the lesson.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Ss need to develop the skill of predicting the content of a text because it will help them be more efficient and effective readers.
Ss-Ss, Ss-T, T-Ss
 
VAT
 

Pre-Reading

·         T asks Ss to look at pg. 70, Anticipate, in their textbooks and to look at the graphic display. T asks Ss to look at questions A – F individually and to underline any words they don’t know. T models with the first question, and monitors the task to see which words are problems, clarifying the task if needed, but not helping with vocabulary at this point.

·         T asks Ss to discuss the words they know and don’t know in pairs or groups. T assures Ss it is okay if they are unsure of words. T monitors, noting unknown vocabulary.

·         After Ss have discussed the vocabulary, T brings class together, makes the meaning of the unknown vocabulary clear and checking Ss’ understanding.

·         T asks Ss to answer questions A – E (not F) about the graphic, individually.  T asks Ss to work in groups to check their answers. T monitors and then checks answers with the entire class, explaining where necessary.

·         T tells Ss they are going to read the text which the graph is based on.  T explains that the answers to F are in the text.  Before reading, T asks Ss to look at the graph and guess which activities listed in F are done by how many people. For example, Ss look at the graph and guess how many people use the computer to keep addresses and phone numbers, using the bars and numbers on the right of the graph to come up with a number. Ss do this individually and then compare their answers in pairs/groups. T asks Ss for some of their ideas as a whole class activity.

 

Textbook

SE 1.3

Pg 70

 

5 min

Read the text and say whether their prediction was correct

Effective readers are able to predict what a reading passage will be about and then use the first reading to check their predictions.
 
Asking Ss to read and find out if they were correct is a simple, motivating task that gives them an opportunity to practice reading quickly for specific information.
 
T-Ss,
Ss-Ss
 
VA
 

Reading 1 – Checking their predictions

·         T asks Ss to read the passage on Pg 71, Act 1 to see if their predictions/guesses were correct.  T gives Ss time to compare their answers in pairs/groups.

·         T checks correct answer with the entire class.

 

 

Textbook

SE 1.3

Pg 71

Act 1

 

10 min

 

Read the text and answer detailed content questions

Ss need to understand the text in greater depth; one of the ways to do that is for them to understand details about the text.
 
The answers Ss come up with allow the T to assess Ss understanding of the text.
T-Ss, Ss-Ss
 
VAT
 

Reading 2 – Deepen Understanding

·         T asks Ss to read the questions A-D only, Pg. 71, Act 2 in their textbooks.  T explains the activity and models it, asking concept-checking questions (CCQs)[2] to check understanding as necessary.

·         Ss read the text and working alone, answer the questions.

·         Ss check their ideas in groups when they have finished. T monitors.

·         T quickly checks with the whole class to make sure Ss have the correct answers and addresses any problems.

 

Textbook

SE 1.3

Pg 71

Act 2

A - D

10 min

Choose specific lines from the text that will allow them to infer what they think the writer’s meaning of “know about computers” and “use” them is.

 

Ss need practice identifying specific parts of a text that give them information or an impression about the writer’s opinion.
Ss-Ss, T-Ss
 
VA
 

Reading 3 – Inferring the writer’s beliefs about what it means to ‘know about’ and “be familiar with using” a computer

·         T tells Ss that the writer has an opinion about what it means to know about computers.  T writes the following on the board:  At the end of the survey, the writer believes that most teenagers:  1) know a lot about computers and use them fully and effectively and 2) know little about computers and only a few use them fully and effectively. T asks Ss which is True and which is False.  In order to answer the question, T asks Ss to read the text again to find which activities the writer believes involve knowing about a computer and to underline them. T does one as an example and asks concept-checking questions (CCQs) to check understanding as necessary.

·         Ss read the text and work alone to find the writer’s opinion.

·         Ss check their ideas in groups when they have finished. T monitors.

·         T asks Ss what they think the writer believes “using” a computer means.  T asks what information the writer’s use of “but”, “while” and “only” gives them as readers. T asks which statement on the board is true and which false.

·         T elicits answers from 2 – 3 Ss as a whole class activity.

 

Textbook

SE 1.3

Pg 71

Act 2

Reading Text

10 min

State their own beliefs and discuss whether they agree or disagree with the author about what it means to know about and use a computer

Ss need an opportunity to explore and talk about their own beliefs and compare them to those being expressed in the passage.  This will help them better understand the text and themselves.
Ss-Ss, T-Ss
 
VA
 

Speaking (Post-reading)

·         T asks Ss individually to think about 1)  what they use a computer to do and where they would appear in graph;  2) what they believe ‘knowing about’ and ‘using’ means and involves; and 3) whether they agree or disagree with the writer and his/her opinion and why. T gives Ss no more than 2 mins to think and make notes.

·         Ss compare their answers in pairs/groups an discuss their ideas.

·         Whole class: T elicits Ss answers from the different groups.

 

Paper, pens or pencils

 



[1] VAKT = Visual, Auditory, Kinesthetic, Tactile

[2] CCQs: Questions that check that the Ss understand instructions, concepts, vocabulary, etc. See CCQ worksheet.

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Brian Long,
Oct 18, 2009, 2:07 PM
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