Objectives & Reading Week 2

8/3/2019 Objectives & Reading Week 2

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OUTLINEOctober 7, 2011

Lesson plan

Why do we need lesson plans?

How detailed should a lesson plans be? How to write objectives

Acceptable wording & unacceptable points


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Lesson Plans Lesson plan is a proposal for action.

Some teachers allow the coursebook to do the lesson

planning for them; they take a lesson/unit and teach itas it is offered in the book.

Some teachers scribble a few notes down in folders ornotebooks.

Some prepare detailed description of what to do, sothat someone else may take the plan and teach it.


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Why do we need lesson plans? New tachers need maps to help them through the

landscape: confidence

For teachers in training, it is a good idea to try tofollow the plan: justification


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How detailed should a lesson plan be?

The lesson plan should include the following:

Aims and Objectives

Class Profile

Material Context of Teaching

Students Background Knowledge

Skill/ Language Focus

Potential problems and possible solutions

Procedure (+ Stages, Timing, Interaction Patterns, Aids)


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RulesObjectives should be

Specific Show cognitive process (not an activity)

Student-centered

Observable

Address a change in students


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ABCD of Objective Writing

Audience Your learners

Behavior What you expect the students to perform? Useaction verbs to describe an overt, observablebehavior.

Condition Under what circumstances and restrictions?

Degree How much will be accomplished?


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By the end of the lesson, the students will haveidentified the advantages and disadvantages ofliving in a city after reading the text on city life.

Audience-your learners Behavior - what you expect the students to perform

Condition- under what circumstances and restrictions

Degree- how much will be accomplished


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By the end of the lesson, thestudentswill haveidentifiedthe advantages and disadvantages ofliving in a city after reading the text on city life.

(Audience)

the students

(Behavior)

identify

(Condition)by the end of the lesson, after reading the text on city life

(Degree)

the advantages and disadvantages of living in a city.


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Acceptable Objectives with their ABCD

By the end of the lesson, students will be able toexemplifyat least 5 vocabulary items related toenvironmental pollution using their own words.

Within 20-minute group work, the students willable to discussthe health problems ofunderdeveloped countries.

Given the article "Criminals Everywhere", thestudents will have supportedtheir ideas to reducethe crime rate in big cities.


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Problematic Objectives Students will understand the meaning of the words.

Students will be able to pick out a topic to discuss in class.

The instructor will explain the effects of fossilization in learners'

language.

Given a list of sentences, the students will underline the adjectives.

Students will read the text twice/write a paragraph

Students will learn new vocabulary items.

Students will improve their pronunciation skills.


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Goals In bullet form, explain the general pedagogical goals

and aims (what you hope to accomplish as a teacher)in this lesson.


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Ladder Analogy: Objectives vs. Goals


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Examples:

S will develop phonological awareness of the th

sound. S will be familiarized with greeting expressions

S will increase their familiarity with conventions oftelephone conversations.

Students will understand the usage of present perfecttense.


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TEACHING READING


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IMPORTANT CONCEPTS

TOKNOWBEFOREONESTARTS

TEACHING READING


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EXTENSIVE READING

The teacher encourages the students to choose for

themselves what they read forpleasure and generallanguage improvement outside the class.

The students should read materials on the topics they are

interested in and materials appropriate for their level.

Original fiction and non-fiction books, simplified works of

literature, staged books, magazines can all be used.

In order to encourage extensive reading we can build up a

library for suitable books, provide them extensive reading

tasks and encourage them report back on the reading in

different ways.


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INTENSIVE READING

It is a classroom oriented activity to have students focus on

the semantic and linguistic details.

In order to encourage students to read enthusiastically in

class, teachers need to create interest in the topic and tasks.

Teachers need to tell students the reading purpose, theinstructions and time allocated. While the students are

reading, the teachers may observe their progress but should

not interrupt.

When the teachers ask students to give answers, theyshould always ask them to say where in the text they found

the relevant information.

The teachers should focus on strategies to deal with the

unknown vocabulary items.


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BOTTOM-UP PROCESSING

Readers must recognize the linguistic signals(letters, syllables, words, phrases, discourse

markers)

This data-drivenprocessing requires asophisticated knowledge of the language.

From the data, the reader selects the meaningful

signal.


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TOP-DOWN PROCESSING

Readers must refer to their own intelligence and

experience to predict probable meaning and to

understand a text.

This conceptually-driven processing requires

readers to infer meaning.

Both are important for interactive reading.


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SCHEMAOR BACKGROUND KNOWLEDGE

The readers bring information, knowledge,

emotion, memories, experience and culture to theprinted text.

Content schemata: what we know about people,

the world, culture and the universe as

background knowledge


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SCHEMAOR BACKGROUND KNOWLEDGE

Formal schemata: what we know about the

discourse structure as background knowledge.

knowledge of language and linguistic conventions,

containing knowledge of how texts are structured and

what the key characteristics of a particular genre of

writing are (Alderson, 2000; Carrell, 1987; Carrell &

Eisterhold, 1983)

texts with familiar rhetorical organization should beeasier to read and comprehend than texts with

unfamiliar rhetorical organization (Carrell, 1987:464

revised in Etern and Razi, 2009).


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INTERESTAND CULTURE

The love of reading has propelled learners to

successful acquisition of reading skills.

The autonomy and self-esteem gained through

reading strategies has been shown to be a

powerful motivator.

Culture plays an important role in motivating

and rewarding people for literacy.


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TEACHING VOCABULARY

Pre-teaching some of the vocabulary items fromthe text help reading comprehension for top-down

processing.

Pre-teaching vocabulary helps students

(i)understand the text and (ii)learn the items

Focusing on some of the vocabulary items after

reading the text provides a detailed analysis of

the text through bottom-up processing.


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HOWTOTEACHVOCAB?


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LEARNING GREEK

HOWNOTTO TEACH

VOCAB!


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READ AND

. ..


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GUESSING VOCABULARY

It helps readers develop strategies to do not only

intensive but also extensive reading.

contextual clues

parts of the word

world knowledge

cognates

O R (R A )


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ORAL READING (READING ALOUD)

PROS & CONS?

Oral reading helps students correspond betweenspoken and written English in beginner levels.

It can serve as a pronunciation check activity and

add some extra student participation for shortreading segments in the beginner and

intermediate levels

It is not an authentic activity and while onestudent is reading, the others may easily lose

attention.


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SILENT READING

Silent reading allows readers interact with the

text themselves.

Silent reading allows students to read at their

own rate and to identify more than one word at a

time.

The schemata and background knowledge, and

affective domain help the reader interact with

the text.

Sustained silent reading develops a fluency in

reading.


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AUTHENTIC TEXTS

Texts that are devised in the real world.

They are genuine and not prepared for teaching

purposes.

They can be simple or difficult.

Three things should be kept in mind while choosing a

text:

Suitability

Engaging, enjoyable, challenging, & appropriate

Exploitability

Facilitating the achievement of certain language goals

Readability

Appropriate lexical and structural difficulty

S T S (S A C


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SIMPLIFIED TEXTS (SEMI-AUTHENTIC

TEXTS)

They are formed through the simplification of anexisting reading material.

If the simplification must be done, it is important

to preserve the natural redundancy, humor, witand other features.

The simplification may be useful to use a text

with early proficiency levels.


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LITERAL MEANING

This is the surface meaning of the reading text.


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IMPLIED MEANING

This has to be derived from processing pragmatic

information through sophisticated top-down

processing.

STRATEGIES FOR READING


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STRATEGIESFOR READING

Identifying the purpose in reading:

Whenever you are teaching a reading technique, make sure yourstudents know their purpose in reading something.

Skimming the text for the main ideas:

Skimming consists of quickly running ones eyes across a wholetext for its gist. It helps the readers predict the purpose of thepassage, the main idea, the message, supporting ideas.

Scanning the text for specific information:

It is searching for particular piece of information in a text such asnames, dates, definition of a key concept, a list etc. withoutreading through the whole text.

Using semantic mapping and clusters:

Grouping the ideas into meaningful units and showing therelations among those help the readers to have a better picture ofthe text and ease comprehension while dealing with long texts

and/or complicated series of events.

PRINCIPLES FOR READING


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PRINCIPLESFOR READING

The specific instruction in reading skills: It is notpossible to absorb Reading skills only through extensivereading opportunities. The teachers also should focus on thereading skills in in-class activities.

Using intrinsically motivating techniques: Teachersshould choose reading materials that are interesting andrelevant for their needs and goals of language learning to be

used in class and allow the students to select the materialthey like to read outside the class.

SQ3R: This is an effective procedure of reaching a text:Survey- question - read - recite and review

Check students comprehension: It is important to assessthe development of students reading skills through someresponses: doing , choosing from alternatives, transferring,answering questions, condensing, extending, duplicating,modeling and conversing

THE STAGES OF A READING LESSON


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THE STAGESOFAREADING LESSON

A. Pre-reading

Predicting

Activating schemata Previewing a text (Title, author, source, layout)

Skimming

Scanning

Pre-teaching Vocabulary

B. While- Reading

Reading for a purpose

Reading for details of the text

Reading to identify the cause-effect relations, to

categorize ideas, to compare-contrastC. Post-Reading

Identifying the authors purpose and style

Examining the language (grammar orvocabulary)

A follow-up writing or speaking exercise


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Q U E S T I O N S ?

AGENDA FOR NEXT WEEK

TEACHER DEMONSTRATIONS

Documents

Objectives & Reading Week 2