Guided Reading Activity 17-1 the Land Answers
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1 слайд
Reading Lesson Plan
Pre-Reading
Goals: activate students background knowledge, provide language preparation, motivate students want to read the text.
Activities:
- pictures
- prediction
- discussion
- office-play
- guessing games
- give-and-take association tasks
- semantic mapping
- previewing\surveying -
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While-Reading
Goals: help students to understand specific content and primary ideas of the text, promote agile engagement with the text rather than passive reading.
Activities:
- students may be provided with questions to respond about the text
- providing students with outline\diagram\flowchart for them to complete while reading the text. -
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Mail service-reading
Goals: review content, work on bottom upward concerns, consolidate what has been read by relating the new information to the learners' knowledge, involvement and opinions.
Activities:
- identify students in pairs or small groups for discussion
- review master ideas
- talk over detached points
- writing consignment
- discussion
- debate
- role-play
- project piece of work -
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READING ACTIVITIES IN THE CLASSROOM
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TEN THINGS TO DO Earlier READING:
Ask students to brainstorm for answers to the following questions, then write ideas on the board.
Expect at the title and the headings for each section. What do yous think this passage is going to be about?
Look at the pictures. What do you think this passage is going to be about?
Read the first and concluding paragraphs and the beginning sentence of each paragraph. What practise you think this passage is going to exist about?
Read the title. Now rapidly scan the passage and circle all the words that accept a connectedness to the title.
Scan the passage and cross out all the words you don't know. Afterward y'all read the passage again carefully, expect upwardly the words in a dictionary. -
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After looking at the championship, pictures and and so on, brainstorm the specific words you expect to see in the passage.
After looking at the title, pictures , make up some questions you lot think this passage might answer.
What kind of passage is this? Why would somebody read this? For information? Pleasure?
Summarize the passage and ask students to take notes or draw a film of the story as you speak.
Have everyone read the passage.
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Pre-reading activities:
Asking THE Right QUESTIONSlocate a medium length article that might include some graphs or pictures
from 1 copy of the article, cut out titles, subtitles, graphics, the first paragraph and the last paragraph
split class into small groups and have them survey these items
ask students to write down a list of at least 5 questions that they think the article will answer
ask groups to share their questions with the class. Discuss questions and why they think the article will or won't answer the questions
accept students read a re-create of the article and then respond their own questions. -
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K-W-Fifty Nautical chart
- before reading a story or article virtually a particular subject, ask students to share as a group what they KNOW nearly the subject
teacher will write this down in a column under the give-and-take "Know"
instructor volition ask students what they "Want TO KNOW" about the given topic and will write downward what students say under "Desire to know" on the lath
class will read the story or article
later testing for comprehension teacher will interview students and inquire them what they "LEARNED" about the topic and write that nether "Learned" on the board
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TELL A TALE OF GUESSWORK
- teacher volition share with students the master characters in a story and a bit about them
- the students will make up their own imaginary story nearly these characters-they will do this in 1 infinitesimal's time
- the students will tell their story to each other in groups and groups will vote on the all-time story -
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While reading activities
QUICK SKIM- students will all be given the same reading
- they will drag their finger down the heart of the page for virtually fifteen seconds, until the teacher says stop
- students can get in groups and discuss what they read, the words they saw
- the group with the most ideas wins
- information technology's frequently surprising for students to run into how much they tin can take from a passage after merely briefly skimming -
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LEA (Language Experience Approach)
- outset students will dictate texts to each other in their own words
- partners will write downwards what the students have said and the students will read the text
- partners inquire the questions most the text and students will answer them
- partners will retell the text in cursory to each other -
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Post-reading activities
UNIVERSAL QUESTIONSThe following questions may be used when reporting on diverse extensive reading activities.
- What is the topic of your article?
- What was the author'southward purpose in writing the article?
- Give at least two examples or pieces of bear witness from the text which support the writer's main idea?
- Write an outline of the commodity.
- What new fact or thought did you learn from this article?
- Is the author mainly objective or subjective? What clues you lot to your conclusion? -
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READ AND Draw
- teacher volition divide a story into different parts and distribute them to small groups or pairs of students
- students will read their part of the story and draw a picture representing what happened in their part of the story
- students will tape pictures to the wall in order and will nowadays their office of the story in order -
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FIND A SENTENCE
Students will read a story or paragraph and teacher will enquire students to discover one sentence and write information technology downwards to share with the class or in minor groups. Offer students ane of the following options:
a cute judgement
a very interesting sentence
a surprising judgement
a sentence that contains the main thought
a sentence the pupil doesn't sympathise
a sentence that reminds the student of smth
a sentence that makes great sense to student
a sentence the educatee agrees or disagrees with
a sentence that upsets the student -
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At present you will spotter a video sequence devoted to the reading. But before watching reply the following questions:
What types of reading do you lot know?
How do you motivate your students to read?
What is the purpose of reading?
What are the roles of pre, while and post reading tasks?
What reading activities do you take in your classroom?
Practise you work on linguistic communication textile when you piece of work with reading text? Why\why not? -
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Lesson Plan
Appointment:
Group:
Subject:
Theme:
Level:
Teacher:
I. Aims:
Ii. Objectives:
Equipment:
Literature: -
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Procedure of the lesson
Action descriptions Minutes
1. Organization moment
a) Greeting
b) Talking almost the objectives of the lessonWarming up
(tongue twisters, proverbs or sayings, quotations, songs, question-reply, games, descriptions, etc. according to the language material, pictures, prediction, discussion, role-play, guessing games, give-and-take clan tasks, semantic mapping, previewing\surveying) -
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3. Main stage
1) Working on the text (pre, while and post-reading tasks)
2) Watching the pic (pre, while and post-watching tasks)
iii) Speaking activeness (stage1, two, 3)
4) Listening activity (pre, while and post-listening tasks)
v) Game engineering (description, stages to play)
6) Projection modelling (description, stages to present)Whatsoever activity you plan include to your main phase
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IV. Decision. Making final comments.
Evaluation
Giving the home consignment (describe in detail tasks to do or stages to piece of work) -
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Prac educational activity survival tips
Below you will meet 15 steps to a successful student teaching feel:
one) Use the schoolhouse or college library (methodology issues)
ii) Come up upwards early to class (jump on topics for teaching, highlight vocabulary, revise)
3) Review the curriculum (ask for a instructor editions, unit of measurement plans or workbooks to get together facts and ideas)
4) Fix a speech introducing yourself (it should stress your appreciation and availability to students)
v) Accommodate your schedule to your instructor of your academic group or mentor
six) Ready an observation schedule
7) Assist to grade papers
8) The role is the hub of the school (be friendly and smile)
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nine) The teaching relationship is based on trust and respect (detect which students have behavioral or learning difficulties, be organized and methodical, start with tight control, employ a clear speaking voice with sufficient volume to be heard at the back of the class, but practise non speak more loudly than in necessary, praise, encourage your students than to criticize, if y'all cannot resolve problems ask one of the members of the teaching staff)
10) Personal presentation (eccentric mode of dress, coincidental appearance)
eleven) Lesson notes (construction and content of the lesson, plan of implementation)
12) Audio\Visual Equipment (prepare in advance, avoid equipment failure, be prepared for the unexpected in case you are unable to give the planned lesson because of sudden unabailability of equipment or change of room)
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thirteen) Learning from feel (after each day'due south practice yous should complete a brief critique of each lesson, speak or consult your classroom teacher or mentor, discover the lessons of experienced teachers, invite your mentor to write an observation for you)
14) Request for advice (never, e'er, exist afraid to seek the advice of your mentor or class instructor)
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