Lesson plan for teachers

Lesson plan 2

Subject:      English for teachers

Level:         2^nd year,  Rajabhat University Students

Time:                    3  hours

Theme:       Curriculum development                     Topic; Local curriculum

------------------------------------------------------------------------------------------------Terminal objective:            Students will be able to complete chart to identify the                                main idea and details.

Enabling aims    :     -to be able to identify the new word in context.

                                  -to be able to identify the main idea and summarizing.

                                  -to be able to identify the details.

                                  -to be able to defined the effective strategies used

Contents:        reading passage “Education: A reflection of society”

Vocabulary learning strategies;  

                   1.1 Guessing the meaning from context clues

                   1.5 Use keyword method e.g. Synonyms/Antonyms

                   2.3 Word lists

                   3.2 Test oneself with word tests

Reading strategies;

Finding text structure

Finding main idea/details

Inferencing

Self-regulation

Summarizing

Clarifying

      Materials:   reading text, pictures, reading log, exercises, test.

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Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming     This section aims to help Ss get immerse into the text.  It also makes them establish a connection between their background knowledge, prepare vocabulary learning strategies / reading strategies that  Ss will perform while they reading.	Photo Photo Photo	-Previewing students reading topic through the photos by asking questions.  (Activating background knowledge and previewing ;RC/VLS)     - Now, I’d like to put you work in pairs. Well, class look at this picture.       -What do you see in the photo?       -What do you think the students are talking about?      -What do you think is important at an educational institution? - What kind of vocabulary you expected to find in the passage?                                    (Task1 in pairs) - Activating background knowledge is very important in reading because it can help you understand the passage more clearly and quickly. Now, your answers to the questions are your background knowledge. You will see that your background knowledge is different and not equal depending on your experiences.	-     Discuss about pictures with their partners. -Answer the questions in the background knowledge learning log.	- Activating background knowledge and previewing. (RC/VLS)	-observation -Answer questions

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming Phase 1 vocabulary      This phase aims to help Ss to acquire vocabulary knowledge and to promote students’ vocabulary learning strategies (VLS).	Example Visit anywhere in the world, and you probably notice a number of similarities. There are students, teachers, books, chalkboards and exams everywhere. However, a school system in one country is not identical to the system in any other country. It cannot be exactly the same because each culture is different.	Modeling of vocabulary learning strategies (VLS) Guessing the meaning from context clues (VLS))        T: Do you understand every word in the text? If not, just underline and skip it. We will check it together later.           T:  Ok class, I am going to read the passage about “school and curriculum” I find some word that I couldn’t identify the meaning so it’s obstacle to me. The way I solve the problem is looking the word/sentences around it.  I, finally, find the possible meaning of that word.           According to the passage, after I read once time but I don’t exactly know the word identical.  I notice NOT identical and read sentences around I found that “ CANNOT be exactly the same” yes, I figure out the probably meaning of the word identical is same. Wow.. I got it.	Pay attention	Guessing the meaning from context clues (VLS)	Observation

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming Phase 1 vocabulary      This phase aims to help Ss to acquire vocabulary knowledge and to promote students’ vocabulary learning strategies (VLS).	Example	Modeling of vocabulary learning strategies (VLS) Use keyword method e.g. Synonyms/Antonyms (VLS)        T: Class, one vocabulary learning strategy can help you when you struggle with word meaning is “Use keyword method e.g. Synonyms/Antonyms.” The steps are;          1. Reread the sentence and look for key ideas to help you figure out the word. Think about what make sense.         2. Reread the sentences before and after, then looking for a clues and synonyms.      T: The answer is right there in the sentence. It say that the… “schools are free” …so “free” must mean “no tuition”  I writ that on my Think aloud sheet.      T: highlight, or underline each word part, explaining to students how the synonyms adjust the meaning. Practice (VLS)       T:  before you read a passage, make sure that you can use these strategies effectively.      T: Now, class I will hand out sheet of VLS practice. Try to use it fluently.	Pay attention	Use keyword method e.g. Synonyms/Antonyms (VLS))	Observation

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming Phase 2 Reading         This phase aims to promote students ’reading strategies (RS), plan for effective reading.	Example of the passage for paragraph 1-2	Modeling of  reading  strategies (RS) Finding text structure              T:  When you read the passage, effective reading strategy that is promoted reading comprehension and identify the author’s purpose for presenting information called “Text structure”             T:  The way to identify text structure consisted of 1) search for signal words/phrases, 2) write the relates ideas on the basis of statement e.g. different or similar, problem solution, description, cause and effect, definition, procedure etc.             T:  For example; when I read the 1st- 2nd paragraph, I highlight the signal words… However….On the other hand…then, I think about…what are they similar? / What are they different?  Signal words ;……. However…On the other hand… Topic;…..school in the world…… What are they similar?… students, teachers, books, chalkboards and exams.. What are they different?  …… culture …………	Pay  attention	Strategies focus; Finding text structure	observation

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming Phase 2 Reading         This phase aims to promote students ’reading strategies (RS), plan for effective reading.	Example of the passage for paragraph 1-2	Modeling of  reading  strategies (RS) Finding Main idea /details           T:  I am going to read the 1st-2nd  paragraph of “Education:  A Reflection of society”  aloud. Follow along while I read. Now that we  ’ve read that paragraph, let ‘s identify the most important WHO or WHAT. I think the most important WHAT is “Education” For example, what is the first paragraph mentioned? I answer myself “it might be about education, and then I continue to read to find the right answer.          T:  Now we need to write main idea statement. Remember, it needs to be a short sentence-about 10 words long-that includes the most important ideas.       Possible main idea: a school system in one country is not identical to the system in any other country.         T:  Now that I have read the paragraph,let’s identify the most importat WHO or WHAT. In this paragraph, I want to remember the world similarities in education..let start question with word WHAT…                  ”What are the similaristies among worldwind education?”         T:  Now, I need and answer to my question. Let’s reread the first paragraph              “Visit anywhere in the world, and you probably notice a number of similarities. There are students, teachers, books, chalkboards and exams everywhere.”                 There is my answer; students, teachers, books, blackboard and  exams.…                                 These we call details in the 1st paragraph	Pay  attention	Strategies focus; Finding Main idea /details	Observation

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming Phase 2 Reading         This phase aims to promote students ’reading strategies (RS), plan for effective reading.	Example of the passage for paragraph 1-2	Modeling of  reading  strategies (RS) Finding Main idea /details (para2)         T:  I continues read the 2nd  paragraph in topic of “Mexico”  aloud. Follow along while I read. Now that we  ’ve read that paragraph, let ‘s identify the most important WHO or WHAT. I think the most important WHAT is “Education system in Maxico” For example, what does the educational system in Mexico? I answer myself “it might be concerned many factors, and then I continue to read to find the right answer.       T:  Now we need to write main idea statement. Remember, it needs to be a short sentence-about 10 words long-that includes the most important ideas.         Possible main idea: The Mexico ’s educational system reflects some of the country’s many contrasts.         T:  Now that I have read the paragraph, let’s identify the most importat WHO or WHAT. In the  2nd  paragraph, I want to remember ..The Mexico ’s educational systems.. let start question with word WHAT…                                  ”What the basis of Mexico ’s educational systems are required ?         T:  Now, I need and answer to my question. Let’s reread the 2nd t paragraph.              “it is believed that the nation can achieve equality of rights for everyone through education.It requires education to be free, compulsory, and universal. It also states that education should support nation unity and lead to social, economic, and culture improvement of the people. At lower levels, this means that there is emphasis on the country’s rich cultural history.”                                 There are my answer ; 1. The basis of Mexico’s educational systems required:                 1.1 For people in nation …… equality of rights... free.. compulsory.. universal.. culture ..improvement..                 1.2 At lower levels… the country’s rich cultural history..             These we call details in the 2nd paragraph.	Pay  attention	Strategies focus; Finding Main idea /details	Observation

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming Phase 2 Reading         This phase aims to promote students ’reading strategies (RS), plan for effective reading.	Example of the passage for paragraph 1-2	Modeling of  reading  strategies (RS) Inferencing               T: when I read the passage, I have found that some of statement could not tell us explicitly. For this reason, I have to think beyond the passage to find out the right answer, so we can call “Making an inference”  Example ; At the 2nd  paragraphs  state that….               “it is often difficult to provide education in rural areas, where many of indigenous people live”.               What can you infer according to the passage? …yes, I can infer that… “Indigenous Mexican people are uneducated”…. Visualizing     T: Class, when you read a passage, try to make image in your mind based on the passage you read. To do this, it can enhance your comprehension.  For example: the 2nd paragraphs state that…..“it is often difficult to provide education in rural areas, where many of indigenous people live”.      T: According to the passage, I can figure out picture in my mind “Indigenous people live” would be the people who live far away for the Capital e.g. Thai tribes people who live in Chiangmai, migrant people,. Etc	Pay  attention	Strategies focus; Inferencing Visualizing	Observation
Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Priming Phase 2 Reading         This phase aims to promote students ’reading strategies (RS), plan for effective reading.	Example of the passage for paragraph 1-2	Modeling of  reading  strategies (RS) Self-regulation                T: Class, when you read a passage, you have to ask yourself “how do I understand/ which word, passage I don’t understand” these are called Self-regulation. If you don’t get some word you can follow steps 1) Reread the sentence and look for key ideas to help you figure out the word. Think about what make sense. 2) Reread the sentences before and after, then looking for a clues. For example “indigenous” (in the 2nd paragraph)      “it is often difficult to provide education in rural areas, where many of  indigenous  people live. People in the area are poor and isolated geographically. There aren’t enough schools”            T: I reread the sentence and look for key ideas to help me figure out the word, I read the sentences before and after it then, I look for a clues. Eventually I can answer that… indigenous people would be the attribute or character of people because the key idea is….poor and isolated geographically.           T: class, it’s time for you to read and use strategies.	Pay  attention	Strategies focus; Self-regulation	Observation
Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
During task   Reading process     The aims of this phase is to encourage student’s reading and using various strategies freely.	Passage	T: Divide students into group, in each group read and use all strategies for the rest paragraph (para3-6) then fill in reading text structure and learning log.	Read the passage in group , fill in text structure and learning log	Apply all strategies	Observation Correct the task

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Post  task   Reading process     The aims of this phase is to encourage student’s summary and clarify the text.		Model : Summary /clarify                    T: I am going to look back to my learning log to identify the most important information that I want to remember from this passage. My main idea statements contain the most important in each section, so that is a good place to start.           T: As I read my main idea, I am going to jot down a list of information that I thing is most important. Example the 2nd paragraph                         educational systems.                         contrasts.                         basis required.                         lower level.           T: For many two sentence summary, I will include interesting information that most important (what) to remember is “Educational systems,” it will be the subject of my first sentence.              “The Mexico ’s educational system reflects some of the country’s many contrasts.”	Listen and summarize the text into semantic map	Strategies focus; Summary /clarify	Observation

Stage and objectives	Contents	Procedure			Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher		Students
Encouraging plan         The aims of this phase are to provide student’s planning for report about their reading. Awakening report     The aims of this phase are encouraging student’s report according to the information from reading log. Target outcome   The aims of this phase are enhancing and developing reading/vocabulary strategies.	Learning log	T:  class, I will let you work in group of 5, then discuss briefly and make a consensus about information from reading log after that choose a volunteer to report in front of class. (While Ss report teacher jot down an error)              (When they finished report)            T:  ok class, according to your report I notice that mostly misunderstand about  some word in blanket you always confused e.g. paragraph D in line 6 “Vocational (for job training).”  Now I want to tell you that the word in blanket is a similar meaning of the word vocational. Do you have any question?		Planning Report
Stage and objectives	Contents	Procedure			Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Target outcome   The aims of this phase are enhancing and developing reading/vocabulary strategies.	Vocabulary Knowledge Development Task 3.2 Test oneself with word tests (VLS) 2.3  Word lists (VLS)	Teacher encourage students to do the task	Do the tasks		Test oneself with word tests (VLS) Word lists (VLS)	0/1         0/1

Stage and objectives	Contents	Procedure		Vocabulary learning strategies (VLS) and Reading strategies’ name (RS)	Evaluation
		Teacher	Students
Extensive reading      The aims of this phase is to encourage students’ reading freely outside classroom and reflect strategies used			Read  freely outside classroom and reflect strategies used	Apply strategies	Qualitative analysis Test (0/1)