Lesson two (90 minutes)
1. Pre-reading: To improve reading comprehension, students should be encouraged to complete the following pre-reading activities before reading the reading passage. This will familiarize the students with the text they are about to read.
a) Previewing the text
o Read the title.
o Brainstorming: The instructor asks the students “Why Appearance is important”.
o The instructor lists all the information that comes to mind.
o The instructor uses these pieces of information to recall and understand the material.
o The instructor uses this knowledge to reframe what students know.
o The instructor asks the students to read the headings of the reading passage.
b) Predicting: The instructor gives the students the following chart, and then
asks them to read the reading passage and write seven words or phrases that caught their attention during preview. Use each to create a prediction about the reading. At the end of the lesson the students check and discuss their predictions they had made with the instructor and the class.
Word or phrase
Prediction
1
2
3
4
5
6
7
c) Preview vocabulary: It is important to provide the students with an opportunity to become familiar with words from the article.
The instructor chooses the key words from the reading passage and then he asks the students to write the word in the space that corresponds to the correct definition of it and then write a sentence that includes the correct use of this word. (15 minutes)
2. Reading the passage: The instructor tells the students a little about the reading passage
A. Instructor reads aloud: Reading the reading passage which is just a bit beyond the student’s reading level gives students an insight into what is ahead, exposes them to new vocabulary and language patterns, activates students’ prior knowledge and helps increase their reading level, because it models fluent reading for students. By following along and seeing how the teacher emphasizes different words, pauses at commas and periods, and pronounces difficult words, students can increase their own reading fluency.
B. Echo reading: The instructor reads the reading passage aloud one more time, but this time stops after each sentence as students silently follow along in their own copy. Upon completing each sentence, students read the same sentence aloud altogether. If this too difficult, then few words will be enough per each time. Echo reading helps students learn about paying attention to punctuation marks while reading, helps students to recognize new words and read at pace which is better for comprehension.
C. Students read silently: When students read silently, they can vary their pace and concentrate on understanding more difficult portions of the text. They will generally think more deeply about the content and have greater comprehension when reading silently. The students are allowed to ask questions when needed
D. Partner reading: It allows students to take turns reading and provide each other with feedback as a way to monitor comprehension, also it provides direct opportunities for the instructor to circulate in the class, observe students, and offer individual remediation. The instructor may switch partners more than one time.
Follow this stage with a general discussion of the text: The instructor asking
the following questions focusing on top-down processing skills. The key at
this stage is to let the students lead by reporting the meaning that they are able
to construct.
- What is the text about?
- Who wrote this text?
- What is the purpose of the text?
(20 minutes)
3. Using technology: Matching and writing sentences Preview vocabulary: It is important to provide the students with an opportunity to become familiar with words from the article. These words will be beneficial as well to
the students outside of the text.
The instructor asks the students to open the following link and work individually to complete the activity. the students will match the word to the correct definition and then write a sentence that includes the correct use of this word.
https://moodlelarc.sdsu.edu/moodle2.4
Ling 556 Final project
Scroll down to group 8
Multiple choices (10 minutes)
4. Using technology: Students read sentences on the screen from the reading passage. Then choose the option of the best meaning of the bold word in each sentence "vocabulary comprehension two" . Open the following link and work individually to complete the activity. The sentences on this activity are taken from the article but not written identically.
https://moodlelarc.sdsu.edu/moodle2.4
Ling 556 Final project
Scroll down to group 8
Multiple choices Students read sentences on the screen from the reading passage. Then choose the option of the best meaning of the bold word in each sentence. ”vocabulary comprehension two” (10 minutes)
5. Grammar: Gerund Vs. Present progressive tense. (Note: The students already know the present progressive tense.)
- The instructor reviews the present progressive tense with students
- The instructor explains the gerund concept
- The instructor gives examples of as (I am teaching, I like teaching and teaching
is fun)
- The instructor asks the students to find all the gerunds in the reading passage.
- The instructor asks the class as a whole to report their gerunds.
- The instructor asks the students to write their own sentences using gerunds.
(20 minutes).
6. Cloze reading: Now the students have read the reading passage several times. The instructor put the students in pairs in order to exchange ideas with one another (5 minutes)
7. Using technology: True or false: The students’ work individually on online true or false activity. The sentences on this activity are taken from the reading passage but not written identically. After that the instructor and the students discuss the answers together. Open the following link and work individually to complete the activity. The sentences on this activity are taken from the article but not written identically.
https://moodlelarc.sdsu.edu/moodle2.4
Ling 556 Final project
Scroll down to group 8
True/False (10 minutes)
Homework (Lesson 2)
1. The instructor pick words from the reading passage and ask students to use each in a sentence
2. The instructor divides the class to three different groups. The instructor gives each group one of the following points to prepare a very short presentation about it for the next class meeting
- Your choice of clothes says a lot about you.
- Your appearance affects the way you feel.
- A handsome man or a beautiful woman is much admired in society.
1. Pre-reading: To improve reading comprehension, students should be encouraged to complete the following pre-reading activities before reading the reading passage. This will familiarize the students with the text they are about to read.
a) Previewing the text
o Read the title.
o Brainstorming: The instructor asks the students “Why Appearance is important”.
o The instructor lists all the information that comes to mind.
o The instructor uses these pieces of information to recall and understand the material.
o The instructor uses this knowledge to reframe what students know.
o The instructor asks the students to read the headings of the reading passage.
b) Predicting: The instructor gives the students the following chart, and then
asks them to read the reading passage and write seven words or phrases that caught their attention during preview. Use each to create a prediction about the reading. At the end of the lesson the students check and discuss their predictions they had made with the instructor and the class.
Word or phrase
Prediction
1
2
3
4
5
6
7
c) Preview vocabulary: It is important to provide the students with an opportunity to become familiar with words from the article.
The instructor chooses the key words from the reading passage and then he asks the students to write the word in the space that corresponds to the correct definition of it and then write a sentence that includes the correct use of this word. (15 minutes)
2. Reading the passage: The instructor tells the students a little about the reading passage
A. Instructor reads aloud: Reading the reading passage which is just a bit beyond the student’s reading level gives students an insight into what is ahead, exposes them to new vocabulary and language patterns, activates students’ prior knowledge and helps increase their reading level, because it models fluent reading for students. By following along and seeing how the teacher emphasizes different words, pauses at commas and periods, and pronounces difficult words, students can increase their own reading fluency.
B. Echo reading: The instructor reads the reading passage aloud one more time, but this time stops after each sentence as students silently follow along in their own copy. Upon completing each sentence, students read the same sentence aloud altogether. If this too difficult, then few words will be enough per each time. Echo reading helps students learn about paying attention to punctuation marks while reading, helps students to recognize new words and read at pace which is better for comprehension.
C. Students read silently: When students read silently, they can vary their pace and concentrate on understanding more difficult portions of the text. They will generally think more deeply about the content and have greater comprehension when reading silently. The students are allowed to ask questions when needed
D. Partner reading: It allows students to take turns reading and provide each other with feedback as a way to monitor comprehension, also it provides direct opportunities for the instructor to circulate in the class, observe students, and offer individual remediation. The instructor may switch partners more than one time.
Follow this stage with a general discussion of the text: The instructor asking
the following questions focusing on top-down processing skills. The key at
this stage is to let the students lead by reporting the meaning that they are able
to construct.
- What is the text about?
- Who wrote this text?
- What is the purpose of the text?
(20 minutes)
3. Using technology: Matching and writing sentences Preview vocabulary: It is important to provide the students with an opportunity to become familiar with words from the article. These words will be beneficial as well to
the students outside of the text.
The instructor asks the students to open the following link and work individually to complete the activity. the students will match the word to the correct definition and then write a sentence that includes the correct use of this word.
https://moodlelarc.sdsu.edu/moodle2.4
Ling 556 Final project
Scroll down to group 8
Multiple choices (10 minutes)
4. Using technology: Students read sentences on the screen from the reading passage. Then choose the option of the best meaning of the bold word in each sentence "vocabulary comprehension two" . Open the following link and work individually to complete the activity. The sentences on this activity are taken from the article but not written identically.
https://moodlelarc.sdsu.edu/moodle2.4
Ling 556 Final project
Scroll down to group 8
Multiple choices Students read sentences on the screen from the reading passage. Then choose the option of the best meaning of the bold word in each sentence. ”vocabulary comprehension two” (10 minutes)
5. Grammar: Gerund Vs. Present progressive tense. (Note: The students already know the present progressive tense.)
- The instructor reviews the present progressive tense with students
- The instructor explains the gerund concept
- The instructor gives examples of as (I am teaching, I like teaching and teaching
is fun)
- The instructor asks the students to find all the gerunds in the reading passage.
- The instructor asks the class as a whole to report their gerunds.
- The instructor asks the students to write their own sentences using gerunds.
(20 minutes).
6. Cloze reading: Now the students have read the reading passage several times. The instructor put the students in pairs in order to exchange ideas with one another (5 minutes)
7. Using technology: True or false: The students’ work individually on online true or false activity. The sentences on this activity are taken from the reading passage but not written identically. After that the instructor and the students discuss the answers together. Open the following link and work individually to complete the activity. The sentences on this activity are taken from the article but not written identically.
https://moodlelarc.sdsu.edu/moodle2.4
Ling 556 Final project
Scroll down to group 8
True/False (10 minutes)
Homework (Lesson 2)
1. The instructor pick words from the reading passage and ask students to use each in a sentence
2. The instructor divides the class to three different groups. The instructor gives each group one of the following points to prepare a very short presentation about it for the next class meeting
- Your choice of clothes says a lot about you.
- Your appearance affects the way you feel.
- A handsome man or a beautiful woman is much admired in society.