Professor Valdor and the Giant Laser Reading Lesson Plan
Описание презентации по отдельным слайдам:
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one слайд
Reading Lesson Program
Pre-Reading
Goals: activate students background knowledge, provide linguistic communication preparation, motivate students want to read the text.
Activities:
- pictures
- prediction
- discussion
- role-play
- guessing games
- word association tasks
- semantic mapping
- previewing\surveying -
two слайд
While-Reading
Goals: help students to understand specific content and main ideas of the text, promote active engagement with the text rather than passive reading.
Activities:
- students may be provided with questions to answer well-nigh the text
- providing students with outline\diagram\flowchart for them to consummate while reading the text. -
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Post-reading
Goals: review content, piece of work on lesser upwards concerns, consolidate what has been read past relating the new data to the learners' knowledge, interest and opinions.
Activities:
- place students in pairs or pocket-size groups for discussion
- review main ideas
- discuss discrete points
- writing assignment
- discussion
- debate
- role-play
- projection 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.
Look at the title and the headings for each section. What practice yous call up this passage is going to be about?
Expect at the pictures. What do you call up this passage is going to be about?
Read the first and terminal paragraphs and the first sentence of each paragraph. What practise you recall this passage is going to be about?
Read the title. Now apace scan the passage and circle all the words that have a connexion to the title.
Browse the passage and cross out all the words you don't know. After you read the passage again advisedly, look up the words in a dictionary. -
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After looking at the championship, pictures and and then on, brainstorm the specific words y'all expect to see in the passage.
After looking at the championship, pictures , make upward some questions you 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 have notes or draw a flick of the story as you speak.
Have everyone read the passage.
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Pre-reading activities:
Request THE RIGHT QUESTIONSlocate a medium length commodity that might include some graphs or pictures
from 1 copy of the article, cut out titles, subtitles, graphics, the starting time paragraph and the last paragraph
divide class into modest groups and take them survey these items
inquire students to write downward a list of at least five questions that they think the article volition reply
ask groups to share their questions with the class. Discuss questions and why they recall the commodity volition or won't answer the questions
have students read a copy of the article and then answer their own questions. -
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K-W-L Nautical chart
- before reading a story or article nearly a particular subject, ask students to share as a group what they KNOW about the subject
teacher will write this down in a cavalcade under the word "Know"
teacher will ask students what they "Want TO KNOW" about the given topic and will write down what students say under "Want to know" on the board
class volition read the story or article
afterwards testing for comprehension instructor will interview students and ask them what they "LEARNED" about the topic and write that under "Learned" on the board
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TELL A TALE OF GUESSWORK
- teacher will share with students the main characters in a story and a scrap almost them
- the students will make up their ain imaginary story near these characters-they will do this in i minute's fourth dimension
- the students volition tell their story to each other in groups and groups volition vote on the best story -
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While reading activities
QUICK SKIM- students will all exist given the same reading
- they will drag their finger downwards the middle of the page for about fifteen seconds, until the teacher says stop
- students can arrive groups and discuss what they read, the words they saw
- the group with the most ideas wins
- information technology's oftentimes surprising for students to run across how much they tin can take from a passage after only briefly skimming -
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LEA (Linguistic communication Experience Arroyo)
- beginning students volition dictate texts to each other in their own words
- partners will write down what the students have said and the students will read the text
- partners ask the questions about the text and students will reply them
- partners will retell the text in brief 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'due south purpose in writing the article?
- Give at to the lowest degree 2 examples or pieces of evidence from the text which support the author's master idea?
- Write an outline of the article.
- What new fact or idea did you acquire from this article?
- Is the author mainly objective or subjective? What clues yous to your conclusion? -
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READ AND Depict
- teacher volition separate a story into different parts and distribute them to pocket-sized groups or pairs of students
- students will read their part of the story and draw a flick representing what happened in their part of the story
- students will record pictures to the wall in order and will present their part of the story in guild -
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FIND A Judgement
Students will read a story or paragraph and teacher volition ask students to observe one judgement and write information technology downwardly to share with the class or in modest groups. Offering students one of the following options:
a beautiful judgement
a very interesting sentence
a surprising sentence
a sentence that contains the main idea
a sentence the student doesn't understand
a sentence that reminds the student of smth
a sentence that makes corking sense to educatee
a sentence the student agrees or disagrees with
a judgement that upsets the pupil -
15 слайд
At present y'all will lookout a video sequence devoted to the reading. Just earlier watching answer the following questions:
What types of reading do you know?
How practise you motivate your students to read?
What is the purpose of reading?
What are the roles of pre, while and mail service reading tasks?
What reading activities do you lot take in your classroom?
Practise you work on language material when you work with reading text? Why\why not? -
16 слайд
Lesson Program
Date:
Grouping:
Field of study:
Theme:
Level:
Instructor:
I. Aims:
II. Objectives:
Equipment:
Literature: -
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Procedure of the lesson
Activity descriptions Minutes
1. Organization moment
a) Greeting
b) Talking about the objectives of the lessonWarming up
(tongue twisters, proverbs or sayings, quotations, songs, question-answer, games, descriptions, etc. according to the language material, pictures, prediction, give-and-take, part-play, guessing games, word clan tasks, semantic mapping, previewing\surveying) -
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Three. Main stage
1) Working on the text (pre, while and post-reading tasks)
2) Watching the moving picture (pre, while and post-watching tasks)
3) Speaking activity (stage1, 2, 3)
4) Listening activeness (pre, while and post-listening tasks)
5) Game applied science (description, stages to play)
half dozen) Project modelling (description, stages to present)Any activity you plan include to your main stage
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Four. Conclusion. Making terminal comments.
Evaluation
Giving the home assignment (describe in detail tasks to do or stages to work) -
20 слайд
Prac education survival tips
Beneath you will see 15 steps to a successful student teaching experience:
1) Use the school or college library (methodology bug)
2) Come early to course (jump on topics for teaching, highlight vocabulary, revise)
iii) Review the curriculum (ask for a teacher editions, unit plans or workbooks to gather facts and ideas)
4) Prepare a speech introducing yourself (information technology should stress your appreciation and availability to students)
5) Suit your schedule to your teacher of your bookish grouping or mentor
vi) Set up an observation schedule
vii) Help to grade papers
8) The office is the hub of the schoolhouse (be friendly and smile)
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nine) The teaching relationship is based on trust and respect (discover which students have behavioral or learning difficulties, be organized and methodical, start with tight control, use a clear speaking voice with sufficient volume to be heard at the back of the class, but do not speak more than loudly than in necessary, praise, encourage your students than to criticize, if y'all cannot resolve bug ask one of the members of the teaching staff)
10) Personal presentation (eccentric mode of dress, casual advent)
eleven) Lesson notes (structure and content of the lesson, programme of implementation)
12) Audio\Visual Equipment (prepare in accelerate, avert equipment failure, be prepared for the unexpected in instance you are unable to requite the planned lesson because of sudden unabailability of equipment or alter of room)
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13) Learning from experience (subsequently each day'southward do you lot should complete a cursory critique of each lesson, speak or consult your classroom instructor or mentor, notice the lessons of experienced teachers, invite your mentor to write an ascertainment for you lot)
xiv) Request for communication (never, ever, be afraid to seek the communication of your mentor or form teacher)
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