i-to-i TEFL, level 5, Assignment 3 - skills lesson plan: reading lesson. passed first time with perfect
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Name of the Teacher Date Level of the class Length of lesson
Kristen Folpini 25 March 2021 Upper-intermediate (B2) 60 minutes
Lesson Type:
Skills lesson - reading
Lesson Topic:
Enrique Iglesias
Lesson Aims:
By the end of the lesson, students will be better able to…
To gain a better understanding of a piece of writing through using reading techniques which increase in levels of focus e.g. 'reading for gist ' to 'reading for detail’. Lesson Outcomes:
By the end of the lesson, students will have…
Demonstrated their comprehension of the text by working in pairs to identify summaries of the text and answering and discussing questions related to the text individually.
Anticipated difficulties: Suggested solutions:
1. Some students may become frustrated or unmotivated when they cannot fully understand every word or grammar structure in the text. 1. I will make sure to pair stronger students with weaker ones so that the stronger students in the class can help those whom struggle. I will also emphasize that the focus of the lesson is to improve their reading skills and so it is not necessary to understand every aspect of the text.
2. Students might get stuck with some new words or grammar
while reading the text and be unable to find answers to detailed questions
2. I will allow enough time for students to complete each reading activity, to ensure all students have enough time to finish. If some students are really struggling, I will pair
3. Students might want to understand/memorize every word at the stage of gist listening and therefor get lost.
4. Students may be inclined to communicate in Spanish as this is all student’s L1
5. Some students may lack confidence to speak in front of their peers and feel reluctant to participate students up and allow them to work in pairs. This way the stronger students can help the weaker ones.
3. Before the reading for gist activity I will carefully explain to students that they do not have to understand each word in the text in order to complete the activity. I will monitor the students closely while they do the activity and remind them, if necessary, of the focus of the activity.
4. Together with the class we will create class rules which limit the use of their L1 during lesson time.
5. Getting students to work in groups or pairs will help them feel more comfortable participating and less judged by their peers.
Authentic Text (insert reading text here or link to the listening recording)
Enrique Iglesias: Artist Bio
The multi-platinum pop icon, Enrique Iglesias is a global superstar recognized for his musical versatility across pop and urban genres in Spanish and English. He has sold more than 180 million albums worldwide, released 10 studio albums and 3 greatest hits compilations. He has headlined 10 sold-out world tours and performed in front of 10+ million fans.
He’s undeniably the biggest Latin recording artist in music history achieving 154 #1 single’s across Billboard charts with a total of 27 #1 singles on the Billboard’s Hot Latin Songs Chart. He currently holds the record for most number ones in the chart’s history. Enrique
Iglesias is known as pop music’s most influential singer/songwriters of our time with the highest success in English/Spanish crossover. He has collaborated with megastars such as Pitbull, Whitney Houston, Lionel Richie, Juan Luis Guerra, Marco Antonio Solis and more.
Enrique has been celebrated with countless awards as a singer and songwriter that include multiple GRAMMYs, Billboard Awards, ASCAP and more. He remains as one of the most streamed and viewed artists with over 14 billion views on YouTube/VEVO and 14 billion in streams.
Please include a rationale for why you have chosen this authentic material (approximately 100 words):
I chose to use this passage mainly due to its direct relevance to the nationality of my students (Enrique Iglesias is a Spanish musical artist). Not only does Enrique Iglesias sing in Spanish, the student’s first language, but also English which is the target language. I believe this is a perfect fit as the students can relate themselves to him leading to the students focusing on the passage and striving to understand the fundamental meaning of the text all the while improving their English reading skills. Furthermore, this passage is suitable for their level, with a number of target vocabulary which will require presentation.
Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will…
Introduction To get the students engaged with the topic of the lesson and gets them thinking about the potential vocab that will appear
throughout the 7 minutes T-S OCFB Figure. 1 will be presented on the board and students will be encouraged to discuss and propose ideas of what the lesson topic is likely to be about.
If students are struggling T will elicit answers for each picture e.g. “Who is
this?” (Pointing at the middle picture) Establish and engage with the lesson topic and the vocab that is likely to come up throughout the lesson.
Students will also develop some excitement for the topic of the lesson as it is related to their country of origin and heritage and is relevant to
their age range.
lesson. and “what are these?” (pointing at the awards in his hands)
T will also do some CCQs for each picture to ensure they understand the concept e.g. “what does Enrique
Iglesias do?”
Warmer to introduce the text To engage the learners in the lesson, to activate the learner’s prior knowledge of the topic 5 minutes OCFB T will introduce the title of the text and ask students to make a prediction on what the text will be about. T will then ask students to share what they already know about the topic. Each student will then have the opportunity to share with the class a brief insight of their personal
favourite artist/band. Identify the topic of the lesson and discuss their existing knowledge of the topic and personal music interests.
Presentation of relevant vocabulary To allow the students to become familiar with and develop an understanding of the target vocabulary in preparation for them to further delve into the text. 10
minutes T-S T will present the relevant target vocab needed for comprehension of the text and work through Meaning, Form and Pronunciation of the target vocab on the board.
• Meaning: T will provide the definition and an example
sentence of each word.
E.g. Versatility: ability to adapt or be adapted to many different functions or activities.
“He has the versatility to play
any position on the court.” Gain an understanding of the target vocab and acquire confidence in preparation for reading the entire passage.
T will then ask students to provide a synonym for the word.
E.g. adaptable
• Form: T will elicit letters for the students to eventually spell the target vocab
• Pronunciation: T will provide the phonemic alphabet of the word. (vˌɜːsətˈɪlɪti)
T will then chorus the word and do CIC with the word in an example sentence.
This process is repeated for all the target vocab
Practical activity exploring the text. “reading for gist” This gives the students an opportunity to further their reading skills by employing ‘Reading for gist’ to gain a general understanding of the text. 10
minutes Ss-Ss 1. T will divide the students into pairs and ask them to discuss the following questions:
What is the purpose of the text? What is the text about?
2. T will provide the students with a copy of the text, and 4 alternative summary sentences for each paragraph. Students will work in pairs with a time limit to match each of the given summaries with the relevant paragraph. Skim read the text and answer the questions.
Students will then identify summaries of paragraphs in the text to show their general understanding of the text.
Activity focusing on detailed understandin g of the text To practise reading for specific information This will be ensured by asking harder questions. 15
minutes Ss-Ss 1. T will then provide the students with a worksheet (Figure 3) which will ask the students questions requiring a more detailed understanding of the text.
2. The students will remain in their pairs and T will encourage them to
discuss the answers to the questions. Scan the text and prove they have a good understanding by answering the questions.
Discuss the questions in pairs and analyse the text in depth in order to derive the correct answer.
Review of vocabulary To allow students to see the vocab in a different context fully establishing its meaning in their memory. 5 minutes S-S T will hand out the worksheets (Figure 4) and get the students to complete them individually.
T will assist any learners who are struggling by eliciting the answers. Use the knowledge they have gained throughout this lesson to determine which target vocab is needed in the blanks.
Consolidate the meaning of the new
vocab to memory. [Show Less]