Lesson Plans

These are imported feeds of lesson plans and classroom activities.  This is not an archive, these entries are here for only a few weeks.

How to teach reading?

This is a powerpoint presentation about teaching reading skills and strategies.

Reading is a complex activity. Not only may the content of the printed material be challenging to readers, but it may also be demotivating.

Teachers should be aware that teaching reading is NOT testing reading. Learners should be trained to use different strategies to understand the text. These include:

Relating the reader's prior knowledge to get the meaning of the text. Skimming the text to look for the main idea of the text. Scanning the text to look for specific information. Using the context to understand difficult words. Using graphic organizers. ….

Here is the content of the presentation:

Outline Theoretical background What is reading? What is meant by teaching reading skills? Skills vs strategies Schema theory Cognitive processing Types of reading In the classroom: how to teach reading? Principles of teaching reading Lesson plan Objectives and structure Stages of the lesson plan Activities Some reading procedures Summary Workshop The powerpoint presentation:

Download [1.51 MB]

The post Teaching reading (presentation) appeared first on My English Pages.

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Wed, Oct 25, 2017, Continue reading at the source
lesson plan tips
Lesson Plan Tips

The following lesson plan tips are intended to help teachers design lessons that meet their learners' needs and be aligned with the target standards. It is needless to say that it is of paramount importance to prepare lesson plans that include clear objectives, engage learners through the activation of their prior knowledge, raise their awareness about the target language through contextualized situations and help them personalize it through expansion activities.

Quick lesson plan tips

A teacher preparing a lesson plan

While preparing your lesson plan, it is wise to follow these tips to cater for learners' needs:

Identify clear objectives that are relevant to the target standards. It is important that these objectives should be stated at the beginning of the lesson plan. For example, the objective of a lesson about the present continuous would go like this: “by the end of the lesson, learners will be able to form and use the present continuous to describe actions happening at the time of speaking“. Notice that this objective is specific and measurable. Create learning activities based on the identified objectives. Start with activities that get the students into the mood to learn. These activities should be in the form of warm-ups and shouldn't last more than 2 to 5 minutes. Warm up activities don't have to be related to the objectives of the lesson. Examples of warm-up activities include tongue twisters, riddles, command drills, etc. Activate prior knowledge through lead-in activities. These activities focus on what learners already know. The teacher should build on this prior knowledge to go a bit above their current level of proficiency. Contextualize language. Present the target language structures through clear situations, preferably through a text (spoken or written.) We never learn structures in isolation of the context where they are used. The presentation should be efficient in terms of [...]
Mon, Oct 09, 2017, Continue reading at the source
How to teach reading skills Introduction

This article is concerned with how to teach reading skills. It includes two main parts. The first part presents a theoretical background that deals with a definition of reading and the skills involved in this activity. The second part describes the procedures, techniques, and strategies used before, while, and after the students read the text.

1 . Theoretical background to how to teach reading skills

Concept defining: what is reading? Schema theory Cognitive processing: Top-down vs bottom-up processing Intensive vs extensive reading

2. In the classroom: how to teach reading

How to teach reading – principles How to teach reading
Pre reading activities
While reading activities
Post reading activities Some reading procedures Theoretical background Concept defining

A dictionary definition of reading goes like this:

“[Reading is] the action or skill of reading written or printed matter silently or aloud.”

The above definition deficient. It does not mention that reading has a purpose. We usually read for a purpose. For example, people read to follow instructions, to find a specific information, to get the main idea of a text, to be entertained, etc.

Many things are involved in the reading process. To start with, we proceed to read a text, not like a tabula rasa or empty vessels. Readers have prior knowledge that helps them fill the gaps while reading a text.

Reading is a process of constructing meaning from written texts. It is a complex skill requiring the coordination of interrelated sources of information” (Anderson, Hiebert, Scott, & Wilkinson, 1985, p. 6. Cited in Stanley, 2007.)

Readers actively make sense of the text. This is exactly what schema theory contends.

Schema theory

Schema theory tries to explain how readers utilize prior knowledge to understand and get new information from the text (Rumelhart, 1980). The theory claims that written text does not carry meaning [...]

Sun, Sep 10, 2017, Continue reading at the source
Confidence in the Classroom

Schools and teachers must listen carefully to students, and then articulately communicate or institute change. When feedback gets turned into action, the relationship between businesses and customers is strengthened. Unfortunately, despite the best intentions of companies, nearly half of all consumers don't believe businesses work towards retaining their loyalty, and this includes language schools too. So what should schools do to improve customer loyalty?

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Mon, Jul 24, 2017, Continue reading at the source
Confidence in the Classroom

Customization has become a mantra among many marketers, as customization provides one means for businesses to more effectively meet the specific needs and wants of their customers. And this proves ever more important in the language learning industry too. Gone should be the assembly line approach, where every student receives the same content and instruction. Instead, schools must assess the strengths, weaknesses, and needs of the students; organize course content that matches needs and goals; and personalize the lesson instead of blindly following textbooks.

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Sun, Jul 16, 2017, Continue reading at the source