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Assignment Focus: Skills Lesson Plan - Reading
Assignment Title: Sensitising learners to the importance of
prediction when reading, and helping them
use prediction strategies effectively.
Submission Date: 19th May 2012
Contents
Page
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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1. A general overview of the group of learners and the course (5ai) 3
2. Information about individual learners relevant to the lesson (5aii) 5
3. Lesson aims and learning outcomes (5b) 6
4. Analysis of target language: meaning, use, form & pronunciation (5c) 7
5. Links to previous/subsequent lessons & relevance to course (5d) 9
6. Assumptions about the learners’ knowledge, abilities and interests (5e) 10
7. Anticipated problems and solutions (5f,g) 11
8. Lesson procedure and timing (5h, j) 13
9. Materials (5i) 23
10. Commentary (5k) 32
11. Reflection and evaluation 35
12. Bibliography 37
13. Appendices: diagnostic questionnaire 38
Date: 10/01/2012 Lesson duration: 60mins
Background Essay Title: Sensitising learners to the importance of
prediction when reading, and helping them use prediction strategies
effectively.
A general overview of the group of learners and the course (5ai)
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Group Profile
Name Age L1 Nationality Gender Actual CEF Level
1. Annisia 21 French French Female B1.2
2. Samantha 19 French French Female A2.1
3. Jennifer 20 French French Female A1.2
4. Delphine 21 French French Female B2.1
5. Sophie 22 French French Female B1.2
6. Helene 19 French French Female B1.1
7. Anaelle 20 French French Female A2.2
8. Orianne 21 French French Female A2.1
9. Marylene 18 French French Female A2.1
As indicated above, the group consists of eleven young monolingual French
females working towards their Higher National Diploma (Brevet de Technicien Supérieur
- BTS) in “Assistant Management”. The group has been placed at B2 level by the
centre, however their actual CEF levels are very mixed (as indicated above) and there
are issues of differentiation within the group.
The learners are participating in a two-year course which aims to prepare young
adults to move from apprenticeships into the workplace. Every member of the group
works as assistants to managers in companies around Strasbourg. The learners work
and study in parallel throughout the week (twenty hours of business, English and
management themes alongside twenty hours work placement).
Their course started in September 2010 and continues until May 2013. English
makes up a small part of their full time course, (they have four hours of English a week
in one session). Their level of attendance is high as non-attendees are excluded from
the course early on.
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As the focus of the BTS course is to train young adults to become assistants, the
English component of the course focuses on both business and general English. Topics
recently covered include job applications and famous companies.
They have only one teacher for consistency (Lucy, a native English speaker who
is fluent in French) and she takes them through the entire two-year course. At the end of
the course, they are required to take an exam which includes the testing of a selection
of skills and systems. They do not use one course book or follow a specific syllabus at
this centre.
As a group, their background and educational experience is similar. BTS
students are post Baccalaureate learners in vocational training where less academic
learners are commonly found. All have studied English at school (for up to nine years in
the French school system), where it is common to focus on reading, writing and
grammar rather than on communicative skills due to large classes. In addition, most
learning is in French as teachers are often not native English speakers.
After briefly speaking with their teacher prior to the lesson, (circumstances made
it impossible to meet the group beforehand), the following limited conclusions can be
made about the group:
1. The majority of the group is motivated to learn the language and prefer
studying through watching movies listening to music.
2. General interests that are common to the whole group are fashion, music and
modern technology.
Their teacher feels they need to focus on general English first and will move to
more specific Business English in their second year. The learners themselves state a
preference for conversation in class and a patient teacher who takes the time to explain
things properly to them. The teacher has cited their key strength as being interested in
using English to travel (some spent a week in England during high school), and their
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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key weakness as low confidence and a lack of motivation which is common to BTS
students.
As a group, their teacher has said they are a ‘solid’ group and make an effort to
participate in classes, (although there are some individual differences to be taken into
account – see below).
Information about individual learners relevant to the lesson (5aii)
The following special considerations will need to be taken into account based on
information given prior to the class:
1. There are weaker students in the class – specifically Samantha and Jennifer.
2. Sophie in particular was singled out by their teacher as being very shy in
class and reluctant to take risks.
3. Delphine and Annisia are the most competent and learn new language more
easily and quickly than the rest of the group.
4. Helene and Anaelle participate very well in class and are happy to contribute
even though they are not the strongest in the group.
5. Jennifer is the only member of the group that suffers from a poor and
negative attitude in class and often refuses to participate.
Lesson aims and learning outcomes (5b)
By the end of the lesson, the learners will better ….
understand how to make predictions regarding the content and function of a text
by studying the layout, title, length, visuals, typeface and beginning of a text
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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apply prediction strategies both before and during reading to help them better
understand a text
draw on prior knowledge and apply general knowledge to help them comprehend
a reading text
Sub-aims:
Functional aim: to discuss public relation events
Linguistic aim: revision of the second conditional to hypothesise what they
would do in specific public relation disasters
Personal / professional development aim:
By the end of the lesson, I will better…
understand the benefits of teaching reading sub-skills and strategies
understand how to sensitise learners to the skill of prediction during reading
lessons
Analysis of target language: meaning, use, form and pronunciation (5c)
Although the lesson is skills-based, there is a set of target lexis which needs to
be understood and also a sub-aim which includes a linguistic focus. Both of these
aspects are analysed below:
Lexical sub-aim
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Form / pronunciation:
Word Part of speech Pronunciation and stressa prediction noun /prɪdɪkʃən/
an event noun /ɪvent/
a strategy noun /strætədʒi:/
a report noun /rɪpɔ: r t /
a client noun /kla ɪ ənt/
Meaning and use:
The key words above have the same meaning and use in the learners’ L1 but are
pronounced and stressed differently. Therefore, this incidental aspect of the lesson will
help the learners notice and become aware of the differences, rather than focusing on
meaning and use of the lexis which is shared between French and English.
Linguistic sub-aim
Form: Unreal conditional (commonly known as the second/unlikely/impossible
conditional)
Time: Hypothetical present and future
Basic form: If I were the client, I would fire Boris.
If clause + ‘would’ + bare infinitive (main clause)
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Tense: past simple tense + present simple tense
Punctuation: A comma is required when the ‘if’ clause is first. However when the main
clause is first, the comma is not used.
Example: If I were the client, I would fire Boris.
I would fire Boris if I were the client.
Additional points:
As with other conditional sentences, the ‘if clause can come either before or after
the result clause’ (Nettle & Hopkins 2003:148). Also, the modal auxiliary verb can be
replaced with other modal auxiliary verbs to alter the level of possibility/probability
involved.
Example: If this happened, I would fire Boris. = definite plan
If this happened, I could fire Boris. = possible plan
Moreover, it is ‘more common to use “were” rather than “was”’ (Hewings
1999:198) within the ‘if’ clause, as using ‘was’ is now seen as informal within this type of
conditional sentence.
Meaning and use:
We use this conditional form to describe and talk about hypothetical situations
which are either imaginary or unlikely (Nettle & Hopkins 2003, Swan 1984). When we
use this second conditional form, it is obvious that the situation being discussed is not
real – or is at least highly unlikely that it could ever be a real situation.
Furthermore, the meaning of each clause is different; the ‘if’ clause is used to
express the situation or theme, and the main clause is often used to express the result
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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of the situation. Because of this, the ‘if’ clause can be removed if the meaning and use
of the sentence is implied and understood.
Links to previous / subsequent lessons & relevance to course as a whole (5d)
This lesson is linked to the learners’ previous sessions where they looked at key
companies around the world and the type of work involved with being assistants. This
lesson will also attempt to link the learners’ current apprenticeships as assistants with
the theme chosen in the class.
The functional aim is linked to the themes covered last month in class by their
teacher (job issues and company organization).
Long term aims for these learners:
To build speaking skills to be able to work effectively in an international
environment as assistants to managers
To develop exam taking skills and strategies before their final exam in May 2013
To develop vocabulary relevant to the field of business management
Assumptions about the learners’ knowledge, abilities and interests (5e)
As the learners are required to study business and management as part of their
work placement responsibilities, it can be assumed that they understand the concept of
a report and that that they will be able to follow the report’s ideas based on their prior
exposure to report writing. This assumption, however, will be checked at the start of the
lesson to ensure they understand what is normally included in a business report. To
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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avoid any problems during the lesson, I will carry out a quick revision of the structure
and content of a report.
It is hoped that the learners will have some previous knowledge of the public
relations disasters that will be used to activate their schemata and engage their interest
at the start of the lesson. Famous public relations events from around the world have
been chosen which include celebrities that are often seen in the media.
It is unlikely that the learners have experienced all the prediction tasks that are
included in this lesson. In addition, it can be assumed that the learners have not
previously been taught the importance of prediction as a reading strategy, (although it
can be taken for granted that prediction has been used as a method of engaging the
learners prior to reading). Although learners may not have explicitly used the tasks in
the lessons, it can be assumed that all the learners use prediction strategies in their L1
unconsciously and the lesson will attempt to encourage the learners to transfer this
strategy from their L1 into their L2.
Learners may have difficulties coping with the quantity of prediction tasks as the
active role of the reader is paramount. I expect that some will find it a difficult lesson,
(harder than a traditional reading lesson) which may prove challenging for both the
learners and I.
Anticipated problems and Solutions (5f,g)
Interest and motivation
Problem: As the group is much younger than the learners I normally teach, it will
be important to start with a warmer that engages the learners at their age group which is
not seen as childish or patronising. Additionally, they may not be motivated to learn
about prediction or see the benefits of the skill.
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Solution: To solve this, I will start with an activity which engages their interest,
and make the theme more relevant to their course of study and their future English
goals. To motivate them, I will offer praise and create tasks which demonstrate the
benefits of prediction.
Learner type / non risk-takers
Problem: Some of the learners may not want to make predictions and it is
possible some may feel uncomfortable making guesses in front of their peers.
Consequently, the established rapport within the class may be disrupted and some may
be reluctant to participate. In particular, I will need to be aware of Sophie and Jennifer
as they are the shyest of the group and the most likely to have problems taking risks
with the prediction tasks.
Solution: Ensure that everyone is taking chances/making predictions and praise
those taking risks and offering hypotheses without fear, (especially Sophie). This will be
achieved by adding reminders to praise in the lesson plan.
Timing
Problem: There are many tasks within the lesson to give the learners numerous
opportunities to attempt different types of prediction. Because of this, the final
production task is short and has been given less importance than the learners may
expect or be used to.
Solution: Design tasks that allow the students to work and talk together
throughout the class so they feel they have been studying both ‘receptively’ and
‘productively’, even though it is a skills-focused lesson. Also, if the learners wish to
continue to discuss prediction once the main reading task is complete, the final task can
be dropped to allow for this.
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Task type
Problem: The main task is both difficult to understand and set up. Because of
this, instructions may not be followed correctly or the concept of the task may be
misconstrued which would result in time wasted and unnecessarily confusing learners.
Solution: Concept check the task’s instructions using elicitation and examples.
Monitor to ensure weaker students are completing the tasks correctly (Lucie, Samantha,
Annisie), and offer assistance when necessary.
Cheating
Problem: Learners may not cover column 1 for the main reading task which
would give them the answers and render the task ineffectual.
Solution: Ensure column 1 is covered using their name cards.
Unknown teacher/unknown learners
Problem: I have tested and taught this lesson several times to develop and
prepare for this observation with my own learners and each time it has been very
successful. However, my learners are all male, German, aged between 35 and 50, and
there is no use of the learners’ L1 in class. In contrast, my previous DELTA diagnostic
lesson with a similar group of young French BTS learners was challenging as I did not
speak French and my insistence that the learners speak English in class created a
negative atmosphere. For this class, Jennifer has been singled out as having a poor
and negative attitude which may prove more challenging as I do not speak French and
will need the learners to speak in English throughout the lesson without resorting to their
L1.
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Solution: Try to be flexible with this new set of learners, make sure I am not
dogmatic in my approach, and remind myself that they are younger than the learners I
normally teach. Previously, I mentioned my lack of French at the start of my diagnostic
lesson which proved unpopular, so this time I will only tell the learners that I do not
speak French if it comes up during the class.
Lesson Procedure and timing (5h, j)
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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TEACHER AIM
TIMING (TIME/LENGTH)
INTERACTION PROCEDURE MATERIAL / RESOURCES
To introduce
myself
To introduce
and clarify the
aims of the
lesson
(3mins)
00-03mins
*possibly
longer / shorter
depending on
the learners
prior knowledge
of the lexis in
the aims
WRITE START AND END TIME ON BOARD!
a) T-SS / whole
group
b) T-SS & SS-
T / whole group
a) Introduce myself – point to my name
tag and ask everyone to write their first
name on their card.
b) Introduce aims by handing out the
material packs (or on table ready) and
reading the aims together: By the end
of the lesson you will have…1. Read a business report about a public
relations event disaster
2. Practised a reading strategy - making
predictions
3. Talked about what you would do if you had a
public relations event disaster
CCQ: Elicit explanations for unfamiliar lexis
and the correct word stress for familiar lexis,
e.g. prediction, event, report, strategy
1. Board /
pens / cards
2. Aims
(page 1)
Material 1#
*Material packs on table ready (if possible) with cards and board / thick pens
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To get SS to
access their
schemata for
PR disasters
To engage
learners and
establish
rapport
(6mins)
04-10mins
a) T-SS / whole
group
then SS-SS /
pairs
a) Instructions: “First we are going to look
at some famous PR disasters! Look at
the pictures on page 2 and answer the
3 questions with your partner.”
Procedure: Indicate to SS to turn over the
page in their material packs and indicate
pairs with gestures.
CCQ: “NAME, do you answer the questions
alone or with a partner?”
Procedure: Monitor by walking round the
SS (behind / in front depending on room
size). No correction here. Assess prior
knowledge of second conditional if arises /
activation of schemata for PR disasters.
Praise to establish rapport.
1. PR disaster
pictures (page
2)
Material 2#
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To build SS
awareness of
prediction as
a reading
strategy / skill
(7mins)
11-18mins
a) T-SS / whole
group
then
S / individual
b) SS-SS / pairs
a) Instructions showing handout: “Before
we read the report, we are going to
look at a strategy to help you read
English better. Read the 4 points
alone first on page 3. You have 2
minutes.”
CCQ: “NAME, what do you read?”
Procedure: Indicate to SS that they should
turn over the page. Assist with any
questions if necessary, e.g. ‘font’ - allow SS
to use English dictionaries if required.
b) S-S Feedback: “Discuss your
prediction and strategy ideas with your
partner. You have 4 minutes.”
(Indicate the 2nd box on the handout.)
1. Prediction
strategy info.
(page 3)
Material 3#
2. Learner
English –
English
dictionaries
on table
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To encourage
SS to use
non-textual
clues to make
predictions
prior to
reading
(3mins)
19-22mins
a) T-SS / whole
group
then
S / individual
b) S-S / pairs
a) Instructions for prediction task 1,
showing handout: “Let’s try some
prediction now. You have one minute
to look at the headline, pictures, logo,
and read any text you can see. Turn
over NOW!”
Procedure: Time and stop SS after 1 min
b) Instructions: “Now predict what is in
the report with your partner (indicate
pairs –mix SS). You have 2 minutes to
make your predictions – be specific.”
Note: May need to remind Ss that the report
is after the event and it was a disaster.
Procedure: Listen and praise learners non-
verbally for creative guesses – esp. Annisie
1. Speed
prediction
task
(page 4)
Material 4#
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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To give SS
the
opportunity to
make
guesses from
textual clues
the
organisational
structure of a
text
(16mins)
23-39mins
a) T-SS / whole
group
b) SS-SS / pairs
a) Instructions for (whilst-reading)
prediction task: “Read the instructions
carefully and slowly.”
Procedure: Indicate SS to turn over the
page and use their name cards to cover
column 1.
CC: Do the first as an example together.
Ask someone to demonstrate how to carry
out the task BEFORE they start. Indicate
pairs.
b) SS work in pairs to complete the
reading task.
Procedure: Monitor and assist if needed.
Feedback: Feedback provided as SS read,
and as the answers are revealed.
1. Reading
task
(page 5,6,7)
Material 5#
2. English
dictionaries
on table
3. Name
cards
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For SS to
demonstrate
how much
they have
understood
To practise
reading sub-
skills
(6mins)
40-46mins
a) T-SS / whole
group
then
SS - SS / pairs
a) Instructions: “Answer the questions in
task 3 with your partner. You don’t
need to write down your answers.”
CCQ: NAME, Do you need to write or
speak?
Procedure: Walk around the room
unobtrusively and monitor how SS are
answering – how SS feel about making
predictions.
Feedback: Elicit some of the positive and
useful responses / ideas from the group
regarding prediction (to share and praise
their ideas). Board / praise the best ideas for
everyone to see (if feasible and
appropriate).
1. Post-
reading task
(page 7)
Material 5#
2. Board
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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To get SS to
hypothesise
in an
extended oral
discourse
(7mins)
47-54mins
a) T-SS / whole
group
then
SS-SS / small
groups (triads)
a) Instructions A: “Here are some
pictures representing the disasters
from the event. Say what you would
do if this happened to you as the
event organiser.”
CCQ: NAME, who do you answer as?
b) Instructions B: “The sheet gives you
some language you can use.”
Procedure: Monitor and write errors on
cards / board for delayed correction.
1. Production
task
(page 8)
Material 6#
2. Board / cards
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To provide
opportunities
for SS to
self / peer
correct
(3mins)
55-58mins
a) SS- SS /
whole group
a) Instructions: “Please correct your
errors on the board/cards.”
Procedure: Allow SS to self and peer
correct key errors which have been written
on the board/cards. Ask one or two strong
students, e.g. Delphine or Sophie, to come
up and write the corrections on the board as
they are given from the group.
Additional correction techniques for these learners:
a) ‘If and would is never good!’
b) ‘If and will makes me ill!’
c) Underline errors to prompt correction
1. Errors
boarded
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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To review
and
consolidate
the reading
strategy
practised in
the lesson
To thank and
praise the SS
(2mins)
59-60mins
T-SS / whole
group
Conduct a roundup of the lesson:
a) What is the reading strategy you
practised today?
b) How do you do this BEFORE you
read?
c) Did we complete every aim today?
Tick the aims we completed on your
sheet.
d) Thank you for your hard work today.
HANDOVER TO SHARA!
1. Aims
(page 1)
Material 1#
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Materials (5i)
The materials have been designed to be presented together in a pack to avoid
logistical issues in handing out the tasks.
Material Number Description Source
1. Lesson aims - page 1 self-made
2. PR disaster pictures and questions - page 2 self-made
3. Prediction strategy info. & discussion - page 3 self-made
4. Speed prediction task - page 4 self-made
5. Reading task - page 5,6,7
Post-reading task - page 7
self-made
6. Production task - page 8 self-made
Resources / Other1. White board and board pens
2. Cards (for names and covering the reading task)
3. English learner dictionaries
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Lesson AimsBy the end of the lesson you will have…
1. Read a business report about a Public
Relations event disaster □
2. Practised a reading strategy - making
predictions □
3. Talked about what you would do if you
had a Public Relations event disaster □
What is PR? What is a…
business report? PR event?
stra tegy? prediction?
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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disaster?
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
What do you know about these PR disasters? What happened? Tell your partner.
If you don’t know the story behind the events, guess what happened.
If this happened to you, what would you do?
Janet Jackson & Justin Timberlake:
Superbowl 2006Paris Hilton: Police Photo
INCLUDEPICTURE "http://0.tqn.com/d/crime/1/7/U/H/1/paris-hilton-mugshot.jpg" \* MERGEFORMATINET
Halle Berry: Sweaty Clients
Tiger Woods: Marriage Scandal
HYPERLINK "http://shesmashedthehomies.com/?attachment_id=192" INCLUDEPICTURE "http://shesmashedthehomies.com/wp-content/uploads/2010/07/gal_tiger-woods-women1.jpg" \* MERGEFORMATINET
Michael Jackson: Court Cases
INCLUDEPICTURE "http://www.usembassy.org.uk/americanservices/wp-content/uploads/2009/03/4272817915_9b7bd27300-300x225.jpg" \* MERGEFORMATINET
Naomi Campbell: Diamond Scandal
INCLUDEPICTURE "http://t1.gstatic.com/images?q=tbn:ANd9GcTgjvds4u3LYY11_Ebfk71HxS6oADIMyNTEQmQhZIJq_FekhDA2RA" \* MERGEFORMATINET 25
Reading Strategies
How to Predict
1. Before you read a text, look at the headline, pictures, photographs and font type, e.g. Times New Roman, Comic Sans.
2. Read the first two or three lines of the text only! 3. Try to predict what the text is going to be about.4. Use your world knowledge and life experience to guess what is in
the text.
Now discuss… a) Do you use prediction when you read in French?
Yes No Don’t know
b) Why is prediction a good reading strategy?
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c) What other reading strategies do you use?
Prediction Task 1: Look at the report title, pictures, and read the first part of the report. Try to predict what is in the report with a partner.
Event Report: Christmas Party 2011
Client: M. Schuler Contact Info: Siemens Karlsruhe, Germany
Event Organiser: Amelie Assistant Event Organiser: Boris
Executive summary
We were contacted by Siemens AG, a German company, and asked to organise a Christmas party for their shareholders. We agreed to organise the event for 700 people including a dinner with a stage for music and speeches.
Introduction
Findings
Conclusion
Recommendations
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Prediction Task 2:
a) COVER COLUMN 1 WITH THE CARD YOUR TEACHER GAVE YOU NOW!
b) Work in pairs to read the report. After reading each sentence in column 1, look at column 2 and predict the next sentence from the 3 choices. After you have made your decision, move the card to show the answer.
c) Make sure you keep column 1 covered until you have predicted the next sentence!
COLUMN 1 COLUMN 2
1. We were contacted by Siemens AG, a German company, and asked to organise a Christmas party for their shareholders. We agreed to organise the event for 700 people including a dinner with a stage for music and speeches.
2. We signed the contracts October 29th 2011 and the event was planned for December 23rd 2011.
3. This report will explain the problems with the evening, including all the logistical failures.
4. The report will also include information on who was responsible for the problems at the event.
5. And finally, this report will include recommendations and conclusions about the event.
a) The event organiser was Amelie.b) Boris was Amelie’s assistant for the
event. c) We signed the contracts October 29th
2011 and the event was planned for December 23rd 2011.
a) This report will explain the problems with the evening, including all the logistical failures.
b) There were terrible problems and it was not my responsibility.
c) The event was a disaster from start to finish!
a) I will include how I feel about the event in this report.
b) The report will also include information on who was responsible for the problems at the event.
c) I recommend a review of the events.
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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a) And finally, this report will include recommendations and conclusions about the event.
b) This introduction will clarify everything.c) Finally, it will show what happened at
the event.
6. My assistant failed to order the musicians on-time and they were unavailable for the event.
7. Because of this, we used an iPod instead and organised a disco.
8. The waiters were not trained to carry glasses of Champagne and dropped 12 glasses onto the client’s table, and on the client Miss Schuler.
9. Unfortunately, she was wearing a Chanel dress worth $12.000.
10. Our chef was on holiday so my assistant recommended a new chef to cook the dinner.
11. 100 people were sick at the event and 10 were sent to hospital - we think it was the fish.
a) For example, the musicians were not contacted.
b) This report will include all my findings.c) My assistant failed to order the
musicians on-time and they were unavailable for the event.
a) Because of this, I played the guitar!b) We sang a lot of Karaoke!c) Because of this, we used an iPod
instead and organised a disco.
a) We had to teach everyone how to Walz and Hip Hop.
b) The waiters were not trained to carry glasses of Champagne and dropped 12 glasses on the client Miss Schuler.
c) The waiters were badly dressed and looked like monkeys from a zoo.
a) Unfortunately, she was wearing a Chanel dress worth $12.000.
b) The dress was luckily the same colour as the champagne.
c) Sadly, she died.
a) Our chef was on holiday so my assistant recommended a new chef to cook the dinner.
b) The food was wonderful and everybody loved the fish.
c) Our new chef was wonderful and he will cook for us again in the future.
a) We had to call ambulances for the guests as many had food poisoning.
b) I will never eat fish again!
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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c) 100 people were sick at the event and 10 were sent to hospital - we think it was the fish.
12. The event was unsuccessful based on poor planning and bad communication with the client
13. We should have a meeting to discuss the problems and my assistant should be asked to leave the company.
a) The event was fantastic and I would like some more money.
b) The event was unsuccessful based on poor planning and bad communication with the client.
c) The event was a disaster because of my assistant Boris.
a) We should have a meeting to discuss the problems and my assistant should be asked to leave the company.
b) I think that I should not be paid for the event and Boris should become my boss.
c) I would like to say sorry for the bad publicity.
a) In the end, it was a great night! b) Finally, the client should get a 45%
discount and an apology letter from the head of the company.
c) To summarise, I think we should give the client a new dress and some free champagne.
14. Finally, the client should get a 45% discount and an apology letter from the head of the company.
Task 3: Answer the questions below with a partner.
Don’t write any answers. Talk!
a) Were your predictions right or wrong?
b) Is it easy or difficult to make predictions? Why?
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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c) Is making predictions useful? Why? Why not?
d) Who made the most mistakes during the event in your opinion? Amelie or Boris?
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Task 4: Here are pictures representing the disasters. In small groups discuss what you would do if this happened to you as the event organiser.
Language Help:
Use the following sentences to help you explain what you would do in each situation:
1) If this happened to me, I would….2) If I were the event organiser, I would…3) If I were responsible for the client, I would….
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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INCLUDEPICTURE "http://images.clipart.com/thm/thm6/CL/s_forlag/fish/7705266.thm.jpg?laxoring" \* MERGEFORMATINET
INCLUDEPICTURE "http://dressindresses.com/wp-content/uploads/2009/11/Chanel-black-and-white-dress-spring-2006-chs1-199x300.jpg" \* MERGEFORMATINET
INCLUDEPICTURE "http://www.visualphotos.com/SAPhotos/198/4/7/2/8/LR/u19827285.jpg" \* MERGEFORMATINET
INCLUDEPICTURE "http://images.clipart.com/thm/thm11/PO/5344_2005020025/010227_0670_03/26450598.thm.jpg?010227_0670_0320_l__p" \* MERGEFORMATINET
INCLUDEPICTURE "http://d26wiwfrftr9x2.cloudfront.net/wp-content/uploads/2010/11/ipod.jpg" \* MERGEFORMATINET
INCLUDEPICTURE "http://images.clipart.com/thm/thm9/PH/images/63320070.thm.jpg?1001649480" \* MERGEFORMATINET
INCLUDEPICTURE "http://images.clipart.com/thm/thm9/PH/images/63320112.thm.jpg?1001649483" \* MERGEFORMATINET
INCLUDEPICTURE "http://images.clipart.com/thm/thm9/PH/images/63322002.thm.jpg?1001649618" \* MERGEFORMATINET
Commentary (5k)
Target Aims Rationale
This lesson was designed to sensitise the learners to an important reading sub-
skill and strategy – making predictions, and it is hoped that in focusing on this the
learners become more skilled when reading in English. In addition, the lesson was
planned to show the learners how useful prediction is and how it can be used to read
more effectively and efficiently.
Prediction was also chosen because it is a skill used automatically by learners in
their L1, but a common technique not transferred into the L2 English classroom (as
discovered when researching my background essay). The explicit strategy tasks within
the lesson were designed to help my learners realise that their L1 reading skills can be
transferred easily to benefit their reading in English.
The linguistic sub-aim was chosen to help my learners make predictions and
hypothesise, but the tasks have not been designed to develop their ability with the
conditional form, but instead will be used to facilitate their focus on the skill of prediction.
Prediction is an important skill and strategy for this specific group of learners as
they have to read in English and plan to work in English in the future. Because of this
goal, the learners will need efficient and effective reading skills in order to be able to
read quickly and easily whilst working in a foreign language. Also, as reading is part of
their final exam, this particular skill should help them use their time more effectively
during the skills assessment component of the course.
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Procedure
The procedure chosen for this lesson is based on the ideas expressed by both
Grellet (1981) and Davies and Green (1984). It includes steps to focus on the
development of reading skills instead of using traditional comprehension-based reading
tasks.
The main prediction tasks which follow an initial warmer and an explicit focus on
prediction are:
1. Study of the layout: title, length, pictures, typeface, of the text
2. Making hypothesis about the content and function + anticipation of where to look for
confirmation of these hypotheses according to what one knows of such text types
3. Skimming through the passage - confirmation or revision of one’s guesses
4. Further prediction
(Grellet 1981:7)
I have supplemented the steps recommended by Grellet with an explicit focus on
the strategy to reinforce the idea of prediction, and allow the learners to openly discuss
how it can be used.
The tasks will attempt to follow the features of a ‘good’ reading task as
mentioned in my background essay by Davies and Green (1984) and Davies (1995) where
learners are asked to make their hypotheses explicit to their peers, and then checked
against the text for either confirmation or revision. As recommended, the tasks allow
learners to openly discuss alternative options and attempts to focus on testing their
predictions, rather than simple comprehension of the text. Consequently, I will attempt
to be more of an informant during the lesson, rather than merely a questioner which is
common in a traditional reading lesson.
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Finally, it is hoped that in introducing this reading strategy in this way, the
learners will continue to make predictions when faced with reading texts in future.
Materials and Resources
All the materials have been made (self-made) to ensure that they specifically suit
my learners’ level and needs based on the information given by their current teacher
prior to the lesson and my knowledge of BTS learners. In addition, numerous prediction
tasks have been designed to demonstrate the strategy to my learners repeatedly
throughout the lesson. An explicit reading strategy task has been included to make the
learners more aware of prediction, and to get the learners specifically talking about
using and transferring L1 strategies into the English classroom.
The materials have been designed to be presented in a pack which looks like a
small A4 notebook. This has been done to combat logistical issues during the class and
to present a set of materials that can be referred to later on.
The initial task is expected to activate their schemata so that they can engage in
the theme and use their prior knowledge to make better predictions. The specific public
relations disasters were chosen to engage the group and stimulate their interest in the
lesson. The main reading text itself was designed based on the learners’ goal to work
as assistants in the future, and for some of them, specifically organising events for their
own company.
Word count: 742
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Reflection and Evaluation
Planning and outcomes
Having planned and prepared by teaching and then adapting the lesson
repeatedly with my current learners, I was satisfied and content with my planning but
conscious that I had probably over-planned.
Although the learners carried out all the tasks successfully, overall the learners’
progress was disappointing due to the abstract notion of prediction which should have
been taught more tangibly and made more concrete for these learners. While they
contributed ideas, e.g. prediction makes you creative and helps you imagine, their
progress in thinking through the benefits of the strategy was less focused than I would
have liked.
Crucially, my planning was exceptionally strong, but the application was
ultimately lacking which meant that although tasks were completed, learners grasped
the lesson aims in an intangible and superficial way.
Strengths and weaknesses
By designing small material packs and putting them on the tables ready for the
learners, I was able to move from task to task easily, demonstrate activities and also
avoid wasting time by passing round materials during the lesson.
I feel I coped well with issues of differentiation by moving learners, swapping
pairs, placing high and low level learners together, and completing or cutting tasks at
different times for different levels. This pleases me as I am not used to these issues of
differentiation in my current teaching position.
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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As mentioned above, although my planning was strong, regretfully this
preparation also made me less reluctant to be flexible and to exploit learner output
successfully. My materials were well planned and beautifully presented, but were
underexploited and used as a crutch. I moved on too quickly without reviewing or
outlining the progress and contributions of the learners. Specifically, this was evident in
the main prediction task where I failed to compare or bring together the learners’ ideas
and predictions in order to focus them on how and why prediction is beneficial when
reading.
The linguistic sub-aim could have been removed from the lesson completely.
Although the learners used the target form as prompts to form their ideas in the final
task, for a sixty minute lesson this was not relevant or necessary.
Finally, my nerves got the better of me on a couple of occasions during the class.
I fumbled during the correction stage when the observer was in my line of sight, and I
asked for definitions instead of examples which were met with silence from the class
causing me to rush a little.
Consolidation and follow up
It is clear that I need to relax my stringent control when teaching by allowing for
more flexibility in my carefully designed lessons. To do this, I have chosen to
experiment with DOGME which will allow me to exploit my learners’ output more and
hopefully help me become a more adaptable and accommodating teacher.
For the learners, I would consolidate this lesson by introducing more concrete
prediction tasks in the following lessons, e.g. predicting content through a clear visual or
headline.
WORD COUNT: 496
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Bibliography
1. Davies, F. (1995). Introducing Reading. London: Penguin.
2. Davies, F., & Green, T. (1984). Reading for Learning in the Sciences. Edinburgh: Oliver
& Boyd.
3. Grellet, F. (1981). Developing Reading Skills. Cambridge: Cambridge University Press.
4. Hewings, M. (1999). Advanced Grammar in Use. Cambridge: Cambridge University
Press.
5. Nettle, M., & Hopkins, D. (2003). Developing Grammar in Context. Cambridge:
Cambridge University Press.
6. Swan, M. (1984). Basic English Usage. Oxford: Oxford University Press.
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Appendices: diagnostic questionnaire5a. (i) a brief general overview of the group of learners and the course
Questions for my learners – diagnostic interview
Names
Nationalities /
Languages
(L1 common to the
group, differences)
Age range
Gender mix / Numbers
English learning goals
Type of English course /
focus of course
Topics already covered
Level / range of abilities /
issues of differentiation
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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Length of course
How often the class
meets / for how long
Their teachers / roles on
the course
(only one teacher, one
type of skill, theme)
Interests that are
common to the whole
group
Does the course have
compulsory or voluntary
attendance?
General educational
experience / background
Needs perceived by the
learners
Needs perceived by the
teacher
Course focus
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5a. (ii) information about individual learners relevant to the lesson
Questions for my learners – diagnostic interviewINDIVIDUAL LEARNERS (RELEVANT TO THE LESSON)
Special needs
Reasons for learning English
Level of language and
linguistic competence
Ability in relevant skills / sub-
skills
Previous knowledge of
English
Levels of motivation
Learning styles and
preferences
(working alone, groups,
specific topics, do they prefer
particular methods or skills,
techniques)
Jennie Wright Lesson Plan 2: Sensitising learners to the importance of prediction when reading, and helping them use prediction strategies effectively.
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