1. TESOL Materials Design and Development Week 13 Sample Reading Lesson

2. Homework For next week read Evaluating ELT Materials pp. 227-234 and answer Qs on p. 226. Please bring your listening or reading text. If it’s a listening text make sure you bring it as a script

3. Sample Reading Lesson This is a 45 minute middle school reading lesson. The reading text was taken from a 2 nd grade middle school textbook. The text is entitled: Holidays in Fall. It is from Unit 4 – Read and Think (pg. 182-184).

5. What is this? Halloween

6. What are these? Holidays

7. What is it? ghost

8. pray

9. temple (“ Jinja ” in Japanese)

10. throw

11. trick or treat This is what children say to get candy on Halloween.

12. trouble You will be in ________ if you do something bad.

13. celebrate This is what we do for things like holidays, birthdays, or if we win the World Cup.

14. traditional Hanbok is _________ Korean clothing.

15. Which one is “traditional”? kimchi pizza

16. harvest Farmers _____ the crop when it is ready.

17. growth This is what happens when someone or something gets older and bigger.

18. With Large Classes CCQs are not enough You need to assess all your Ss understanding of the new vocabulary –Crossword puzzles –Fill in the blank worksheet –Matching activities Use these kinds of activities to assess Ss readiness. Ongoing assessment needs to be build into your lesson

19. Which countries have these holidays?

20. Which title and which picture? Directions: please look at the following titles and pictures and try to match the correct ones to the stories on your papers.

21. Which title and which picture? 1 3 2 The Tomato War Festival in Spain Ghosts on Halloween Shichi-go-san Day

22. Read and Answer Directions: please read the questions below and find the answer in the story “Holidays in Fall”. Check your answers with your partner when you are finished. Questions: 1.Which country has Halloween? 2.Where is the Tomato War Festival? 3.Where is the holiday “Shichi-go san” from?

23. Answers 1. Which country has Halloween? America 2. Where is the Tomato War Festival? Spain 3. Where is the holiday “Shichi-go san” from? Japan

24. TYPHOON GAME 123 456 789 Post

25. Question 1 20 points When did The Tomato War Festival start? 1944 Back

26. Question 2 TYPHOON! (50 points) When (age) do girls go to Jinja for Shichi-go- san Day? When they become three (3) and seven (7). Back

27. Question 3 30 points Who celebrates The Tomato War Festival? The Spanish people. Back

28. Question 4 40 points What do children say to get candy on Halloween? Trick or treat Back

29. Question 5 TYPHOON! (50 points) What do people do on The Tomato War Festival? They throw tomatoes at others. Back

30. Question 6 30 points Where do children go on Shichi-go-san Day? The go to Jinja (temple). Back

31. Question 7 20 points When is Halloween? October 31. Back

32. Question 8 TYPHOON! (50 points) What do children dress up as on Halloween? They dress up as ghosts and monsters. Back

33. Question 9 20 points When is Shichi-go-san Day? November 15. Back

34. Post Activity Explain a Korean holiday to a foreigner.

40. Comprehension or Concept Check Questions (CCQs) There are three kinds of CCQs: –Negative or Positive Check Questions Is this a ghost? (hold up picture of vampire) –Discrimination Check Questions Are ghosts alive or dead? –Demonstration Check Questions Where do ghosts live?

41. Practice Making CCQs Write three CCQs for each of the words that I am eliciting & pre-teaching in this lesson –One negative or positive check question –One discrimination check question –One demonstration check question

42. Processing How did the T activate schema? How was it done inductively and what kind of questions were used to facilitate this? How did the T check Ss background knowledge? What kind of questions were used to facilitate this? How did the T pre-teach and check the new vocab that he either elicited or gave the Ss? What kind of questions were used to facilitate this? Why is using some kind of vocabulary assessment activity important in large classes? Why are CCQs not enough?

43. Processing What did the first reading activity assess? Why was it appropriate for low level Ss and reluctant readers? Why did the T give the questions to be used in the Typhoon Game to the Ss before he had the Ss play the Typhoon game? If the worksheet with the nine questions already assessed Ss comprehension of the text, why does the T still have the Ss play the Typhoon game? What is the purpose of the game in this lesson if its not the assessment activity?

44. Processing What did the T do to support Ss when they were doing their Post activity? Which of Grellet’s seven assumptions were used during this reading lesson?

45. Grellet’s Seven Assumptions 1.Provide students with whole texts 2.Start with global understanding and move towards detailed understanding. 3.Use authentic texts whenever possible and adjust the difficulty of the activity, not the text. 4.Integrate reading with the other three skills. 5.Reinforce reading as an active skill. 6.Provide an assortment of flexible and varied activities that are suited to the texts and the reasons for reading them. 7.Clearly define the aim for each activity, and make a clear distinction between teaching and testing.

46. Holidays in the Fall Left over issue: –How do we teach the Holiday in the Fall lesson to a different group of Ss. For example how would I have taught this same reading text to a group of Ss in Ilsan in which the class had two native speakers? Could I have used the same lesson plan and materials? Why or why not?

47. Pre-Teaching Vocabulary Word List Rather than Pictures Holiday Ghost Throw Trick or treat Trouble Celebrate Harvest Pray Temple Growth Traditional Groups gets some post it notes. Ss put post it note next to word they know T has Ss explain words to each other

48. Pamphlet Style Graphic Organizer On the front is a general type Questions –What is the passage about? –What is the best title (Multiple choice)

49. Mind Map Graphic Organizer Ss would organize: –When –Where –What –Who The organizer and stories would be color coded, so Ss would know where to write what

50. How could T have used chunking in this lesson? big PRE –little pre –little during –little pre –little during big DURING big POST Chunk 1 Chunk 2