Reading

Topic:

Lesson Plan Template Task Based Lesson (TBL)

Instructor: Jeeyun Park	Level: Upper Intermediate	Students: 12	Length: 25 Minutes

Materials:

whiteboard and markers

a travel brochure

a copy of the reading passage for each student (see attached file 1)

a blank postcard-size card for each student pair (see attached)

markers and crayons

printed pictures of Venice (see attached)

postcard

Aims:

Main Aims:

Students will be able to learn to read for leisure purposes by reading a travel blog post not specifically targeted to attract tourists.

Students will be able to improve their skimming, scanning, and inference skills by reading the travel passage and writing for a travel brochure.

Students will be able to use their creativity and reproduce materials with the information that they got from the reading passage by taking part in drawing a travel brochure on the board and making postcards.

Students will be able to exercise their interpersonal skills by sharing their experiences of traveling in group discussions, and by cooperating with each other when drawing a travel brochure on the board, and when making postcards.

Secondary Aims:

Students will distinguish between English words and non-English words

Students will be able to learn more about English and the passages that they read by answering the comprehension questions.

Personal Aims:

I would like to improve the clarity of my instructions by showing clear demonstrations of what to do. I would also like to improve my communication and interaction with the students by providing positive, yet constructive feedback. Furthermore, I would like to manage my time more wisely.

Language Skills:

Reading: Students should practice integrated reading skills by using both bottom-up and top-down approaches. Students should practice bottom-up reading skills by scanning for specific information (e.g. locations, things to do, etc.). They should also practice top-down reading skills by making postcards with the information they got from the passage.

Listening: Students should practice interactive listening skills by working with each other to find out what certain vocabulary might mean, and by communicating with each other on how to create a postcard.

Speaking: Students should actively participate in the learning process by sharing their experiences of traveling and exchanging ideas in group discussions.

Writing: Students should practice writing skills to keep in touch by making postcards.

Language Systems:

Phonology: Using correct intonation when reading aloud the postcards.

Lexis: The expressions and vocabulary brought up in discussions.

Grammar: The simple past, simple present, present perfect, and future tense used in the passages and in students' conversations.

Function: Using the information they got from the reading passage and making them into their own when writing and making postcards.

Discourse: Discussing the questions regarding the reading passage in groups, and communicating with each other on how to make the postcards, and presenting them.

Assumptions:

The students know some common words related to traveling and recognize their appearance in the reading passage.

The students will be able to understand the context in which certain expressions were used, or will be able to understand their meaning through group work.

The students will be able to use the information that they got from the reading passage and use it to produce new materials.

Anticipated Errors and Solutions:

The students might not fully understand the passage because it has too many foreign words in it.

Get the students to understand the context of in which the words are used, and show them visuals to the words that they might not know.

References:

Scomparin, Igor. "I Heart My City: Igor’s Venice." National Geographic. National Geographic Society, 24 July 2014. Web.

http://intelligenttravel.nationalgeographic.com/2014/07/24/i-heart-my-city-igors-venice/

Inge Johnsson.Alamy. National Geographic. Web. 29 July 214.

ericparker. National Geographic. Web. 29 July 214.

rmonty119. National Geographic. Web. 29 July 214.

mountjoy. National Geographic. Web. 29 July 214.

McKinney Labs

https://sites.google.com/site/mckinneylabs1/earth-science/resources/planet-brochure

Pre‐Task
Materials: No materials needed.
Time	Set Up	Student Activity	Teacher Talk
2 min.	Whole class/ Groups	Lead in by asking questions about whether the students have traveled anywhere. Allow them to discuss in groups and talk to the whole class. Guiding Questions Do you have any plans for the summer outside of TESOL? Do you like traveling? Where have you traveled to? (Domestic or abroad) What did you do when you went there? Motivate All of those places you mentioned sound really interesting. I hope we'll be able to squeeze in some time to go on a little break from our everyday lives!

Task Preparation
Materials: a copy of the reading passage for each student a copy of the question worksheet for each student (see attached) whiteboard and markers printed pictures of Venice (see attached)
Time	Set Up	Student Activity	Teacher Talk
4 min 7 min. 2 min.	Whole class Groups/ Whole class Whole class	1. Introduction to Main Reading Activity Show them pictures of Venice and elicit students to answer what city these pictures were taken from. Do you think these pictures are of Asian cities? North America? In what country do you think these pictures were taken? What city? (The beginning might vary according to students' responses) Tell them that they will know the answer in just a bit. On the white board, write down a few of the underlined words and words in bold in the reading passage, and elicit answers from students on whether they think the places that are in bold are in English speaking countries, or not English speaking countries. Also elicit answers from students on whether they know what the underlined words and expressions mean. Let them talk about it in their groups. 2. Main Reading Activity Instructions: (Beginning of instructions may vary according to students' responses) These pictures were taken from Venice, Italy! Have you ever been to Venice? (Tell them basic information about Venice and write them on the board) Let's take a look at what Igor Scomparin, a local in Venice, as to say about the city. I've handed out a reading passage, and I just want you to quickly scan through the whole page. I will give you one minute. (After skimming) Great! (Ask them CCQs about the passage - see below) We will now work in groups to read the passage and make a travel brochure on the white board according to which paragraphs your group is assigned. One group will put on information about paragraphs one and two, the second group will put information about paragraphs three, four, and five, and the third group will put information about paragraphs six and seven. Scan for places and things to do, and only write down the key points from the assigned paragraphs. You can use bullet points if you want. You can also use the pictures and stick them on the board with tape. Demonstration: (Draw three rectangles on the white board to make it look like a travel brochure) So this group (points at one group) will figure out what to write on the brochure from paragraphs one and two, this group (points at a second group) will write from paragraphs three, four and five, and this group (points at third group) will write for paragraphs six and seven. (Show students the numbers next to the reading passage). ICQ: Do you know what skimming is? What paragraphs do you have to read and write information about on the board? What information do you have to write on the board? CCQ: What makes this passage different from some of the other travel passages you might have read elsewhere? (Does not talk about money, transportation) Why do you think it doesn't do that? How do you think the writer talks about Venice? (i.e. Does he talk about food, locations, method of transportation, etc.?) Why do you think it's important that you get information about a place from a local? 3. Contextualizing and Asking more CCQs About Main Reading Activity: It looks like you've done an amazing job at making this brochure about Venice! Now let's look at the information in detail. Where would the writer first take a visitor? Do you think the writer gets a lot of visiters? Do you like to buy souvenirs, and why? Why do locals in Venice go around the columns in St. Marks square instead of through them? What can you do in Venice if you want to spend some time by yourself?

Task Realization
Materials: whiteboard and markers a copy of the reading passage for each student (see attached) a blank postcard-size card for each student pair (see attached) markers and crayons printed pictures of Venice (see attached) postcard (realia)
Time	Set Up	Student Activity	Teacher Talk
		Making Postcards Show them a postcard and ask them if they know what it is. Instructions: Okay! At this time I would like you to get into pairs and work together to make a postcard. Both of you will work on writing and making the postcard, but you have to do it with the information given to you on each paragraph assigned to you. To decide which pair will get which paragraph, since we don't have much time, randomly pick any number from one to seven, and shout it out. Once we have the numbers settled, I will give you blank cards and markers and crayons. Be creative and use your imagination when writing and making your postcard. You could be sending it to your husband, your mother, your friend, anyone. You can make up a situation, and it doesn't have to be long, but you have to mention something from the paragraph assigned to your pair. Then, after you are finished, we will have one person read it either as the sender or receiver of the postcard. Demonstration: For example, let's say I'm assigned paragraph 1. I could write to my father about how wonderful Venice is, and how lovely the view is from St. Marks bell tower, and how exciting it was to go to Rialto Market. When I read it though, I could act like I am the father receiving the postcard. (Reads as if I was the father) ICQ: Does one person work on making the postcard? What information must the postcard have? How many people read the postcard? CCQ:

Post Task
Materials:
Time	Set Up	Student Activity	Teacher Talk
2 min.	Whole Class	Feedback Do you feel like you know a bit about Venice now? Would you like to visit it later? What was the most interesting thing about the activities that you did today? Listen to students’ feedback on the questions and activities. Error Correction Talk about some of the difficulties that the students had in understanding the reading passage and doing the activities, and how to improve comprehension next time. Talk about some of the grammatical, contextual errors that occurred throughout the class. You did an excellent job on making the travel brochure and postcards! I hope you get to travel somewhere this Summer, even if it might not be to Venice, and hopefully you'll be able to go to Venice someday and go about the streets like a local. I hope you at least get a good rest when you go home today, and thank-you for a great time. Thank-you!
SOS Activities
Materials: white board markers paper
Time	Set Up	Student Activity	Teacher Talk
5 min.	Groups/ Whole class	Make the students come up with literal, interpretive, and applied questions in groups and come up and write them on the board. Discuss the questions and answers as a whole.