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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.

1

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)


2

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.


3

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


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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


5

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)


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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


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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


9

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.


11

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.


12

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)


13

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


14

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#


15

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


16

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#


17

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


18

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


19

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


20

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


21

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#


22

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


23

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?


24

disaster?


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

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Halle Berry: Sweaty Clients

Tiger Woods: Marriage Scandal

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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

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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?


26

http://www.clipart.com/en/close-up?o=4910681&memlevel=A&a=a&q=prediction&k_mode=all&s=25&e=28&show=&c=&cid=&findincat=&g=&cc=&page=2&k_exc=&pubid=

http://www.clipart.com/en/close-up?o=4910662&memlevel=A&a=a&q=prediction&k_mode=all&s=1&e=24&show=&c=&cid=&findincat=&g=&cc=&page=1&k_exc=&pubid=

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


27

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.


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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!


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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?


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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….


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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.


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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.


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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.


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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.


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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


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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)


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