Resources & Materials Elementary Simplified Version
Transcript of Resources & Materials Elementary Simplified Version
-
8/14/2019 Resources & Materials Elementary Simplified Version
1/27
CAMBRIDGE DELTA COURSE
PRACTICAL TEACHING ASSIGNMENT
RESOURCES AND MATERIALS
FOCUS ON
INTRODUCING CLASS READERS
TALES FROM THE EAST
Candidates Name: Paraskevi Andreopoulou
Centre Number: GR 108
Candidate Number:
Page 1
-
8/14/2019 Resources & Materials Elementary Simplified Version
2/27
LESSON PLAN
Class Profile:
This is an Elementary class of adult students, the majority of whom come from
Afghanistan, Iran and the Congo. There are twelve students in it and the class has had
lessons since February 2008. They have finished using Cutting-Edge Starter course bookand have now moved to using Language-To-Go Elementary. The class meets three times a
week for a two hour session each time and so far,I have observed them three times and
taught them once.
The class consists of Anatolyi, a very strong student who, being ahead of others both
grammatically and lexically tends to assist his classmates with language problems at
times. On the same level, there are two more students, Ali and Victor, who, in my opinion
seem to have grasped the main linguistic features and vocabulary items and are able to
interact with their classmates and the T well.
In addition, when they are given instructions on how to perform a task, they are always
able to follow them immediately and they also bring to the class a great sense of humour,
enthusiasm and motivation. Shamel, from Iran, is also one of the stronger students. Fifie,
who is Victors wife, is a teacher of French, and participates in all activities well,
providing that they are geared to her schematic knowledge and culture. Fifie, specifically,
volunteers to speak her mind freely, with a rather heavy French accent using the TL.
On the other hand, Ahmed, Ashmatulah, Hassan, Sayed, Mahdi and Sieta (from Congo)
are rather weak learners who need prompting, guidance and clear instructions so as toensure their participation. They seem to have difficulty in reading and writing. Apart from
Sieta (from Congo), all the others are from Afghanistan or Iran (Ahmed).
-
8/14/2019 Resources & Materials Elementary Simplified Version
3/27
Lesson Aims / Objectives
For Students
Primary Aim (s):
To appreciate literature as means ofdeveloping their reading skills
to read for pleasure
To enable Ss to practise their reading
skills (skimming, scanning, reading
for specific information); also, toactivate top-down and bottom-up
processing skills (Nuttal, 1996)
To use class readers as means of
promoting out of class reading
Secondary Aim(s):
Grammar: To revise Simple Past.
Vocabulary: To expand their vocabulary
Listening:
Evidence:
By presenting one literary text from thesecond chapter Tenal Ram & the thieves,
prompting Ss to read them in groups
To provide them with texts culturally targeted
at them
By providing them with different reading
sections cut up into strips, which they willbe
able to rank them into the correct order, intheir groups and later, they read on for further
prediction and /or final check.
By providing Ss with class readers Tales
from the East culturally targeted at them,with a view to activating their schematic
knowledge and encouraging them to read out
of class
Grammar Ss will be given flashcards to narrate the story
in the past.
Vocabulary By answering wh-questions, both high and
low order ones, (Carter R. & Long M.N.1991) given on a handout.
Listening:
Page 3
-
8/14/2019 Resources & Materials Elementary Simplified Version
4/27
To practise their aural abilities, to aid
listening comprehension and to
enhance their knowledge of thestructure of the language, ie.(syntax,
phonology) (UnderWood, 1989)
Speaking To enable Ss to retell the story in
their own groups orally referring
to the past and to predict theending of it
By listening to the tape or T read out the plot
of the text for them to aid their listening
comprehension and enhance their knowledgeof the language
Speaking: By beingable to narrate the story in the past
in a circle.
Source Aids / Handouts1. Visual prompts downloaded from the website (well, thieves, gold and jewellery) to arouse
their interest and to activate their schematic knowledge targeted at the topic of crime (seeAppendix A).
2. Three literary texts taken from the Readers Tales from the East simplified by West M,
Fielding K.J., and Parker B.M. Editions Longman Group Ltd 1997 to introduce Ss to the plot
of the story (see Appendices B, G + F).3. Cut up strips of paper to practise wh- questions, minimum vocabulary expansion (see
Appendix C) for both texts. Also flashcards with characters and verb actions in their infinitive
form to retell the story in a circle (see Appendix G).4. In addition, cut up slips of paper from the Into the well text for Ss to put into the correct
order (see Appendix F).
5. The copies of the end of the story Thank you! (See Appendix I).
-
8/14/2019 Resources & Materials Elementary Simplified Version
5/27
Linguistic AssumptionsThe particular group of Elementary students has already covered places in a town/city and rooms
n the house, so, I presume that they must be familiar with the vocabulary of (garden, plants, water,rees, bed), they are already familiar with the topic of My home Town and description of a place, so, I
do not think that they will face serious problems understanding the description of the scenery in the
country. They have already been taught home vocabulary, hence, I presume with photos as an aid,hey will be able to make out the meaning of the lexical item, hole.
They have also covered the verb forms of to be, there is/are, possessive adjectives, object
pronouns, the Present Simple Form alongside adverbs of frequency, wh-questions, can/cant forability, want to, going to and the Past Simple Form both regular /irregular; hence, I believe that they
will be able to understand the extracts receptively, perform the tasks accordingly and enjoy literature.
Anticipated LanguageDifficulties1. Students might not have been
introduced to class readers before.
2. Students will definitely not be familiar
with receptive vocabulary in theextracts.
3. Students are not aware of the
continuation of the story.
4. Students are not familiar with the endof the story
Solutions / Remedies
1. They will be invited to predict and confirmthe plot through visuals; gradually they are
introduced to the idea with the two
paragraphs related to their culture, and withcareful selection and grading of activities,
hopefully, any fears will hopefully
disappear.
2. In the handout of concept check questions,there will be a task expanding their
vocabulary storage possibly with synonyms,antonyms, explanations, drawings; in pairs,they will choose any two to use them in
context.
3. T will hand out strips of paper with the
continuation of the story, which they need to
reorder and find out what happens.
4. First, they will predict it based on the
evidence they have and in the end, T will
hand out copies of the end for them to read.
Page 5
-
8/14/2019 Resources & Materials Elementary Simplified Version
6/27
Timetable FitThis group of learners has already had previous contact with the Simple Past both regular (-ed)
and irregular forms +was/were); hence, I assume that they might be able to tell the continuationof the story in a circle.
Furthermore, these students have covered the Present Simple Form along with adverbs offrequency; for this reason, I think that they will be in the position of grasping the gist of the twoliterary texts and perform successfully the tasks.
-
8/14/2019 Resources & Materials Elementary Simplified Version
7/27
thieveselljewels
Board Plan(s)
Unknown Vocabulary & Pronunciation
Read and find
Read and Find
Who?
Where?
What happened?
Vocabulary Expansion
Hole ?
Through?
Page 7
-
8/14/2019 Resources & Materials Elementary Simplified Version
8/27
Commentary: The lesson was designed for an Elementary class of adult students. The target group
comprises 12 students who originate from the Middle East, Central Asia and the Congo
(Africa); with this particular goal in mind , the simplified readerextracts (Tales from the East:
simplified by West, M., Fielding , K.J & Parker B. M. 1977) to be taught were selected related
to the country or culture of the readers so as to avoid thecultural difficulties of the text, whichare numerous, real and proportionate to distance from an English-speaking location (Carter R,
& Long M, N 1991).
Hopefully, the selection of literary extracts will help students achieve an engagement with the
reading of them, the extent to which students carry with them beyond the classroom, an
enjoyment and love for literature which is renewed as they continue to engage with literature
throughout their lives.( Carter R., Long M., N 1991).
Reading a literary text is definitely notpassive, but, a learning process from which students
add to their learning store of knowledge, which can be activated when reading further works of
literature(:ibid). Listening also to sections of the story that had been cut up earlier to pieces to
re-unite later, after the T has read them out, will definitely enhance students structure of the
language, ie. Syntax, phonology, for them to fathom out what is meant by the words
(Underwood 1989).
I believe that the common language teaching sequence of presentation- practice-
reinforcement (McRae J, 1991) will meet the needs of the students and hopefully will live up
to the expectations of my lesson plan.
Furthermore, using literature as a resource can be special for personal development and
growth, an aim being to encourage greater sensitivity and self-awareness and greaterunderstanding of the world around us (Carter R, & Long M, N. 1991).
In the beginning, my primary aim for activating students schematic knowledge and arousing
their interest is to present visual prompts demonstrating key-words that enable Ss to predict the
content; in this way, Ss need to see a point in reading, since we all live in a world dominated by
television, magazines, comics, pulp romantic and adventure stories (Carter R, & Long M., N.,
1991).
Ss skim their respective texts to provide an answer to a pre-reading stimulus; the texts offer a
narrative line which lend themselves better to reading aloud, allow marked patterns of action in
the early stages, are clearly and energetically signalled and they lead to a great sense of
involvement on the parts of the Ss (Carter R. & Long M. N. 1991).
List of References
-
8/14/2019 Resources & Materials Elementary Simplified Version
9/27
Carter R. And Long M. N. Teaching Literature Longman Group UK Limited 1991
Duff A. & Maley A. Literature c Oxford University Press 1990
McRae J. Literature with a small l Prentice Hall Monographs, First Published1991 byMacmillan Publishers Limited
Nuttal C., Teaching Reading Skills in a foreign language Heinemann 1996
Underwood M. Teaching Listening Longman Publications 1989
Readers
West M. , Fielding K. J. & Parker B. M. Tales from the East (simplified Level 1) This
Edition c Longman Group Ltd 1977
Page 9
-
8/14/2019 Resources & Materials Elementary Simplified Version
10/27
APPENDICES
-
8/14/2019 Resources & Materials Elementary Simplified Version
11/27
Page 11
-
8/14/2019 Resources & Materials Elementary Simplified Version
12/27
-
8/14/2019 Resources & Materials Elementary Simplified Version
13/27
Page 13
-
8/14/2019 Resources & Materials Elementary Simplified Version
14/27
-
8/14/2019 Resources & Materials Elementary Simplified Version
15/27
Page 15
-
8/14/2019 Resources & Materials Elementary Simplified Version
16/27
-
8/14/2019 Resources & Materials Elementary Simplified Version
17/27
B: Read the text and confirm your predictions:
a. Tenal Ram and the Thieves
The first man said, Tenal Ram and his wife go to
bed at nine o clock.
We can wait for two hours after that, said
the thief. We can make a hole in the wall ateleven o clock. Then, you go through the hole in
the wall and open the door.
Does Tenal Ram have much money in the well?
asked the first man.
Oh, yes! said the other man. He has a lot
ofgoldandjewellery, but, in a box in his house.
Hes very rich.
Ha! Thats good! said the first man.
Page 17
-
8/14/2019 Resources & Materials Elementary Simplified Version
18/27
(What can the thieves do at eleven o clock?)
Read and find
Who?
Where?
What
happened?
-
8/14/2019 Resources & Materials Elementary Simplified Version
19/27
Which picture is........
Hole?
Which is through?
Page 19
-
8/14/2019 Resources & Materials Elementary Simplified Version
20/27
F.1.Try to put this text below into the correct order (into the well-
continuation of the story):
He said They took my friend Alis gold and
jewels
Perhaps they will come to this house
We can put our gold and jewels in a goodplace where they cant find them
Bring me the box and some stones, he said
-
8/14/2019 Resources & Materials Elementary Simplified Version
21/27
to his wife.
I will put this box where the thieves willnever find it!
Now, I will close the box, he said. Help me
to carry it!
Tenal Ram and his wife carried the box and
threw it down the well.
Then, they went back to the house, with no
lamps and waited.
Page 21
-
8/14/2019 Resources & Materials Elementary Simplified Version
22/27
G1.Into the well (the original continuation of the story- not to be distributed- T
reads it)
He said, I have heard that there are some thieves in this place. They took my
friend Alis gold and jewels (1).
Oh! They may come to this house, said his wife (2).
Yes, they may come here. We must hide our gold and jewels in a good place
where they cant find them. Bring me that box (3).
So his wife brought the box. Tenal Ram showed her the stones and said in her
ear;
Those are our gold and jewels. Then, he said, Bring me the gold, and Ill put
it in this box (4).
She brought some stones. Tenal Ram put the stones in the box (5).
He said, Ha, ha! Ill hide this box where the thieves will never find it! Bring
me the jewels!
She brought some more stones.
Now, Ill shut the box, he said. Help me to carry it (6).
Then Tenal Ram and his wife carried the box and threw it down the well (7). It
made a great S-P-L-A-S-H when it hit the water.
-
8/14/2019 Resources & Materials Elementary Simplified Version
23/27
Then they went back to the house. They put out the lamp, and waited (8).
G.2. Now retell the story in your circle about:
1.They tookmy friend Alis gold
and jewellery.
2.They cameto his house.
Page 23
-
8/14/2019 Resources & Materials Elementary Simplified Version
24/27
3. Weputour gold and
jewellery in a good
place where thievesdidntfind them
4. 4. Tenal Rams
woman broughtthe
box and some stones
-
8/14/2019 Resources & Materials Elementary Simplified Version
25/27
5. Iputthis box
where the thieves
didntfind it!
6. Tenal Ram and his wifecarriedthe box and
threwit down the well.
Page 25
0. They wentback to the
house, with no lamps
and waited.
-
8/14/2019 Resources & Materials Elementary Simplified Version
26/27
I. Thank you!(to be distributed at the end of class)
The first thief said, They have put their box of
jewellery and gold in the well! They have gone tobed. They ll soon be asleep.
After some time, Tenal Ram looked out of the
window. He saw the thieves at the well.
The first thief said, We must get the waterout of the well. Then, Ill go down and get the
box.
-
8/14/2019 Resources & Materials Elementary Simplified Version
27/27
So they began to take up water from the well and
the other thief threw the water on the garden.
There was a lot of water in the well. They workedall night. Daylight came and they were still working.
Tenal Ram opened the window. He called out:
Thank you, my friends, for watering my garden.
That box in the well is full of stones, and the
Sultans men are coming along the
road...............................Goodbye, my friends! Goodbye!.............
Thank you again!................
Page 27