Universidad de Costa Rica
Licenciatura en Enseñanza del Inglés como Lengua Extranjera
LM-3036 Teaching Reading and Writing
III-2014
Skills in EFL
PORTFOLIO WITH READING AND WRITING TASKS/ACTIVITIES A small collection of useful and meaningful reading and writing tasks activities have been gathered from diverse English Teaching Books and Webpages.
Prof. Ana Laura Escobar Leiva
Student: Carolina Chan Villalta
READING TASKS & ACTIVITIES
Objective: At the end of the lesson, Ss will be able to understand the main ideas and specific details of the reading by using different reading comprehension strategies such as schema building, learning vocabulary, monitoring comprehension, higher level thinking. Strategy/ Strategies: Schema building, learning vocabulary, monitoring comprehension, higher level thinking. Proficiency level: Intermediate
Stage Cycle
Strategy
Pre-reading
Schema Building 2
While Reading
Monitoring comprehension
While reading
Vocabulary learning
Post Reading
Higher Level Thinking
Pre-reading
Schema Building
Procedure
Ask Ss to individually read the statements and circle if they agree or disagree with them. Ask the Ss to get in pairs and read the questions. Refer Ss to the glossary of new words. Ask Ss to watch a video, and answer the questions Remaining in pairs, ask Ss to underline the main idea of each paragraph, and circle the unknown words. Ask the Ss to guess the meaning of the unknown words using context, and then look up for the words in the dictionary to confirm their guesses. Ask Ss to discuss in pairs the questions based on the reading and personal experiences.
Source Cited: What makes a Hero? (2000). Retrieved from http://www.educationworld.com/a_lesson/TM/WS_lp218_2282.shtml Matthew, W. (s. f.). What makes a Hero? Retrieved from http://ed.ted.com/lessons/whatmakes-a-hero-matthew-winkler Mike, D. (s. f.). What Really Is a Hero, Anyway? Recuperado de http://www.raproject.org/blog/entry/what-really-is-a-hero-anyway
Instructions for Students:
What makes a hero? DIRECTIONS: Read the statements below. Circle the word agree next to each statement that matches your opinion of what makes a hero. Circle the word disagree if the statement does not fit your opinion of what makes a hero.
1. A hero is brave and strong. 2. A hero is caring and thoughtful. 3. A hero is selfish. 4. A hero is never frightened. 5. A hero wants to be rewarded for his or her actions. 6. A hero makes mistakes. 7. A hero is never silly. 8. A hero is dishonest. 9. A hero puts others before himself or herself. 10. A hero stands up for himself or herself. 11. A hero never gets angry. 12. A hero is always a popular person.
Agre e Agre e Agre e Agre e Agre e Agre e Agre e Agre e Agre e Agre e Agre e Agre e
Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee Disagr ee
Adaptedhttp://www.educationworld.com/a_lesson/TM/WS_lp218_2282.shtml
In pairs, read the following questions. Then, watch the video “What makes a hero” by Matthew Winkler and answer them: 1. What are the two worlds of the hero’s journey? a.
The Ordinary World and the Special World
b.
Mars and Venus
c.
The inner world and the outer world
d.
Actually, there is only one world
Glossary: Inner: internal, relating to the soul, mind, and spirit. e.g. inner feelings Outer: located on the outside; external Journey: a travelling from one place to another; trip or voyage Outgrown: to discard or lose in the course of one's development: to outgrow a fear of the dark. Treasure: valuable or precious possessions of any kind. Threshold: the starting point of an experience, event, or venture
2. Think of your favorite book or movie. Does it follow (parts of) the hero’s journey pattern? Briefly explain ___________________________________________________________________________ 3. When does the hero realize that he/she is changed (or has outgrown his/her old life)? a.
6:00, when the hero dies and is reborn (usually, symbolically)
b.
3:00, when the hero crosses the threshold, departing on his/her quest
c.
9:00, when the hero crosses the threshold, returning from his/her quest
d.
1:00, when the hero hears the call to adventure
4. Can you think of an episode from your own life that fits the hero’s journey formula? ___________________________________________________________________________ 5. What is another word for the “hero’s journey?”
a.
Monomyth
b.
Crisis
c.
Saving face
d.
Denoument
6. According to the hero’s journey paradigm, the treasure you seek lies… a.
In the cave you fear to enter
b.
In your ordinary world
c.
At the departure threshold
d.
At the return threshold
Adapted from: http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler#review
1. Read the following text. While reading, underline the main idea in each paragraph and circle the unknown words.
What Really Is a Hero, Anyway? Mike Dilbeck, Founder
"True heroism is remarkably sober, very undramatic. It is not the urge to surpass all othersat whatever cost, but the urge to serve others at whatever cost." — Arthur Ashe I. As we all hear the word "hero" used from time to time, have you ever asked yourself the question, "What is a hero, anyway?" I have asked that question many times. As I inquired into this more, and have spoken to many people about this, others also came up for me: • • • • • •
Is a hero someone we simply admire, respect, and look up to? Is a hero some kind of "superhero" with "super powers?" Does it take a lot of money and fame to be a hero? What's involved in being a hero? Can we call ourselves a hero? Why do we have such a weird relationship to the word "hero?"
II. You may have asked yourself these same questions. So, let's start now by looking at the concept of "hero" and "heroism." While there are many interpretations of what a hero is, I have adopted the definition used by the Heroic Imagination Project: Heroes are people who transform compassion (a personal virtue) into heroic action (a civic virtue). In doing so, they put their best selves forward in service to humanity. A hero is as an individual or a network of people that take action on behalf of others in need, or in defense of integrity or a moral cause. Heroic action is: • Engaged in voluntarily; • Conducted in service to one or more people or the community as a whole; • Involving a risk to physical comfort, social stature, or quality of life; and • Initiated without the expectation of material gain. III. When you consider this interpretation, you can really get that heroism is the other side of the coin — the opposite — of bystander behavior. When you voluntarily engage in an activity that is in service to someone else, or the community as a whole, and you take a risk in doing so AND do it without any expectation of material gain: you are a hero! You are not a bystander. Heroism is not random acts of kindness, as great as they are. Heroism is very distinct. A hero is not someone you simply admire or respect. A hero is a very distinct person. Each and every day around us, there are those who need a hero:
If a child is being bullied at school — or even an adult being bullied at the workplace — they need a hero. • If someone has had too much to drink and they are about to drive, they — and everyone that their driving may impact — need a hero. • If someone is being sexually "hit on" and has not given consent, they need a hero. • If a group of students are being hazed — physically, emotionally or otherwise — they need a hero. • If an inappropriate or offensive comment is spoken, those impacted need a hero. •
IV. Now, truth be told, we all want to be heroes. We all want to make that difference in that moment of time that will dramatically impact the situation and even foster change. Keep someone safe. Keep others safe. Stand up for what is right and just. As I travel the country and speak to audiences of hundreds of people — and then have the chance to speak one-on-one with many of them — I have yet to meet anyone that doesn't want this. We all simply desire the ability and the power to act freely and without restraint to make this kind of difference. V. Yes, I know, we all have a really funky relationship to the word "hero." You may notice that it came up for you the second you read the headline to this post. You may think it's narcissistic. Egotistical. Selfpromotional. You may even think that it's something to be bestowed on you rather than selfacclamation. VI. I am on this journey with you and I invite us all to stay in this conversation and explore it together: "How can I be a hero?" Better yet, "how can I prepare and equip myself to be a hero in those moments
in life that demand it?" I am committed that we all create a new and inspiring relationship to being a hero and allowing others to be heroes for us. Let yourself be empowered by the opportunity it is to make this kind of difference. This very commitment is the driving force of this revolution. Think of a time someone was a hero for you and how you have never forgotten that person for what they did. You have never gotten over their courage and their actions — for you. Think of a time when you were able to make this kind of difference for someone else. What did it feel like? What was that experience like? I promise, if you allow yourself to really experience this, you will be inspired — by yourself! My challenge to all of us: be a hero vs. be a bystander! VII. Be an "everyday" person willing to keep your eyes, ears and heart open "every day" to any opportunity that may demand heroism. Get involved. Stay engaged. Adapted from: http://www.raproject.org/blog/entry/what-really-is-a-hero-anyway
2. In pairs, go over the unknown words you circled. Can you guess the meaning using the context? Confirm the meaning by looking for the word/s in the dictionary. 3. In pairs, discuss the following questions based on the reading and personal experience: a. In your opinion, what makes a hero? b. In which daily situations, can we become heroes? c. Who do you consider as a real hero in real life? Why? d. Have you ever acted heroically?
Objective: At the end of the lesson, Ss will be able to read for specific information on a newspaper review/report to express their opinion and come up with their own reviews by using reading strategies such as schema activation, vocabulary building, timed-reading, reading carefully, and evaluating critical thinking. Strategy/ Strategies: Schema activation, vocabulary building, timed-reading, reading carefully, evaluating critical thinking. Proficiency level: Pre- Intermediate
Stage Cycle Pre-reading
Strategy
Schema Activation
Procedure
1. Tell Ss that you have some friends visiting you, and you’d like to take them to a nice local restaurant. Put them in pairs and ask them to come up with two suggestions. 2. Ask for the suggestions. 3. Then ask the Ss to think about what is the most important thing for them when they choose to eat out. Write on the board: The setting/ the price of the food and drink/ the quality/ the service
Pre-reading
Vocabulary building
While reading
Timed- reading/ evaluating comprehension
While reading
Reading carefully,
Post-reading
Evaluating comprehension
Remaining in their pairs, ask Ss to think about adjectives that go with the four categories on the board. They should have at least 3 or 4 for each one. Encourage them to think about antonyms and synonyms. Give each student a copy of the reading. Give them 30 seconds to read each of the reviews and decide which restaurant they prefer. Ask them to compare their answers. Ask Ss to read again and look more closely at the information. Ask them to give each restaurant marks out of five for each category which makes a total of 20 points. Ask Ss to compare and justify their answers with each other.
Source Cited: McAvoy, J. (2014). Life Skills/Lesson: Critical Thinking Reviews Retrieved from http://www.onestopenglish.com/skills/integrated-skills/life-skills/pdf/macmillan-life-skills-crtiticalthinking-reviews-lesson-plan/553947.article
Instructions for Students: 1. Get in pairs and come up with some local restaurant suggestions for the teacher to take some friends visiting town. Provide the teacher with these suggestions. __________________________________________ __________________________________________
2. Think about what most important thing for you when choosing a restaurant: The setting
The price of the food and drink The quality The service 3. Write down 3 or 4 adjectives that go along with these aspects:
the setting
the price of the food & drink
the quality
the service
4. Individually, quickly read each of the reviews on the following reading. Which restaurant would you choose?
5. Compare your answer with your classmate. 6. In pairs, carefully read the information one more time. Give each restaurant marks out of five for each category. Which restaurant has gotten the highest score? Compare and justify your answers with another pair in the class.
WRITING TASKS & ACTIVITIES
Objective: At the end of the task, Ss will be able to write a restaurant review using vocabulary related to restaurants preferences, setting, prices, quality and service to be published at their school’s blog. Strategy/ Strategies: Reading models, brainstorming, fast-writing, peer writing, editing, and sharing their writing. Proficiency level: Pre- Intermediate
Stage Cycle Pre-writing Pre-writing
Strategy
Reading models Brainstorming
Drafting
Fast- writing
Editing
Peer writing
Publishing
Sharing their writing
Procedure
Ask Ss to look at the text which shows examples of what they should do and the categories they need to include in their review. Suggest Ss to look at the categories they need to include and brainstorm the vocabulary they would like to use in each of the categories. Encourage them to visit a restaurant in their town to think about ideas. Ask Ss to write a log with their ideas and write their first draft. Ask Ss to work in pairs, exchange their drafts, and correct grammar, mechanics, spelling punctuation. Ask Ss to hand in their revised version. Publish the Ss’ reviews in the school’s blog.
Source Cited: McAvoy, J. (2014). Life Skills/Lesson: Critical Thinking Reviews Retrieved from http://www.onestopenglish.com/skills/integrated-skills/life-skills/pdf/macmillan-life-skills-crtiticalthinking-reviews-lesson-plan/553947.article
Instructions for Ss: Time to write your own real review of a restaurant to be published in the School’s blog. 1. Look at the text which shows examples of restaurant reviews.
2. Look at the categories you need to include in a review and search and note the vocabulary you would like to use in each of the categories.
3. Visit a restaurant in your town to get more ideas and write your first review draft.
4. Work in pairs and correct the spelling, mechanics and punctuation of each other’s draft. Use the revising and editing symbols below.
5. Revised your draft and hand it in to your teacher for reviewing and publishing it!
GREAT JOB!
Objective: At the end of the lesson, Ss will be able to write a semi-formal e-mail following e-mail etiquette to be send to a tourist information center. Strategy/ Strategies: Schema activation/brainstorming, Proficiency level: Intermediate
Stage Cycle
Strategy
Pre-writing
Brainstorming
Pre-writing
Brainstorming
Pre-writing
Schema activation
Procedure
Ask Ss what factors are important for them when they are choosing a vacation (e.g. weather, accommodation, activities, costs, culture, food, history etc.). Ask Ss where they usually get information about a vacation destination (e.g. guidebooks, Internet, recommendations from friends). Ask if they have ever emailed a tourist information center before a vacation. The answer will probably be no. Tell them that in this lesson they will be emailing a tourist information center in a city of their choice to get information about that place. Put the Ss into pairs and tell them to try to decide on a place in the world that they would both like to visit. Give them a few minutes to discuss this and then go round the classroom asking where each pair would like to go. Tell the class that before they write their emails, you are going to go through some of the rules of email writing. i) Ask them what style of writing they would use, if writing a letter to e.g. a prospective employer. The answer is formal. ii) Then ask what style of writing they would use to email a close friend. The answer is informal. iii) Finally ask what style of writing they would use if emailing a formal recipient. The answer is semi-formal. Ask them what style of writing should be used to write to a tourist
information center (semi-formal). Pre-writing
Modeling
Give out the cut up strips (worksheets 1, 2a and 3) and ask them to group them into a formal letter, a semi-formal email and an informal email, and then to put the strips into the right order. Go round checking.
Tell the Ss that you are going to focus on the semi-formal email because emailing has become the main means of communication and so it is important to know the conventions of this style of writing. Give the pairs a copy of the semi-formal email as an example of a good email (worksheet 2b) and a copy of the ‘bad email’ (worksheet 4). Ask them to draw two columns on a piece of paper and write the headings Dos and Don’ts at the top. The Ss then compare the two emails and try to discover the rules of writing a good email. They should write the rules in the correct column. Give them about 10 minutes to do this.
Go round the classroom asking for the rules they discovered, and write them up on the board under Dos and Don’ts. Drafting
Fast writing
Tell Ss that they are going to write an email (on paper) to the information center of the city of their choice asking for any information they require. Tell them to use the model email (worksheet 2b) as an example and to follow
the list of rules they have. Ss work in pairs. Go round helping them, reminding them of the rules and helping with any language problems.
Revising/Editing
Peer editing groups
When they have finished writing, ask the Ss to swap emails with another pair and ask them to proof-read each other’s emails. Go round giving each pair feedback helping them with any mistakes they may have made. Ask Ss to write their final version
Publishing
Sharing their writing
If possible, go to the computer room and ask Ss to try to find the email address of the tourist information center of their chosen place. When they have the address, ask them to use their own email accounts to write their email to the information center. This means they will receive an answer to their own email addresses.
Source Cited: Shackleton, J. (2008). Email writing | TeachingEnglish | British Council | BBC Retrieved from http://www.teachingenglish.org.uk/article/email-writing
Instructions for Students: 1. What factors are important for you when choosing a vacation destination (e.g. weather, accommodation, activities, costs, culture, food, history, and so on)?
2. Where do you usually get information about a vacation destination (e.g. guidebooks, Internet, recommendations from friends)?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. Have you ever emailed a tourist information center before a vacation? 4. Work in pairs and decide on place in the world that they would both like to visit. 5. In pairs, group the strips into a formal letter, a semi-formal e-mail and an informal e-mail, and then put them into the right order.
6. In pairs, carefully review an example of a good e-mail (ws 2b) and of a bad e-mail (ws 4). Compare the two e-mails and try to discover and write the Do’s and Don´ts in the following table.
Dos
Don’ts
7. In pairs, write down an e-mail (on paper) to the information center of the city of your choice asking for any information they require. Use the model e-mail (ws 2b) as an example and following the rules.
8. Swap e-mails with another pair and proof read each other's e-mails.
9. Find the e-mail address of the tourist information center you have chosen, and send the revised e-mail. You will received an answer to your own e-mail address.