Teacher School Room Level/Class Date Time : Nº of Ss T.khalid Hassan 2 H.S 2nd Bac 16/12/2014 45-50min 32 Textbook : Unit 3: Lesson : Skills focus: Reading comprehension Ticket 2 Education Mainly Reading +(speaking and writing) Materials : textbook- handout – board Seating arragement :orderly rows ☐+ Objectives Students will be able to : 1-hypothesize over One’s history. 2-recognize source of text 3-Read for specific details 4-reconstruct factual text ideas 5-evaluate text content and relevance
Stage
Time Activity
Personal objectives Vary feedback expressions
Anticipated problems : Post-reading activity might unappealing
What I do / say
After greeting Ss, T tells a joke about jilali in New York. T exploits joke to generate discussion on jilali’s education background T provides more hypotheses for Ss to try discussing. One of them is “maybe Pre10min Discussion and he left school” Reading semantic mapping Need set 4 ‘dropping out of school.” T: why do some Ss drop out of school? Is it a bad decision? 3min T writes Ss answers on BB via semantic mapping Writing T: in your exercise book,write three expectations from questions you want to know about text dropping out of school in Morocco As T hands out the worksheet and ask 3min Exercise A : text 1 S to read the instructions for ex:A source “U have 10 seconds to decide” T elicits the right answer and asks for justification 6min Exercise B: WH T asks Ss to read questions 1st then Whilequestions sets 4 min for Ss to read the text and Reading answer questions in ex: B T monitors Ss work 6min Exercise C: T: ‘complete the sentences as Sentence required. You have 4 min” completion 4min Exercise D: T assigns task as an individual one, Locating referents and sets 2min 4min Exercise E: finding T reminds Ss of synonym finding synonyms strategies ‘context, word family…” T : “go back to your exercise book. Read the questions you wrote. Decide if the text answered or questions or not.” Post10min Personalization: T sets 4 min for Ss to review their Reading Evaluating content questions and match them to text. T devotes 6 min for Ss to share some of their evaluations/reflections T refers to the case of Samir in the Back-Up activity: text then: “if your parents asked to Problem solving drop out of school? What would you situation do/say? Why ?” 3min to think/write and 6 to share 2min
Contingency plan : Replacing it by the back-up activity
What I expect students to Interactio do/say n patterns
Warm up : Joke
Ss discuss Jilali’s history with T S school Ss link discussion to unit title: formal, informal,non-formal Ss provide causes of dropping T S out of school Ss write questions on what they want to know abt the T S topic
Ss go over page and decide on the source and justify. Ss read the questions first Ss answer the questions Ss share and check their answers
T S Ss can’t use the same forms in the text. Ss reconstruct meaning. Ss locate the referents Ss share and check their answers Ss share and check Ss evaluate content of the text based on the questions demonstrating their curiosity/interest S S
Ss think of the situation and state their would-be reactions and why they would react S S that way
UNIT 3: Formal, Informal and Non-formal Education (Reading Comprehension) Drop outs Come Back Dropping out of school is a serious problem in Morocco. Each year, nearly 200,000 children leave school before completing their primary education. A new government initiative in Morocco offers some ideas to reduce the number of students who leave school. This initiative is part of an awareness campaign targeting parents. Researchers and government officials largely attribute the problem to the ignorance of poor parents who do not realize the importance of education. Many parents, for example, withdraw their children from school because of the need for household income which often pushes children to work. Drop-out rates are higher among children of illiterate parents. These rates can be reduced if we sensitize parents about the importance of sending their children to school. In 2006, Morocco launched a number of awareness campaigns to address this growing phenomenon. These campaigns introduce a national programme which encourages school children to make a list of non-registered children and children who dropped out. More than 14,000 teachers and headmasters will also be responsible for implementing this plan. The initiative is considered a logical one because it will get children who have dropped out back into the school system, and it will act as a preventive measure because it raises students’ awareness to the negative consequences of dropping out. The initiative was tested last year in a few regions. Fatima Lharti, a twelve-yearold school girl from Tangiers, says she managed to stop approximately one dozen children dropping out and persuaded a number of others who had already dropped out to come back to school. “When they hear children – the same age as their own- talking about the consequences of taking their children out of school, most of them come around within a few minutes, “Fatima proudly told Maghrebia website reporter. Samir El Garoumi missed a year of school to work for his family. He is now back in school and has made a balance between work and studies. In the morning, he goes to school and in the evening, he helps his father in his workshop. This year, he is taking part in the initiative to make a list of children who are not in school. He also advises parents in his family circle to allow their children to finish their education. (Adapted from: (www.magharebia.com)
A. This text is taken from: A magazine
The internet
A newspaper
B. Answer the following questions: 1- How many students drop out of primary school in Morocco every year? ……………………………………………………………………………………………………………………………………………………………………………...... 2- Why don’t some parents let their children go to school? ……………………………………………………………………………………………………………………………………………………………………………..…. 3- Was the initiative successful? Why? ……………………………………………………………………………………………………………………………………………………………………..………. C. Complete the following sentences: 1- Fatima lharti found it difficult to ……………………………………………………………………………………………………................. 2- As a preventive measure, the initiative aims at ……………………………………………………………………………………………. 3- To balance between his work and studies, Samir……………………………………………………………………………………………. D. What do the following underlined words or expressions in the text refer to ? 1- The problem: ………………………………………………………………………………………… 2- They: ………………………………………………………………………………………… 3- He: ………………………………………………………………………………………… E. Find the synonyms of the following words: Minimize (p1)= ……………..
Money we get from work or an investment (p2)= ……..……..
Return (p3)= …………………..
Reflections on the reading comprehension lesson: The instructional objectives were successfully met as students could interactively respond to all reading tasks effectively. I see that this is mainly attributed to the success of the pre-reading stage where students’ contribution was beyond my expectation. The topic was well-personalized and mattered to a lot of learners. The students’ massive responsiveness at the pre-reading was a reason for me to skip the referent locating exercise at the while-reading phase. I had to do so out of flexibility and prioritizing post-reading over a single exercise which targeted the same sub-skill as the next one: “locating synonyms”. What I could have done better: 1-I could have saved that rich unexpected semantic map on dropping out of school causes students came up with for process writing purposes, and I thought about that during instruction, but it’s too bad it’s not technically my class to deal with. 2-I could have been more supportive towards low-achieving students but I wasn’t really sure about their attitude towards my curiosity/proximity particularly since this was my 1 st contact with them.