李國禎的英語教學 : Microteaching with TBL and Reading Strategies at NSJH

Wednesday, April 1, 2015

Microteaching with TBL and Reading Strategies at NSJH

This time, I worked even harder on reading up as much as I can about reading strategies and putting all the resources together in order to create a complete lesson plan of microteaching mainly targeting important skills that help bolster reading comprehension. Once again, I feel thankful for the opportunity to not only benefit the participants of the workshop but more importantly, myself, in terms of self-growth.

I. Pre-Task

Objective 1: With the given vocabulary cards, students working individually are able to make predictions about what the text may be about and justify how they did it accordingly.

Activity 1: Tea Party

Assessment1: Mini Whiteboard, Check List

Objective 2: With the given decks of cards, students working in groups of 4 are able to match vocabulary words with their corresponding images and definition correctly.

Activity 2: Vocab Matching Game

Assessment2: Oral Report, rubrics

II. Main Task

Objective 3: After skimming (the title, first sentence of every paragraph and the last paragraph) and scanning for details of the text, students working in groups of 4 are able to answer the comprehension questions correctly.

Activity 3: Running Race

Assessment 3: Questions in strips of paper, Check List

Objective 4: Working on the text, students working in groups of 4 are able to create a mind map.

Activity 4: Mind Mapping

Assessment 4: Rubrics

Objective 5: Based on the given arguments from the text, students working in pairs are able to jot down ideas of what measures need to be taken on the Mini Whiteboard with their assign roles as many as possible.

Activity 5: Carousel Brainstorm

III. Post-Task

Objective 6: With students' mind mind maps posted on the wall, the first two and the other two taker turns elaborating or walking around to learn from other posters.

Activity 6: Gallery Walk

Assessment 6: posters, rubrics for oral report

Objective 7: After the Walk, students work in groups and decide on the most inspirational group so that they can improve their originals accordingly.

Activity 7: Discussion and Oral Report

Assessment 7: Peer Evaluation

Objective 8: With given statements about the text, students are able to take a stand and talk to their classmates who also chose the same scale about what they think of the statement.

Activity 8: Four Corners

Assessment 8: Rubrics

IV. Teaching Procedures

1. Greeting, introducing the topic and what we’re going to achieve today (3 mins)

2. Word Wall Match-up, including introduction, instructions, monitoring and feedback

3. Making predictions with Mini Whiteboard

4. Jigsaw Reading, comprehension questions, the main idea and summary of the text

5. Introduction to tasks (2 mins), Home Group (5 mins), Expert Group

6. Gallery Walk (5 mins)

7. Peer Evaluation, Discussion (2 mins), Report (3 mins)

8. Wrap-up (3 mins), Q and A (7 mins)

V. References