LESSON PLAN: Top-

down reading
strategies: teaching low-
level students
prediction, visualisation
and making connections
(text-self)
LSA3 SKILLS – READING

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Contents

1 Commentary..................................................................................................................................3
1.1 Rationale from Reading and Research...................................................................................3
1.2 Rationale related to Learners Needs/ Characteristics............................................................4
2 Bibliography...................................................................................................................................5
3 Class Profile:..................................................................................................................................5
4 Learners Profiles............................................................................................................................7
5 Overall Aim:.................................................................................................................................10
6 Analysis........................................................................................................................................10
6.1 Genre: narrative – short story: Aladdin and the enchanted lamp (graded reader)..............10
6.2 Top-down strategies.............................................................................................................11
6.3 Lexis.....................................................................................................................................11
6.4 Grammar..............................................................................................................................12
6.5 Phonology............................................................................................................................12
7 Timetable Fit................................................................................................................................12
8 Assumptions................................................................................................................................12
8.1 Management/ Affective.......................................................................................................13
9 Anticipated Problems/ Solution...................................................................................................13
9.1 Management/ Affective.......................................................................................................14
10 Materials/Resources................................................................................................................14
11 Procedure................................................................................................................................15
12 APPENDICES.............................................................................................................................21
12.1.1 Reading Survey and its findings....................................................................................21

12.1.2 Flipchart 1 and Handout 1............................................................................................23

12.1.3 Flipchart 2, Handout 2.................................................................................................24

12.1.4 Flipchart 3 – Reading voice and Thinking voice............................................................25

12.1.5 Handout 3 (Reading, Part 1).........................................................................................26

12.1.6 Handout 4 (Reading, Part 2).........................................................................................26

12.1.7 Handout 5 (Reading, Part 3).........................................................................................27

12.1.8 Handout 6 – Feedback matching task..........................................................................28

1 COMMENTARY

1.1 RATIONALE FROM READING AND RESEARCH

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Reading is an affective as well as cognitive process and one way to encourage
reluctant readers it to show them that reading can also be fun and give rise to
interaction between text and readers (Greenwood, 1984). Graded readers give the
students the chance to explore at their own level, the way an author has developed a
character. Part of the pleasure of reading is to use the ability to appreciate, for
example the theme, plot setting and characterization, but to that students need to
build up narrative schemata to be able to follow the plot and develop top down
processing strategies such as activating schemata, prediction, visualisation, inferring
(reading between the lines) and making connections. After that, it is students’
responsibility to put into practice the strategies they are made aware of in the lesson
(Richards, 1999). I believe, that it is my responsibility to help my students develop a
real appetite for reading so they can enjoy it outside classroom Moreover, students
need to understand that to become an effective reader it is far more useful to read a
lot of easy books than a few difficult ones (Nuttall, 1996). Last but not least, reading
consolidates grammar and helps improve spelling.

While researching top-down processing, I have realised that I spend far too much
time testing my students’ reading instead of developing it. My goal is to break this
habit and for this reason in my LSA3 lesson plan I am experimenting with new
techniques I have never used before in my reading lessons, e.g. visualisation with
background music and making connections (self to text).

I chose narratives for this lesson because this is the king of text we normally read for
pleasure. If we have well developed narrative schemata, it is easy for us to follow the
plot and make predictions about the events in the story. Predictions, on the other
hand, can create anticipation and involve students emotionally in the story.

1.2 RATIONALE RELATED TO LEARNERS NEEDS/

CHARACTERISTICS

Data from the reading survey I have conducted with this class were very insightful
(click on Reading Survey and its findings). Eight students took part in the survey as
one (Fatima Ibrahim) was absent. Seventy-five percent of students in this class do
not like reading in English because it is boring. Moreover, 88% believe that to
improve their English it is more useful to read a few difficult books rather than a lot of

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easy ones. Additionally, 66% believes that it is important to understand every word
while reading stories and consequently they waste a lot of time translating
insignificant words.

I have chosen to read extracts form a graded reader entitled ‘Aladdin and the
enchanted lamp’ so my students could easily activate schemata because they have
a lot of knowledge on this topic. Eliminating distractions related to background
information will enable my students to focus explicitly on developing mentioned
above top-down processing strategies. Successfully activated schemata will help
them to make correct predictions regarding the plot and characters. As only one of
my students is married, they will easily identify with the Princess who is about to get
married. I hope this story is relevant to their lives because getting engaged and
married in the most important event in a woman’s life in Saudi Arabia. Text is not very
challenging so they can focus on the main events and ideas.

I want to make my students aware that reading an introduction and blurb can help
them choose an interesting book. Khawla and Maryam complained that the books
they borrowed from the BC library were boring.

I believe that sitting on the floor in a circle will help students to focus on visualising
without getting distracted. Although I am experimenting with background music for
the first time, I believe it will help them to relax and create images (brain movies). I
borrowed this idea from my yoga and meditation classes. Being relaxed will lower
their affective filter and help them enjoy the lesson.

Making connections (self to text) will get students thinking about characters, and
relationships, which help students see the book as a whole reading experience, i.e.
interaction between the text and the reader and encourage them to start developing
a reading habit in English.

Commentary Word count: 715

(Word 2013)

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2 BIBLIOGRAPHY
Books
Greenwood, J. 1984. Class Readers. Oxford English.
Nuttall, C. (1996). Teaching Reading Skills in a foreign language. Macmillan
Heinemann.
Richards (1999) The Language Teaching Matrix. Cambridge Language Reading
Library. CUP

3 CLASS PROFILE:

This is a General English class at A2 (Elementary 3) level. The course runs for six
weeks, with two-hour sessions three times a week, on Sundays, Tuesdays and
Wednesdays from 8:30-10:30 am. It is a class studying in Al Khobar in Saudi Arabia.
On this course we are covering Modules 9, 10 and 11, New Cutting Edge, 3rd
edition.

As courses are segregated in Saudi Arabia, all students are female. There are nine
students in the class, including eight Saudis, one Eritrean. Their ages range from
late teens to early thirties. Half of them are university students and half work. Two
students Fatimah Ibrahim and Nada have not been recently attending the course
because they got jobs. It is a mixed ability class. Although they are a rather quiet
class, they are very hardworking and motivated.

Most students are studying English for professional and social reasons. The students
have asked me to practice reading for gist as the last reading assessment showed
that it is their main weakness.

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4 LEARNERS PROFILES

Name, Age, Reasons for Strengths (S) relevant to the Weaknesses relevant to the Other comments
Job, learning lesson lesson
Nationality

Nadia, 26, Intrinsic Her reading and writing are stronger Although she enjoys reading She read one
an motivation, than her speaking, so she should not stories she thinks it is a very graded reader
accountant she likes experience any problems challenging activity. She (Pocahontas) during
Eritrean English understanding ‘Aladdin’. doesn’t read for pleasure, just the course. Although
to learn new vocabulary. she enjoyed it she
did not want to
borrow another
book.
Maryam, For work She has got rich vocabulary for the Wants to understand every High affective filter,
27, level which should help her single word in the text. It reading is a boring
accountant, understand the story. took her 2 hours at home to activity which makes
Saudi read a short text from NCE her sleepy.
coursebook because she
translated every single

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 word.
Fatimah Al- hobby She is the only one in this class who There are no weaknesses related She has read 5
Fahad, 28, reads for pleasure. to reading. She might have graded readers this
student, problem’s understanding and term.
Saudi following instructions.
Zainab, 18, to study She will have no problems She hates reading so it will be very The laziest students
student, abroad understanding the story as her challenging to get her involved in in class but when
Saudi vocabulary is surprisingly wide for this lesson. she is engaged she
this level. is a very strong
student.
Khawlah, 31, further Good comprehension at sentence Reading is a tool to improve her Thinks that reading
laboratory studies, self- and text level. English so she forces herself to easy books is not
technician, development read at home although she does useful.
Saudi not enjoy it.
Ghada, 18, Student, Very good at skimming and scanning. Finds reading for gist very At first very shy, now
student, Zainab’s challenging. she has become a
Saudi friend very confident
student.
Jinan, 24, studies She thinks reading is a good way to She finds reading challenging, Still very quiet
unemployed, learn more vocabulary. sometimes subvocalises.
Saudi
Fatimah Al- job When reading aloud she She thinks that reading is a Very strong and
Ibrahim, 28, mispronounces some words but she waste of time. That’s why her confident student,

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secretary, is better than others at creating spelling is very poor. potentially dominant.
Saudi meaning.
Nada, 23, to get a Although she reads slowly, she thinks Has difficulties recognising words She has recently
unemployed better job reading can help her improve her sometimes. started a new job so
Saudi English. she will be absent.

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5 OVERALL AIM:
Main aims:

By the end of the lesson, learners will have:

 a better awareness of top-down strategies, i.e. prediction, visualization and

making connections (self-text) which will enable them to read graded readers
(short stories) extensively outside of class (i.e. develop the reading habit) in
future

 experienced a playful and enjoyable reading practice as opposed to the usual

testing which often promotes anxiety and frustration

 used skimming and scanning to locate information

Subsidiary Aim:

By the end of the lesson, learners have will have:

 revised language for describing appearance and personality

Personal aim: experiment with background music while visualising

6 ANALYSIS

6.1 GENRE: NARRATIVE – SHORT STORY: ALADDIN AND THE

ENCHANTED LAMP (GRADED READER)

This story relates a series of fictional events. It is set in ‘a city in Arabia’.

Main characters: Aladdin, Princess, jinnee and Abanazar (a magician form Morocco).

We are not going to focus on the whole story but only on an extract about Aladdin
falling in love with the Princess and how he tries to win her love.

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 6.2 TOP-DOWN STRATEGIES

In this lesson we will be focusing on the following top-down processing strategies:

 Predicting – before reading the first part of the story SS will try to predict what will
happen when Aladdin sees the Princess for the first time, what he does to win her
love, how jinnee is going to help him.

 Visualising – students will create images of the main two characters (Aladdin and the
Princess) in their heads. I will introduce the term ‘making brain movies’ to help them
understand what I mean. Visualisation makes abstract concepts more concrete,
meaningful and memorable and therefore it boosts comprehension and retention.

 Inferring – students will read between the lines regarding arranged marriages, i.e.
Sultan wants to arrange a marriage for her daughter, the Princess with someone else,
but in the end love wins. Students have a lot of prior knowledge (schemata) which
will help them to get engaged in this topic.

 Making connections (self-text) – students will imagine they are the princess and
how would they feel if they were engaged to someone else but were in love with
Aladdin, etc.

All the above mentioned strategies will help students create meaning and hopefully
enjoy the story. They will understand that reading is a thinking process which is also
interactive (interaction between the text and the reader).

The student will also read skimming and scanning to answer general comprehension
questions about the plot. They will read the introduction and the blurb to locate
answers.

6.3 LEXIS

I have chosen a text which should not be challenging for students. The word which
might be new for students are listed below:

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  enchanted /ɪnˈtʃɑːntɪd/ - placed under a spell (= magic words that have special
powers)
 slave - a person who is owned by another person and is forced to work for
them
 jinnee - (in Arabian stories) a spirit with magic powers, especially one that
lives in a bottle or a lamp
 obey - to do what you are told or expected to do
 orders - something that somebody is told to do by somebody in authority
 rub - to move your hand, or something such as a cloth, backwards and
forwards over a surface while pressing firmly

6.4 GRAMMAR

There is no grammar focus in this lesson.

6.5 PHONOLOGY

There is no pronunciation focus in this lesson.

7 TIMETABLE FIT

It is the last week of a six week course, the last lesson. So far we have practised
skimming and scanning for locating details in texts. Two weeks ago, we studied
language for describing appearance and personality (M10, NCE 3 rd edition) so
students should be able to use this language when visualising characters from the
story. Last week we started talking about wh-questions (M11, NCE 3 rd edition) so
students should not have any problems understanding and answering questions I will
ask them about the plot and characters. As students find reading challenging they
wanted to do more practice in class.

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8 ASSUMPTIONS
 The theme of the story, i.e. getting married, should be relevant to students’
lives so there should not be any problems with activating schemata especially
that it is set in Arabic culture.

 Lexis as well as grammar use in the story are not challenging and
consequently students can focus on top-down strategies.

 Most students are good at skimming and scanning but not at comprehending
gist of texts.

 Students should be familiar with the term ‘prediction’ because we talked about
it while practicing skimming and scanning for the first reading assessment.

 Concept such as visualising, making connections, thinking voice and reading

voice an making brain movies will new for them.

 Students will have no problems using language for describing appearance

and personality while visualising.

8.1 MANAGEMENT/ AFFECTIVE

 Most students find reading boring.

 Students are used to speed reading, testing rather than reading for pleasure
so this lesson might be a little bit surprising for them. This might have good as
well as bad outcomes, it is difficult to predict students’ reactions.

 As some students believe that listening to music is not allowed in Islam, I have
asked students if I can use music in this lesson. They have agreed.

 As we often sit on the floor, it should not make students feel uncomfortable.

9 ANTICIPATED PROBLEMS/ SOLUTION

Problem 1: Students might have problem with the listed below lexis.

Solution 1: I will elicit or pre-teach it.

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Problem 2: IWB will not work.

Solution 2: I will use handouts to give instructions and give feedback (chesting)

Problem 3: Some students might spend too much time reading the introduction and
blurb instead of skimming and scanning.

Solution 3: Set a time limit (2 mins).

Problem 4: Weaker students might depend on stronger in pair work activities.

Solution 4: Students will read individually and discuss the text in pairs afterwards.
Also I will pair weaker students with weaker (Jinan with Maryam (stronger), Nadia
with Khawla (stronger) and Ghada with Fatima (stronger), other students probably
will not show up tomorrow.

Problem 5: Music will distract the students instead of helping them focus and
visualise.

Solution 5: Turn it off.

9.1 MANAGEMENT/ AFFECTIVE

Problem1: They might feel uncomfortable sitting on the floor when my LT is

observing us.
Solution1: I will suggest we can bring chairs or stay at the tables.

Problem 2: They might feel that visualisation is very silly and therefore avoid
practicing it.

Solution 2: Explain how it helps understanding and enjoying reading.

10 MATERIALS/RESOURCES

 IWB – Flipcharts (own)

 Handouts adapted from Aladdin and the Enchanted Lamp, Oxford
Bookworms, stage 1 and own
 Whiteboard for emerging language
 Relaxation music

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11 PROCEDURE
Level A2, Elementary 3 Date of lesson 15.09.15 Time of lesson 8.30 – 9.30 (60 mins)

Stage Aim Procedure Interactio Real Timing

n time
Lead-in Show SS a miniature lamp and brainstorm ideas.
to generate interest Questions: T-SS 8:30- c. 5’
What is this? (elicit: miniature lamp /ˈmɪnətʃər/, feed in enchanted /ɪn 8:35
to encourage SS to
articulate their ˈtʃɑːntɪd/) SS-T
expectations of the Do you know any story about it? (they come up with Aladdin /əˈlæd.ɪn/
content (lexis
jinnee /ˈdʒiːni/ if not feed-in), Check pronunciation.
included)

to activate schemata Elicit some ideas about the story. Make sure that SS know that jinnee is a
slave of the lamp and Aladdin so he needs to obey his orders. Elicit rub
the lamp and obey. Check understanding of slave

Prediction Display Flipchart 1 (click on Flipchart 1 and Handout 1) on the IWB. T-SS 8:35 c.4’
To -8:39
Instructions: SS-SS

Try to predict the answer before reading. (predict - check

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 meaning) SS-T

Tick YES/NO for each sentence. I give out handouts (same as

Flipchart 1 above), 1 per pair, group of 3.
I mark their predictions on the IWB.

Skimming and Instructions: T-SS 8:40 – c.7’

scanning to Check if your predictions were correct. Individually, read the back cover 8:47
find the (blurb) and the story introduction (this is a handout because we have SS-SS
answers only two copies of the story in the BC library) and tick one box for each
To show students that sentence. SS-T
they can learn a lot about
the story from the blurb
and introduction, useful
skill when deciding which
book to borrow. SS get a copy of the introduction and blurb (click on Flipchart 2, Handout 2)
Skim and scan so ss Find the first question together.
can understand that it Set a time limit: 2 mins (to make sure SS skim and scan) Set the
doesn’t take long time
to decide if they like a countdown on the IWB.
book or not.
SS discuss their answers in pairs and underline the answers in the text. Next,
they compare their answers with the predictions on the IWB.

Feedback on Nominate students to give me answers. Keep it short unless clarification is T-SS 8:48 – c.4’
IWB required. 8:52
Can you learn a lot about a book form the back cover and introduction?

How many of your predictions were correct?

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 What reading strategy did you use? (skimming and scanning)
Reading Voice Show SS flipchart (click on Flipchart 3 – Reading voice and Thinking voice) T-S 53-55 2
and Thinking Instructions + explanation:
Voice When you read you need to listen to two voices in your head (point to the
picture): reading voice (putting words and sentences together, mechanical)
To make reading
process as concrete
and thinking voice (create images in your head, ask questions about the text
and visible as possible to understand the main idea). You read a little bit and then you think a little.
for SS
Now we will practise listening to the thinking voice.

Visualisation of Elicit/pre-teach: characters in the story 8:56 – c. 10’

the characters Instructions: 9:06
We sit on the floor in a circle. I play some background music to create
- to create personal relaxing atmosphere.
links between the Explain about visualization (thinking voice) and how it can help enhance their
readers (students)
comprehension of a story. Mention the enjoyment factor as well.
and text
-to make them more
involved with what
they are reading Instructions:
Do you like watching movies? Reading is like making movies in your
-to make their
head – brain movies. You can be a film director (check understanding of
reading experience
more meaningful
a film director) and decide what the characters look like.

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-to promote Close your eyes. Try to imagine a picture of Aladdin, create a picture in
continued reading
your head as if you were drawing or painting/ or making a brain movie.
Do one example open class. Everybody including me closes their eyes.

Instructions:
Imagine that Aladdin enters the room.
What does he look like? Is he handsome, young, old, tall, short, fit, fat,
dark/pale skin? What clothes is he wearing? Traditional, casual, smart?
What about his personality? Do you like him? Would you like to talk to
him? Why/ why not? What questions would you like to ask him?
Now in pairs, imagine the Princess. Close your eyes describe her to
your partner.

This activity will prepare them for Reading Part 1 where Aladdin sees the
Princess for the first time.

Reading Part 1 Instructions: S-S 9: 07- c.8’

Prediction and Now we will make more brain movies. Imagine that Aladdin sees the 9:05
visualisation Princess in the street for the first time. How does he feel? Does he say
anything? What does he do? Close your eyes, you have 1 minute to
to create imagine what happens? What did you see? Tell your partner? 2 minutes
anticipation
I monitor and note down their ideas.

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 Instructions:
Read the text and check what happened.
Give handouts (click on Handout 3 (Reading, Part 1)
Feedback: compare their ideas with the text. Clarify vocab if necessary.
Reading Part 2 Flexi-slot S-S 9:06- c.6
To activate schemata Instructions 9:12
to enhance inferring
Imagine you are Aladdin’s mother talking to Sultan in his palace? SS-T
(reading between the
lines) Describe the palace to your partner.
What will happen next? SS give their ideas.
To predict the next
Give them Part 2 (click on Handout 4 (Reading, Part 2))
event and create
anticipation
Reading Part 3 Instructions: T-SS 9:13- c.9’
to make connection What will Aladdin say to jinnee? Quickly elicit ideas and predictions. 9:23
(self-text) because ss
can easily identify Read part 3 to check your predictions. (click on Handout 5 (Reading, S-S
here with the Princess
Part 3)
Close your eyes imagine you are the princess. You open your eyes and SS-T
you see Aladdin. What would you say to him? How would you feel? How
does the jinnee look like? Are you scared of him?
Feedback What reading strategies did you learn today? Match the word with definitions. 9:24- c.5
Give out handout 6 (Handout 6 – Feedback matching task) 9:30
How/where/when can you use these strategies outside of the lesson? Which
strategy di you lie best?

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Was it an easy or difficult text? (easy) Explain that it is far more useful to read
a lot of easy books than a few difficult.
How can you decide which story you want to read? (read the blurb and
introduction first)

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12 APPENDICES

12.1.1 Reading Survey and its findings

Eight students took part in the survey as one was absent (Fatima Ibrahim).

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12.1.2 Flipchart 1 and Handout 1

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12.1.3 Flipchart 2, Handout 2

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12.1.4 Flipchart 3 – Reading voice and Thinking voice

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 12.1.5 Handout 3 (Reading, Part 1)

Part 1

‘Mother! Mother! I saw the Sultan’s daughter, Princess Badr-al-Budur, in the street.’ Aladdin’s face
was white. ‘I must have the Princess for my wife!’

‘But Aladdin …’, his mother began.

‘No ‘buts’, Mother. I love the Princess and I want to marry her. Take these jewels, Mother, on a gold
plate’, he said ‘and give them to the Sultan.’

So the next day Aladdin’s mother carried a gold plate with many beautiful jewels on it to the Sultan’s
palace.

‘Your Majesty,’ Aladdin’s mother said quietly, ‘I have a son, a good young man. He is called Aladdin.
He loves your daughter, Princess Badr-al-Budur. He cannot sleep or eat because of her. He wants to
marry her’.

The Sultan laughed. ‘What? Marry my daughter? Your son?’

adapted from ‘Aladdin and the Enchanted Lamp’ Judith Dean, Oxford Bookworms

12.1.6 Handout 4 (Reading, Part 2)

Part 2

Everybody looked at the jewels and then the Sultan spoke.

‘These are very beautiful jewels’, he said.’ No man in Arabia has jewels more wonderful than these.

‘Very well’, said the Sultan. And to Aladdin’s mother he said: ‘Your son must wait for three months,
and then perhaps he can marry my daughter.’

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For two months Aladdin waited happily, but one day his mother came home from the market and
said:

‘Oh, Aladdin! Aladdin! The Princess is going to marry Abanazar’s son! I heard it in the market.
Everybody’s talking about it.’

When Aladdin heard this, he was very unhappy.

‘What can I do?’ he thought. He put his head in his hands and thought for a long time. And when
night came, he took out the magic lamp and rubbed it…

adapted from ‘Aladdin and the Enchanted Lamp’ Judith Dean, Oxford Bookworm

12.1.7 Handout 5 (Reading, Part 3)

Part 3

WHOOSH! ‘What is your wish, master?’ Said the jinnee of the lamp.

‘Bring Princess Badr-al-Budur to me’, said Aladdin.

‘To hear is to obey.’

In a second the jinnee was back with the Princess asleep in his arms. He put her carefully on a bed,
and then the Princess opened her eyes and saw Aladdin.

‘Who are you?’, she asked, afraid.

Aladdin took her hand and looked into her eyes. ‘My name is Aladdin, and I love you,’ he answered. I
cannot live without you, and I want to marry you.’

Badr-al-Budur saw the love in his eyes, and smiled. She closed her eyes again, then the jinnee carried
her back to the Sultan’s palace. The next morning she remembered Aladdin’s eyes. ‘There is no love
in the eyes of the Vizier’s son’, she thought. ‘He thinks only of gold and of jewels’. So the Princess
went to her father.

‘I do not want to marry the Vizier’s son,’ she said. I want Aladdin for my husband.’

The Sultan was very surprised.

adapted from ‘Aladdin and the Enchanted Lamp’ Judith Dean, Oxford Bookworms

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12.1.8 Handout 6 – Feedback matching task

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