Pierre Noumbissi.

Basic Intermediate  Advanced

Lesson Plan Reading, Micro Lesson

Video Link: https://archive.org/details/MOV0000093.3gp

Business/Materials Lesson Objectives

Books, devices Students will be able to Consider difficulties in reading,

Essay, story, poem written by me.
The metaphor of cake and
language.
in writing in grammar and in vocabulary.
Discuss the techniques to overcome these difficulties
Evaluate their understanding

Explain the steps to follow to achieve good outcomes.

Argue the difference between speed and low reading.

Between pre-reading reading, and post reading.

Between pre-writing writing, and, post writing
activities.

Help them achieve good reading and good writing

objective.

Examine the tenses around which the text cake is a

language is build up

Explain the difference between calke and language.

Warm-up and Objective Discussion

I ask them to change the text into other tense past and future etc.

The primary goal is to understand the value of reading, writing and grammar in English
language.

Examine pre-reading, reading, pro-reading and pre-writing, writing, pos-writing

Focus on the main techniques.

Attention is given to the difference between cake and language. And how books and
technological devices can be very important for students to realizing great work.

I inform my students about the goal to achieve when reading and writing English language.

I also prevent them about what can sadly happen to their work if they don’t respect the rules of
grammar.

Instruct and Model R W L S

I use to inform them that at the end of the lesson they will be worth to understand the reading,
describe the keys steps of the story, evaluate their peers, explain the reading, know the key
terms and phrases, incorporate technology to their studies.

I always try to present to my students the samples of my works, reading, writing, and tell them
about the type of technology which can make them be comfortable. And some useful
techniques important in reading and writing process.

How to revise, improve their dissertations and correct their mistakes.

I let them know the value of dictionary when reading.

I show them the Rules of different kind of discourses and all styles of writing and avoiding
appropriation.

I use Intensive and extensive reading strategies.

Let them know that” good writing is good reading and good writing is good thinking.”

Guided Practice R W L S
I separate them in pairs or in group.

I choose a text that interest my students, read it aloud and ask them to read after me using
speed reading and low reading technique. I use pictures and diagram to explain the reading and
break text into pieces. I ask them to summarize, compare and, create and give their own
opinions .while assimililating the reading to real world situation.

The technology tool I use to allow my students do a good reading and writing is Microsoft
word office and Paint.

Other strategies I offer them is Making an outline, using web mind and creating paragraph
blocs.

Explain to them that some words impede readers to understand a reading. Such as metaphor,
similar ,methodology etc. hence the necessity of dictionary

I show them how to connect different sounds and letters. And teach them vocabulary and some
part of speech using interactive strategy. I separate activity into three parts, pre-reading,
reading, and post reading. Pre-writing, writing and post writing. Using the six strategies, ideas,
organization, voice, word choice, sentence fluency and convention.

I Help them build their own schemata and focus on grammar form and Help them notice their
own errors.

After explaining words they can’t understand such as metaphor, similarity, methodology etc in
the text below I send them to dictionary for independent practice.

I demonstrate how cake is similar to language and the morality it gives us.

Independent Practice R W L S

I separate them and require them to do independent work in a peaceful environment.

The school bibliotheque is a good place to find all type of useful books to read.

I ask them to use their cell phones to keep their works reading or writing as they could consult
them later on.

I ask them to take note when reading. And give them homework
Assessment R W L S

To evaluate my students I use the rule of thumb, the direct question, I give them assignment,
quizzes and feedback to be sure that they have understood very well the lesson and sometimes
Brainstorming questions

The metaphor of cake and language

A cake is a language
Do you agree or do you disagree?
He! Everyone in this class do you agree or do you disagree?
Student 1, a cake can never be a language.
Why?
-because the cake is thick, consistent, visible and tangible
whereas language is not.
o.k. He disagree .who again? Who agree?
Student 2; I use my hands to share my cake with my friends. I
use my mouth to eat cake. I use my hands to write language I
use my mouth to communicate language so cake is language
because the same techniques I use to share cake are the
same techniques I use to share language.
Good who can say otherwise?
Student 3, cake is a delicious food I eat to feed my body
language is another delicious food I consume to feed my mind
or my spirit. Hence cake is language.
Thad’s good. So the relationship which this metaphor
between cake and language has to do with teaching English
is that the same strategies we use to share cake are the same
strategies we use to share language.
My interest in taking this course is not only to obtain the Tesol
certificate but also to teach English to those who aspire to
learn I English language