1.) Reading Fluency Lesson Plan:
A.) Intermediate level reading learners
B.) 16 students in class, all adults
1.) Help develop and increase the students’ reading fluency by having providing practice activities that will improve the reading rate and simultaneous comprehension of each individual student.
2.) Familiarize students with new vocabulary covered in the article and the word families of some of the new words by having them do word webs.
3.) Effectively integrate speaking, listening, and writing around the core of reading.
– Hand out copies of article. Begin by having students read the title of the article, and who it is by.
– Ask students if they have read anything recently about America’s health care debate.
– Ask them about some key concerns of the American health care debate that they have read or heard about.
– Introduce federal tax-payer’s dollars being used to fund abortions as one key concern of the debate in America.
– Explain why some people don’t like federal funding of abortions and why they don’t like the current health care plan because some feel it would allow federal funding of abortions.
1.) 18 copies of Sen. Orrin Hatch’s opinion article / any opinion article from a newspaper website.
– Explain any unfamiliar vocabulary or ideas as needed.
– If students don’t know anything about the health care debate in America, explain what it is.
– This is designed to give an introduction to the topic of the article, and to get them thinking about what they already know about the topic, activating their background knowledge.
2.) Teaching Point:
1.) Explicit reading strategy:
-Increasing one’s reading rate.
– Explain about the importance of improving reading fluency by having an appropriate reading rate and appropriate comprehension.
-Explain how good reading fluency can help learners move from learning to read to reading to learn.
-Explain about word families and how one word can have a noun, verb, adj. and adv. equivalent.
-Introduce word webs and show example on board with a key word from the article, like “abortion”, “argue”, or “prohibition”.
1.) A white board and markers.
3.) Activity/Practice #1:
A.) Rate build-up activity:
-Have students read silently to themselves as much of the article from the beginning as they can in 60 seconds. This process is repeated 3-4 more times, with a total number of 4 to 5, 60 sec. reading periods. For each 60 sec. reading period, students start again from the beginning and read as much as possible in 60 sec.
1.) Sen. Orrin Hatch’s opinion article / any opinion article from a newspaper website.
2.) Stop watch, timer, or clock to time 60 sec.
– This exercise is designed to build up students reading rate and their comprehension level. Each time the student starts from the beginning and reads as much as they can for 60 sec., students should read over the familiar material at a faster rate and comprehend more of the familiar and new material. It also re-exposes the students to newly acquired vocabulary and increases their familiarity with the material content.
4.) Activity/Practice #2:
B.) Word Family vocabulary practice:
– Give students 5 more minutes to read as far as they can from the beginning one more time, and find 5 words from the reading that they don’t know and would like to know the meaning of.
– Have students make 5 web diagrams on a piece of paper, and use a dictionary to find other words in the same word families of the 5 words they picked. Have them find the noun, verb, adjective, and adverb forms of the other words in the word family.
-Have them turn in their word webs for teacher comments and evaluation
1.) 16 monolingual dictionaries, electronic or in book form.
2.) Paper and pens/pencils for students. Students should have these already.
– Some students may have their own dictionaries, electronic or in book form. Encourage them to use their own if they have them.
-Remind students to use only a monolingual, English dictionary.
5.) Contingency activity:
A.) Have students pair up in groups of two, and share one of their word webs with their partner. Have them explain the meaning of the main word they chose, and show which words are nouns, verbs, adj.’s and adv.’s.
– Students will have the opportunity to get together and share some new words with each other, at the same time practicing their speaking.
6.) Evaluation (after class):
– Did you plan too much or too little?
– Did students seem to grasp the importance of good reading fluency?
– Did students understand the word web and word families?
– Did students seem to find the article too difficult, too easy, or offensive?
– Did students seem interested in the article topic?
– This is designed to have the teacher recall the day’s lesson and make improvements in the lesson, the materials, and their teaching.
– Have students find one news article from an American newspaper or news website, such as,
or any other American newspaper/news website the student chooses, and have them practice the rate build-up activity at home for 5, 60 sec. periods. Have them keep track of how far in the article they got for each 60 sec. reading period.
-Have them write in their reading journal what they read, how much of the article they were able to read in the 5, 60 sec. periods, how much they think they understood, and what they thought of the article.
– Write the example American newspaper websites on the board for the students to write down.
Senator Orrin Hatch’s Opinion Article:
2.) BYU English Language Center C.O.R.E Advanced Class Lesson Plan (2/7/11); Pronucniation Practice, American English Intervocalic /t/, Glottal Stop /t/, & Un-aspirated /t/:
1) Pronunciation: improve students’ pronunciation by intervocalic /t/, glottal stop /t/, and un-aspirated /t/ in shortened speech and helping them identify sentence ending intonation.
2) Discuss cultural differences
3) Improve grammar by going over: count/non-count noun, passive, articles, word order, let vs. lets, pluralization, Intervocalic /t/ and glottal stop /t/ etc.)
4) Build writing fluency (10 min. journal)
1.) Prayer/idiom: (Review prayer)
A.) On the spur of the moment= To do something right away without thinking or planning;
Ex.) -He decided to ask the girl out on a date on the spur of the moment; he hadn’t planned anything he was going to say to her.
B.) Willy-nilly= At Random; with planning or direction
Ex.) -“We can’t just teach our lesson willy-nilly. We have to plan it out in detail.”
-“The movie plot was poorly written, like it was put together willy-nilly, skipping from scene to scene without any transitions or explanations.”
C.) Hands down= Without question; easily and decisively
Ex.) -“Bombay House is, hands down, the best restaurant in Provo / Bombay House is the best restaurant in Provo, hands down.”
-”You are, hands down, the best community class / You are the best community class, hands down.”
***Have students take a few minutes and write some examples, then share them with class; have them write it on journals.
2.) Intervocalic /t/, glottal stop /t/, & Un-aspirated /t/:
A.) Intervocalic /t/: sounds like a /d/.
after vowel= butter, latter, fatal, rattle, data, bottle, total, metal, calamity, nationality, fertility, mentality
-But not always: retail, motel, hotel, etc.
after r= barter, tarter, martyr, hearty, hurting, party, Marty, certify, courtesy
-But not always: curtail, cartoon, martini, vortex-Glottal Stop: carton, partly, Martin, cartilage, curtly, cartel
after l= faculty, casualty
-But not immediately post-tonic: alter, halter, falter, salty, faulty, adultery, etc.
-Post-tonic= main stress in a word (each word has a main stress)
-At word boundaries where first word ends in /t/, and the next word starts with a vowel= Get out, hit it, get it, heart out (eat your heart out), put on, set out, let out, sit in, sit up, etc
B.) Glottal stop /t/= When the word ends in an /n/
-written, carton, Martin, Cotton, Dolly Parton, beaten, tarten, kitten,
-“-ing Verbs” when /g/ is deleted
-eatin(g), hurtin(g), paintin(g), sittin(g)
-In a syllable final position:
-Cartilege, Batman, Atlas, Hitler, Atlanta
-But not: Atrocious, attraction, attack
C.) Un-aspirated /t/:
-When a word ends in /t/:
-Heart, cart, rat, pat, sat, curt, hurt, shirt
-At word boundaries, when the first word ends in /t/ and the next word starts with consonant:
-put down, what type, pat down, part ways, hit that, etc.
***Show example in MLK’s “I Have a Dream” speech and in the Diagnostic Passage.
3.) Sentence Final Intonation activity: (include listening for intonation) (30 min.)
Give each student a diagnostic passage.
Play Casey’s audio clip on the passage. (5 min.)
Have students note intonation pattern.
Go over each sentence as a class.
Discuss intonation patterns: (10 min.)
-Declarative sentence: statement, alternate statementInterrogative sentences:
-WH-questions, alternate questions,
-Yes-No question, tag-questionsexclamative senteces:
-‘!!!’Imperative sentences: ‘command’
Have students practice the passage on their own. (5 min.)
Go over the passage as a class again. This time, have volunteers read the passage at loud and discuss intonation patterns. (5 min.)
Backup plan: Have discussions about their experiences in the U.S. Do you agree with the passage or disagree? (10 min.)
Discuss: Cultural differences between America and their home countries in: (apologizing, thanking, distance/personal space, age & weight & income, compliments & how to receive them, direct vs. indirect, inferred meaning, why Americans are so political, etc.)
Rationale: introduce different sentence ending intonation patterns. Have discussions on American culture.Material: handouts, transparancy, recording (computer)
4.) Grammar Activity: (5 min.)
Material: transparency, markersRationale: To provide feedback that is manageable, timely, and consistent.
5.) Writing Activity: (10 min.):
“What was your first impression of America during your first few days here?”
Rationale: To build fluency in their writingMaterial: journals
5:45 end class
1) Perform and evaluate “I have a dream” cont.
2) Discuss ‘culture’ and ‘travel’ cont.
3.) Build writing accuracy through review of students’ grammar mistakes
4.) Review daily idioms4:15 Opening prayer
4:20 Daily idioms (Review)
Have them create a bingo sheet.
Review words as they write them on the sheet.
-No strings attached
-What’s his name/what’s his bucket
-bite the bullet
-stick to your guns
-with respect to
-no sweat off my nose, no sweat
-when in Rome (do as the Romans do)
-speak of the devil
-play it by ear
-nip in the bud
-on the other hand
-take advantage of
-end up ~ing
-about to (do something)
-come up/come up with something
-deal with (something)
-get rid of (something)
-have (something) to do with (something)
-on the spur of the moment
-full of beans
-against all odds
Today: “I have a dream” performance (10 students each)
Thursday: Midterm party-a potluck
4:35 Have students perform and evaluate
Rationale: to help students become more aware of speech delivery strategies and develop ability to analyze other people’s speeches
Materials: Teacher evaluation form, Student evaluation form
4:50 “Culture” and “Travel”
-TSA security rules, what is allowed thru security scanning and what’s not, what’s allowed on a plane and what’s not.
-No water thru scanners
-No containers with liquids over 3 ounces thru scanners
-No sharp objects (knives, etc.)
-Yes for medications
-Ask a TSA agent if you have questions about whether something is allowed thru scanning or not.
-Put all items in the bins provided
-Put jackets, shoes, belts with metals, etc. in the bins
-Laptop Computers go in a bin by itself, outside of its case.
-Bags don’t have to be put in bins (purse, yes, backpack, no)
-Language strategies for traveling (keeping a dictionary, vocab list/phrase book, writing out phrases you may want to ask or need to know for certain modes of travel, etc.)
Discussion group: What do you think of TSA rules? Do you like them? Do you think American should have them?
1. I don’t think they have something to change. (something>anything)
2. Everyone here are so open mind. (are>is, mind>minded)
3. The only thing the class period is too short. (add: is that)
4. …different activities were a new learn. (there were something new to learn with different activities)
5. My speaking skill is really improved. (has)
6. I feel that progress a lot. (progress as a verb and as a noun, w/ different pronunciation.)
7. I’m really enjoying to be part of this class. (2 ways to write this)
8. I liked how we worked on pronunciation because it is important to sound correctly.
9. I really enjoyed participated in the “community program” classes
10. I loved to be a part of the class.
Have students draw one idiom
Have students form a sentence using the idiom
continue the activity until someone gets a bingo
*Review song: Bingo song
There was a farmer who had a dog and Bingo was his name oh
B-I-N-G-O, B-I-N-G-O, B-I-N-G-O … and Bingo was his name oh.
5:45 Close class
4.) BYU ELC Ling. Accuracy, Academic B Lesson Plan; Relative Clauses and Relative Pronouns:
-Relative clauses and relative pronouns
Observation Room, 12:15-1:20pm (65 min.)
-Relative Clauses ppt
-ppt handout (17 copies) and exercises handout (17 copies)
-Student’s 10-min. paragraphs
1.) Review run-on sentences, 3 ways to fix them, and 3run-on traps from yesterday’s lesson
2.) Introduce students to relative pronouns and their roles in restrictive and non-restrictive relative clauses
3.) Give student’s several examples of relative pronouns and restrictive and non-restrictive clauses to provide controlled contexts for familiarization and understanding.
4.) Give students the opportunity to put the newly acquired information concerning relative pronouns/clauses into practice by having them correct relative pronoun/clause errors in their own writing.
-What are they?
-3 ways to fix them
-3 run-on traps
Rationale: To refresh students’ minds concerning the info they recently learned in order to help them remember that information and use it when relevant.
Time: 10 min.
-What are they?
-Relative Pronouns and their uses
-Restrictive relative clauses
-Non-restrictive relative clauses
-Special uses of certain relative pronouns
Rationale: Students will need to use relative clauses and relative pronouns in their future academic and everyday writings in English, and will also run into them in the English skills of reading, listening, and speaking as well, thus, introducing them to the uses of relative clauses/pronouns is of importance.
Time: 30 min.
-Go thru sentences that the students wrote from their 10-min. paragraph yesterday that contain relative pronoun and run-on sentence errors.
-Discuss which sentences containing relative clauses are restrictive or non-restrictive relative clauses.
Rationale: This activity let’s students see their own errors concerning relative pronouns and clauses in their own pieces of writing and gives them the chance to correct them as a class after learning the new information from the lecture. It brings what they have learned and what they have performed concerning relative pronouns and clauses much closer themselves, giving them a personal context in which to remember their mistakes and corrections, which will hopefully stick with them much easier than if presented in a context further away from themselves.
Time: 20 min.
-Summarizes the important information that the students have learned concerning relative pronouns and relative clauses.
Time: 5 min.
6.) Contingency Plan:
-Handout with relative pronoun/clause activities.
Rationale: This activity gives students the chance to practice and perform sentences with relative clauses and pronouns in them in a teacher controlled setting, giving them a chance to put into practice what they have learned from today’s lecture.
Time: 15 min.
1. (Reading/Pronunciation) Develop reading strategies: recognizing sequence markers
2. (Oral): Introduce students to basic American government and political structure thru class discussion and small group discussions. Give students a chance to practice new gov. vocab
3. (Grammar/Writing) Improve writing fluency with attention to article usage
daily idioms/announcements (15 min.)
1. better off (in a better position)
My friend would be better off if he sold his old car.
2. account for (to provide an explanation)
The bad weather accounts for the fact that few people came to class.
3. end up ~ing something (to do something unplanned)
We ended up going to a restaurant.
1. Reading (20 min.):
Review reading strategies: previewing, scanning, skimming for content
recognizing sequence markers “then, soon after that, subsequently, days, dates, times, the past perfect (order of events), the repetition of vocab from previous sentence, that is why, it’s why, but, the future, now, that’s how etc.
Oral: Politics/Naturalization: The Bill of Rights: (30 min.)
-Hand out Bill of Rights handout + gov. branches handout
-Go over the government branches, what a Constitution is, and the Bill of Rights (5 min.)
-Go over vocab of Bill of Rights (10 min.)
-Go thru Bill of Rights (10 min.)
-Get students into groups and have them discuss bill of rights, which rights they like, don’t like, and want to add. (5 min.)
3. Grammar/Writing (15 min.)
Go over the mistakes from previous days’ writing journal
1. I also liked when he talk about…
2. He did everything for make better this country.
3. It is very important to know what the government __ going to do.
4. It’s a encouraging speech.
5. I watched a speech from a President about the “State of the Union”
6. President Obama’s speech make me feel… the speech encourage people to be stand together.
7. I agree ___ President Obama.
8. ___ United States has never being in so much debt.
9. I’m agree with his speech.
10. … heard some speech from the President Obama.
Writing topic: Politics (10min.)
Which American political party do you like best, and why? (?????)
How does your home country’s government differ from America’s gov.? (????)
Which right in the Bill of Rights do you think is most important? Why? (????)
1.) Materials File (Linguistics 610): Materials File (Linguistics 610)
2.) Teaching Idea (Ling. 611): Teaching Idea (Ling. 611)
3.) ELC C.O.R.E Advanced Class Powerpoint Slides:
4.) Selnate International School Chinese English Summer Camp Powerpoint Sildes: