Reading Lesson Into Space#1

Level: Beginners
Class size: 5 students
Age group: 18-30
Students NL: Arabic and Chinese

A. Goal
Students will feel comfortable and get used to reading in English.
B. Objectives

1. Students will learn more about space by reading the passage.

2. Students will comprehend and respond appropriately to the instructor and
classmates.
3. Students will pronounce each word from the reading passage correctly.
4. Students will comprehend the meanings of new vocabulary words, which are from
the reading passage in Unit 4.
5. Students will interact with classmates to discuss and share ideas what they learn in
the reading passage.
6. Students will construct knowledge about the use of concept map to summarize the
reading passage.

C. Materials and equipment

Textbook: National Geographic Learning (2015). Reading Explorer (Second Edition).

Boston, MA: Cengage Learning. Pg.49-52 (Appendix A) UNIT4

Handout: vocabulary Sheet

Dictionary

Computer and projector

White board and makers

Color pens and pencil

D. Procedures
Lesson Duration: 90 minutes
1. Warm up (5 minutes)
1) Show pictures related to space and have students guess the topic of todays
lesson. (Say: As some of you guess, today, we are going to read and learn
about space!
2) Write down the outline for todays lesson as telling to students what we are
going to cover in class.
2. Pre-reading discussion (15 minutes) Use this time to give students knowledge about
the topic (Space) and get them excited about learning new things.
1) Ask students if they know anything about space. (Check their background
knowledge about space.) (Do: Before asking them, show one or two things
about space as an example.)
2) After getting some ideas from them about space, ask them if they know any
movies or TV programs about space as a whole class and introduce to class.
(Do: play trailer of Star wars and Star trek to give students more background
knowledge about space. Say: I will play two trailers about space so take
notes what you see on the video about space so we can talk later.) Then make
two groups and students share whatever they learn about space from these
two trailers in their groups. After talking with their partner/group, ask each
pair/group to share what they know about space. (Do: write down what they
say)
3) Ask students what might be good and bad things about traveling to space.
(Do: Write down on the white board.) Again, put students back in their
pair/group and ask Do you want to travel to space if it is possible? Provide
them a simple sentence phrase and have them practice making longer
sentences. (Do: write down the sentence phrase. I want to travel to space
because________. / I dont want to travel to space because ____________.)
(Each student answer for this question.)

3. Mini-lecture about how to use vocabulary notebooks (15 minutes)

1) Introduce what vocabulary notebook is and what it looks like. (Do: Project the
paper or write on the board. Give out the sheet to students.)
2) Explain each word (Synonyms, Autonym,,,) on the vocabulary sheet as a
whole class. (Appendix B) (Do: Give examples as we go over the meanings of
each word.)
3) Model how to write and use vocabulary notebooks by doing together with
students. (Practice with word synonyms and autonym.)
4) Complete the whole section all by myself. (I DO) Then, with the next word,
try to have some help from students so they can get involve. (WE DO) (Say:
Can some of you give me an example sentence with antonym?)

4. Introducing new vocabulary (20 minutes)

1) Read the short paragraph on page.50 (Telescope, astronomer, space, galaxy,
planet) and have students repeat after me. (Input: how to pronounce each
word correctly)
2) Write down five words in bold on the board. Ask students what each word
means. (Say: Does anyone know what telescope is?)Have them try to
explain.) After giving them a try, write down each definition next to the
words.
3) Students write each word on their vocabulary sheet and try to complete as
much as they can for five words. (Telescope, astronomer, space, galaxy,
planets) (Do: walk around to see if students know what to do or if they are
on a right track.)
4) After students creating their own vocabulary sheet, go over each one as a
whole class. Ask students what they put for synonyms, sentence, autonym,
etc) (Do: ask each student will be in charge of one word and come in front
of class and write each section down on the board/project their vocabulary
sheet one by one.)

5. Matching exercise (10 minutes)

1) Have students complete exercise on page 50.
2) Go over the answers together.

6. Skimming exercise (10 minutes)

1) Gives them a definition of contact before have them read
2) Have one of them read the first paragraph on page 51. (Do: correct their
pronunciation as they read.)
3) Go back to page 50 and ask students what the answer should be.

7. Introducing Vocabulary (10 minutes)

1) Introduce five vocabulary words on from the reading passage on pg.51, 52.
2) Show students definition and have them write on their vocabulary notebooks.
Appendix A: textbook

8. Closer and homework (5 minutes)

1) For the lesson wrap up, show the five pictures that related to the vocabulary
words that they have learn in the first half part of class. To see if students can
match.
2) Assign students homework. Make vocabulary notebooks for ten bolded
words on page 51 and 52. (Contact, entire, tools, circle, search for, powerful,
allow, identity, distance, and messages).

Reflection

What went well? How do you

know?

Vocabulary teaching went very smooth and well. I could see this from
how my students responded me and how they create their vocabulary
notebooks. Also the pre-reading discussion went better than I had
expected. Since I provided them a sentence phrase, they used it to say
their opinions whether or not they want to travel to space or not.
I want to travel to space because _______________. / I dont want to
travel to space because _________________.)

What didnt go as planned?

One of the things that did not go as I planned was timing. I

was planning a 90 minutes long class, however on that day, I
could only conduct the 2/3 of what I was planning.

What contingency plan did

you employ?

Since I was running of the time, I cut three activities that I was
planning, and jumped to the closer which I explained their
homework.

What would you do differently I would plan my lesson with considering my students level
and their pace so I will not run out of my time and will be able
next time?
to conduct my whole lesson.

Did your students meet the

purpose and objectives for this
lesson? What is your
evidence?

I am confident to say that my students met objectives 3 and 5.

As for their pronunciation, I modeled by reading aloud the
passage first, and then had them repeat after me. When I
heard them pronounce differently, I paused and had them say
it over and over until they got the right pronunciation.
Also, all of my students were engaged in class discussion and I
could see the interactions between the students. They usually
ask me every time they have questions, however, I observed
two of them actually were asking to their classmates and were
discussing about the matters.

What do your students need

next? What is your evidence?

I definitely need to encourage my students to speak more.

Since they are in the beginning level, it is still hard for them to
form long sentences, however I want them to participate more
in class activities. When I asked them if they know anything
about space, they just shook their neck and said no. I felt that
the vocabulary that relates to space might still be hard for my
students.

What did you learn about your

glows and grows as a teacher?
What can you do to work on
your areas needing growth?

I could see from my teaching video that I was very passionate

about teaching and I seemed very happy about interacting
with my students. I had a great energy in which I provided a
positive attitude to my students. On the other hand, I still

need to work on time management. I am sure time

management is one of the most challenging tasks in teaching
so I will try to keep working on how to manage the class-time.