Midterm: Kang MC

The rate of parents’ concern of reading books for their kids is increasing. That is, the younger babies, the easier they acquire like sponges, they generally think. It is true. Moreover they try to read English books to them including Korean books as well. And then, what is the difference between first and second language reading process? First reading in the first language means that readers have already known how to pronounce words and usually known the meaning of them, for those words are related to their lives and they’ve already been taught. Thus, they can read books for their level “naturally” without so many problems; except for unknown words, difficult words to pronounce, and complicating stories. On the other hands, reading in the second language requires that readers must know the distinction of the alphabet, sound, and the meaning of words; most of them are unfamiliar with readers at first. This sometimes makes hard to read comparing to reading in the first language. But both of them are the activity of reading, and then have something in common regardless of the language, such as intensive reading and extensive reading. Now I’ll look over intensive reading in ESL setting and extensive reading in ESL setting following.

  Intensive reading in ESL setting focuses on the specific comprehension and language, for example, phonemic awareness, phonics, grammars, and so on. Comparing to spoken language, this is similar to accuracy. So this makes readers do limited reading. And texts are usually difficult, therefore readers are doing word-for word reading, sometimes they use dictionary to understand 100%.

Extensive reading in ESL setting points out overall understanding. That is, it’s close to fluency, comparing to spoken language. Texts should be usually easy, therefore readers are demanded to read a book for their level lot as possible as they can regardless of genres. Sometimes when they find unknown words while reading, it’s good to ignore them, because one of the main activities in extensive reading is try to guess the meaning from the text.

 

◈ Lesson plan for intensive ESL reading

Date	October 11th				Students	5th graders	Teacher	Kang, Mooncheong
Objectives			Students are able to describe main characters; Cinderella, her step mother, and sisters using adjective.
Process		Contents		Teaching-learning Activities					Time	Aids(◎)Notes(*)
Motivation of learning		Activating Prior-Knowledge     Objective		◑ Warming up -Students see some pictures and guess what the story is. -Tell us about what they’ve known with this story. ◑ Statement of the objective -Students are able to describe main characters; Cinderella, her step mother, and sisters using adjective.					7’	◎ Pictures on pumpkin, mouse, twelve, party * Students can say in Korean, too.
Development		Listening intensively     Reading aloud and knowing the setting		◑ Listen to the story. -Introduce new words and practice them. -Listen to the story. ◑ Let’s understand the story. -Find the main characters and ask what happened to them in important events. - Ask them about main characters’ characters. Cinderella: good, nice, honest, lovely, not complain Step mother/ sisters: selfish, bad, greedy ◑ Let’s talk! -Talk to your friend about main characters by describing.					28’	◎ Big book *Students get together in center and sit down to listen to. *A teacher sticks to pictures of the main events. ◎ pictures
Closing		Review		◑ Let’s share with other friends. -Tell us about what they’ve learned and how they’ve felt through the activities.					5’

 

◈ Lesson plan for extensive ESL reading

Date	October 13th			Students	5th graders	Teacher	Kang, Mooncheong
Objectives			Students are able to tell about what they’ve read with at least 3 sentences.
Process		Contents		Teaching-learning Activities			Time	Aids(◎)/ Notes(*)
Motivation of learning		Activating Prior-Knowledge     Objective		◑ Warming up -Students see some pictures and guess what the titles are. -Tell us about what their favorite story is. ◑ Statement of the objective - Students are able to tell about what they’ve read with at least 3 sentences.			7’	◎ Pictures on stories * Students can say in Korean, too.
Development		Discussing       Independent reading     Shared Reading		◑ Check the benefit of extensive reading. -Discuss the benefits of extensive reading with their group. -Tell us about it. ◑ Let’s DEAR. -Choose the books and read it for 15 minutes. - Students try to be into reading. ◑ Let’s talk to your friend. -Tell to your friend about what you’ve read for 3 minutes and then switch the roles. - Change the partner and do it again for 2 minutes and switch the roles.			30’	* A teacher can explain in Korean if necessary.     *A teacher prepares for graded readers. ◎ graded readers books ◎ Timer
Closing		Review		◑ Let’s share with other friends. -Tell us about what the most impressing moment was during the class. -A teacher lets the students continue to read.			3’

In conclusion, there are a lot of benefits from reading, no matter what kinds of reading; intensive reading, extensive reading, or other types of reading, such as improving basic knowledge, increasing indirect experiences through meeting various characters, developing our imagination, etc. But recently many people including young learners have been likely to spend using computers more than reading in the shadow of the Internet; it also seems that people are losing their pure emotions. Rather, as one of the ways to overcome it, it’s good to start reading books for their levels. It is not difficult to begin, just go to a bookstore or a library near your house. And choose one, and start to read it. A lot of good things probably wait for the readers.

 

 

Thank you for the good example of your lesson plan