1. The difference between first and second language reading process.
The first language reading process is usually after acquiring the first language. Reading by oneself is quite difficult because he/she cannot read the words, but if there is a teacher to guide reading, his/her reading process will be very fast because he/she can understand all the words by hearing. But second language reading is totally different. Reading usually should be meaning-focused, but for L2 there are a lot of things to think about, so it is almost impossible to meaning-focus at first. He/she has to memorize the vocabulary, becomes to think grammar, and tries to translate into L1.
2. What does intensive reading mean in ESL setting?
Intensive reading in ESL setting is grammar-translate approach. The purpose of Intensive reading is comprehension learning vocabulary and grammar like test preparation. So it is somewhat challenging to the reader. This is the training process for reading, so most of reading activities in Korea belong to intensive reading.
3. What does extensive reading mean in ESL setting?
Extensive reading in ESL setting is meaning-focused and the purpose of this is for fun and knowledge building. The most important thing is to find out the learner’s level first and let him/her read the same graded readers which should be somewhat easier than the reader’s level.
4. Create a mini-lesson plan for intensive ESL reading.
Activity Title: Thanks-giving Day
Grade Level: 1st Grade, Middle School
Proficiency Level: Middle School Beginner
Class Size: 7 Students
Teaching Material: Hand-outs, Projector, computer
Lesson Objectives: Students learn the origin and culture of Thanks-giving Day.
SWBATs: 1. Students will be able to read the article
2. Students will be able to understand the contents.
3. Students will be able to solve the problems about the article.
Steps: 1. To hand out the article on Thanks-giving Day.
2. To let students skim the article underlining new words and expressions..
3. To solve the problems on the article scanning the article.
4. To check the answers.
5. To memorize new expressions and words.
6. To hand out the test paper on the new words and expressions.
7. To check the answers.
5. Create a mini-lesson plan for extensive ESL reading.
Activity Title: American Holidays
Grade Level: 1st Grade, Middle School
Proficiency Level: Middle School Beginner
Class Size: 7 Students
Teaching Material: Hand-outs, Projector, computer
Lesson Objectives: Students learn the American holidays.
SWBATs: 1. Students will be able to read the articles.
2. Students will be able to understand the contents.
3. Students will be able to speak the summary to friends.
Steps: 1. To hand out fix articles on American holidays
2. To read the articles with the partner together in turns.
3. To let the student speak about the article after listening the article in turn.
4. To change the partners after reading two books.
5. To read the articles with the partner together in turns.
6. To let the student speak about the article after listening the article in turn.
7. To change the partners after reading two books.
8. To read the articles with the partner together in turns.
9. To let the student speak about the article after listening the article in turn.
10. To change the partners after reading two books.
11. To speak the contents of each articles to the students.
6. Make a summary paragraph for the above.
The first language reading process is usually after acquiring the first language, so if there is a teacher to guide reading, his/her reading process will be very fast because he/she can understand all the words by hearing. But in second language reading there are a lot of things to think about, he/she has to memorize the vocabulary, becomes to think grammar, and tries to translate into L1. Intensive reading in ESL setting is grammar-translate approach and the purpose of Intensive reading is comprehension. So it is somewhat challenging to the reader. But extensive reading in ESL setting is meaning-focused and the purpose of this is for fun and knowledge building through the same graded readers which are somewhat easier than the reader’s level.
Comment:
It would have been better if you had clearly specified exactly 'what' you are planning to teach. You mentioned 'articles,' 'days,' 'content', and so on without any exact source of your plan. This makes your lesson plan vague and unrealistic. To put it another way, you have your ideas, but others cannot make use of your lesson as a teaching source. A lesson plan should have specific and clear-cut information in it so that others can follow the direction and make use of the material included in it.
I am not willing to hurt your feelings, but as you are among the experienced students in my class, my expectation is very high in case of you. I expect more from you as I respect you.
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