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Reading Lesson : Miguel's Dream

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by Moises Alcantara Ayre | 09 Nov 2015
Resource Description: This is an 80-minute reading lesson that focuses on reading for details and on using the information from the text to help students think about their own dreams in life.
Audience: Secondary, Adult, University
Audience Language Proficiency: Beginner
Duration: 80 minutes
Language Skill: Reading
Content Area: General English.
Materials and Technology:

Reading "Miguel's Dream"

Sheets of paper

Board

Markers

Pictures

Objective(s):

To read the article “Miguel´s dream” to find details (read for details); To think about a dream you have and how you would like to realize it

Outcome(s): By the end of the session students will be able to identify details in a text, to rephrase the reading strategy and to think  about their dreams and when they could realize them.
Procedure:

Time

Interaction

Activity

Materials

Objective

4 min.

 

 

 

 

7 min.

 

 

 

 

 

 

5 min.

 

 

2 min.

Whole class

 

 

 

 

Pairs

 

 

 

 

 

 

Whole class

 

 

Whole class

- Help students understand the definition of “dream”. Explain that a dream is something that people want very much.

- Ask astudents to work in pairs answering the following question:

What dreams do you have? Explain.

When would you like to realize your dreams?

- Elicit some ideas from some students and write them on the board.

- State that the goal of the session is to read a story to find details and to think about our dreams and when we would like to realize them.

Board, markers

 

 

 

 

 

 

 

 

 

 

 

Board, markers

 

 

 

 

To activate schema

 

 

 

 

 

 

 

 

 

 

 

To summarize ideas from the class publicly

To state the learning goals of the class

7 min.

 

 

 

 

 

 

 

 

 

 

10 min.

Whole class

 

 

 

 

 

 

 

 

 

 

Pairs

 

 

 

 

 

 

 

- Explain to students that before we read the article titled “Miguel´s dream” we have to learn a few new words:

 

Siblings

Running water

Committed

Spend

support

- Explain to students that they also have to remember words that they have seen previously:

 

Attend

Town

College

University

Pay

Become

Education

Graduate

Parents

Part-time job

Dream

Live

Responsible

 

Have students work in pairs taking 40 seconds to say as much as they can about each of the above words.

 

Board, pictures, markers

 

 

 

 

 

 

 

 

 

Sheets of paper, board, markers, clock or watch

To introduce new key words

 

 

 

 

 

 

 

 

 

To create a word rich environment

 

2 min.

 

 

 

 

 

 

 

5 min.

 

3 min.

 

 

 

Whole class

 

 

 

 

 

 

 

Pairs

 

Pairs

 

- Tell students to read only the title of the upcoming text “Miguel´s dream”. Remind students that they have just gone over words that they´ll find in this text: “What do you think Miguel´s dream is?”

- Have students work in pairs and then elicit some ideas.

- Tell students to skim the article and decide if their predictions were correct.

Photocopied stories “Miguel´s dream”

To make predictions

 

 

 

 

 

 

 

 

 

To confirm predictions

3 min.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 min.

 

 

 

 

15 min.

 

 

 

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Whole class

 

 

 

 

Pairs

- Tell students that they will now read the story to answer the following questions:

Where does Miguel live?

Does he go to school near home?

Why is Miguel an outstanding student?

Who motivates Miguel to go to college?

At college, why does Miguel need to have a part-time job?

What´s Miguel´s dream?

- Ask students what reading strategy they have to use and how they can use it to complete the above activity.

- After students are finished answering the questions, they share answers in pairs. They are also told to show how they found their answers to each question.

- Go around the class and monitor and assist as needed.

Photocopied stories “Miguel´s dream”

To preview the questions that Ss will answer shortly

 

 

 

 

 

 

 

 

 

 

 

 

 

To check comprehension and to help build a repertoire of reading strategies

To read for details

 

 

 

 

5 min.

 

 

7 min.

 

 

 

 

 

 

 

4 min.

 

 

 

 

 

 

Solo work

 

 

Pairs

 

 

 

 

 

 

 

Groups

- Write on the board the following prompts:

One of my deams in life is to ……………..

- Tell students to complete the promptand to explain it further.

- Once students have generated some ideas on their life dream, ask them to mingle around asking and answering questions about their dreams:

What´s one of your life dreams? Explain

- In groups students share their findings. Some guiding questions may be :

Does anyone have a dream similar to Miguel´s?

Who has a similar dream as yours?

Is it important to have dreams in life? Why?

Notebooks, pens

To think about one´s life dream

 

 

To generate ideas on one´s life dream

 

 

 

 

 

 

 

 

 

To talk about what students have learned about each other´s dreams and the importance of having dreams.

Assessment:

Two assessment tools are used to measure lesson outcomes:

 

1.  A set of questions to identify details which students need to answer. Students also have to explain how they have found the answers to the questions which is an excellent way to dig deeper into the strategies students are actually using.

2. A group work activity at the end of the lesson which has students talk about their dreams. This activity is intended to get students to think about their own dreams as compared to Miguel´s in the text, and as compared to their peers.

Differentiation:

Two ideas to extend beyond the classroom are as follows:

 

1. Ask students to ask their parents about their dreams: "What are your dreams?" "When will you realize them?" The information gathered may be used to have students write a composition on their parents dreams, to have students report their parents ideas using reported speech the following day, etc.

2. Students could interview at least three family members asking them about their dreams and about when they would like to realize them. Then students could prepare a presentation for the class where they talk about their families'  dreams: similarities and differences.

References: Grabe, W. (2009). Reading in a Second Language : Moving from Theory to Practice.
Useful Links:
Uploaded Files:
TESOL Interest Section: Adult Education, English as a Foreign Language, Materials Writers, Nonnative English Speakers in TESOL