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Teaching strategies, sample lessons and worksheets for mixed-ability classes for teachers of business studies: Junior and senior secondary school
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Read "MOR": A reading activity

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Submitted on: 08/18/2004 20:47:25 

Topic: Pronunciation, First Lessons, Warm-ups, Kids: Special Needs, One-to-One Tutoring, Other
Level: Elementary, Intermediate,
Age: Children, Teens, Adults
Skill: Listening, Speaking, Reading Comprehension,
According to some ESL experts such as Professor Frank Smith, it is believed that teaching phonetics to non-native speakers is not as productive as was once believed. Instead by modeling the English language, the student learns the sounds as they should be made in their natural environment.
The objective is to get students reading English at a higher level. By reading the material for the student first, then later having the student model the teacher’s reading, reading failure is methodically eliminated.
Daily, 5-15 minutes
This lesson is adapted from a website entitled “Modeled Oral Reading” by Donovan H. Powell

For very elementary students, start with simple sentences. For slightly more advanced elementary students, a simple poem is recommended. As the students’ levels increase, so should the length or difficulty in reading.
The reading should NEVER be so difficult that the students become frustrated and give up.
Procedure: Everyday there should be a daily session. Each session, the reading should be read three times. For best results, this course should be run the full length that you have the students.

Sample Reading Material:
One fine day in the middle of the night.
Two dead men got up to fight.
A blind man came to see fair play,
A dumb man came to shout "Hooray !"
Back to back they faced each other,
Drew their swords and shot each other.
Write the material on a large sheet of paper, or chalkboard, placed where the whole class can see it.

MONDAY: Teacher says," I will read the poem first. I will point to the words with this red tipped pointer. You all must watch the red tip and listen. Do not say anything yet.
1st Reading: Teacher reads while pointing to the words.
Now the teacher says," I will read it again and you can all read with me."
2nd Reading: Teacher and class read together. Teacher points to the words.
Now the teacher says, "I will read it for the third time and this time all the boys can read with me."
3rd Reading: Teacher reads, points to the words. All the boys read too.
Teacher: " That is all for to day. Tomorrow we will do the same thing and all the girls will read with me." END OF SESSION

Readings (1) and (2) should be EXACTLY the same as for Monday.
3rd Reading: The girls read along with the teacher. Now the teacher says," Tomorrow we will do the same thing and some groups will read along with me." END OF SESSION

Readings (1) and (2) are done exactly the same as for Monday.
3rd Reading: Choose a group of girls (good readers) to read with the teacher. Then a group of boys (good readers) read along with the teacher. Also, some volunteers can be invited to read the poem.
Now the teacher says, "Tomorrow we will do the same thing and I will ask anybody at all to read along with me." END OF SESSION

Readings (1) and (2) are done exactly the same as for Monday.
3rd Reading: Choose several individuals to read with the teacher, but not the weak readers yet. Also ask for a show of hands of anyone who can do it by themselves.
Watch for response from the weak readers. END OF SESSION
(During Thursday, quietly try to ask the weak reader if he thinks he could do it by himself yet. Could he perhaps just,' Read it quietly to me ').

FRIDAY: Readings (1) and (2) are done exactly the same as for Monday.
3rd Reading: Today be creative with volunteers, groups. Some children will now say that they can say it with out looking, or face the back of the room or close their eyes and say it. END OF SESSION

NEXT WEEK: A new poem. Proceed exactly as for the first week. Use poems for the first three weeks. After that, use stories. They should be up to about 200 words in length. The daily routine is always the same.
The stories can be more challenging as the weeks pass. Put a poem in here and there.
A small story about going to the supermarket with parents is good. Use language that children are familiar with e.g.' refrigerator, cash register
etc.' Big words in context do not present a problem because the learner never has to work out what the word is. At this stage NEVER ASK THE LEARNER TO
SOUND OUT WORDS, OR GO BACK AND GUESS!! During these sessions do not talk about spelling, word attack etc. JUST READ THE POEM.

A Word about Phonics
After about three months it is an appropriate time to start showing children how the Phonic System works. Start with consonant+vowel+consonant clusters.
e.g. lap lep lip lop lup lam lem lim lom lum Show them how these can be turned into words like lump, or fantastic. They will soon get the idea and be able to say any combination of con + v
+ con

Further suggestions for elementary readings can be found in the Story Room at:
Other References:  
A Special thanks to Mr. Donovan H. Powell!
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