Lesson Plan of Integrated Language Learning, a new way of English Language Learning
Grade VI, VII, VIII
Students` Learning Outcomes
- Apply critical thinking to interact with text using intensive reading strategies.
- Use common graphical features such as pictures, tables and diagrams in texts to increase understanding.
Information for teachers
- Critical thinking means to base thinking on facts and then analyze it for better understanding in a uniquely individual way, based on the learner`s prior learning.
- Reading is the process by which we make sense of text. We understand the message or information.
- Intensive reading demands effort to maximize the understanding in a short period of time. Reading tables, diagrams and pictures help to develop intensive reading skill.
- While reading a table, its key terms such as columns, rows, down, across, top and bottom should be used.
- Integrate this lesson with content/text from other subject’s especially social studies where non-fiction text can be used to develop this intensive reading strategy, For example, information given in a table form or crops of Pakistan or climate of Pakistan or any other content that relies on tabular data.
- While teaching the lesson, consult the textbook at all steps wherein it is required.
Text with pictures and tables (appendix) photocopies of sample text, pictures of life cycle of frog, butterfly and plant, writing board, chalk/market
- Ask the class to open up the pages of the textbook which you have already selected for this lesson (refers to information for teachers: Social Studies and Science book).
- Ask them to first look at the pictures and guess what will be there in the text. Give them some time and then ask the questions.
- Then start reading the text and relate the text with the pictures and tables available. You must stop reading the text where anything important is going that can be related to the text.
- Tell the class how important the pictures and diagrams are while reading the text.
- Choose a sample text with a pictures and another sample text without picture (at least 6 pages 3 per text).
- Divide the class into groups, as; A, b. C. D, E, and F.
- After that, ask each group to read its sample text and make points applying critical thinking.
- Ask one volunteer from each group to explain the given text with pictures and without pictures to the whole class.
- This will help the class to understand the pictures are helpful while reading the text and it will become interesting for them.
- Display the pictures of life cycle of frog, butterfly and plant on the board. (The pictures have been given at the end of this unit).
- Ask the students to tell what these pictures show.
- After taking their feedback, ask various students to explain these life cycles with the help of the pictures. After that, ask them if they have found these pictures helpful while explaining the life cycle. The possible responses will be ‘yes’. They will understand that use of attractive and clear pictures help them in understanding the text.
- Ask them, “Why do we use tables, pictures and diagram in the textbook?”
- You should have the text with pictures included in it. Ask the students to relate the text with the pictures. Don`t show them the text first, show them the picture and ask them what they can infer from it.
- Involve the students in solving the problems given in the exercise at the end of unit/chapter.
- Ask them to find illustrations from any storybook, arrange them in a proper order, and then write a story about it.