Name: Carlos Romero Carrillo

Candidate Number:
ICELT Guanajuato 2014
Course Tutor: Dr. Martha Lengeling

Methodology Assignment III

Evaluating and Supplementing
Material

No. of words.
Date submitted:

INTRODUCTION
This lesson was based on reading. I chose the material Reading: The San Juan Festival
from Oxford English Shangai Edition 6B Unit 3 Dragon Boat Festival (P14). According to
the course book, the material has been divided into 3 parts. The first part is Look and
Learn it shows pictures with two noun phrases which are related to the reading material.
The second part is Read which provides a 3-paragraph-reading passage for students to
read. The third part is Answer which provides 4 questions to check students
understanding of the reading passage.
CLASS PROFILE
I have 34 students in my class. Their average age is 12 years old. I have been teaching them
since 3rd grade. They are still in the development phase so they would be considered true
beginners. They show great interest in language and most of them interact well.
TEACHING OBJECTIVES
By teaching the lesson, I would like to help students find out specific information about the
San Juan Festival and specific details. In addition, I would like to check students
understanding of the simple past tense to talk about past events. For these two aims, the
course book arrangement is not enough for adequate learning. The framework of the course
book is only a piece of reading material, and it does not provide any task or activities for
students to reassure themselves through practice. I would like to adapt some material from
the Oxford English (Primary School Edition) Multimedia materials 6B Unit 3, Episode 1
and Workbook 6B P19 to supplement the course book. These materials would be some
pictures which indicate different festivals, an information list about the festival to ask
students to find specific information from the passage to fill in (Ex. 1 of students work
sheet), some gap-filling exercises to help students find out past events (Ex. 2 of students
work sheet), and a script writing exercise for students to have a role play (Ex. 3 of students
work sheet).
IDENTIFICATION OF SUPPLEMENTARY MATERIAL AND RATIONALE
For the first stage, I would like to choose some pictures showing different festivals like
Noche Buena Festival, New Years Festival, Magical King Days Festival, Dead day
Festival and Independence Day Festival as a leading part and give predictions to students.
The students would focus their attention on the festivals thinking that the lesson would be
something about a festival and they would be expected to learn the new lesson. The pictures
will function as visuals for students to have a deeper impression that could have an arousal
effect in their interests.
For the extensive task, I would like to ask students to scan the text particularly for bits of
information about the festival from the passage to fill in the blanks (Ex.1 of students work
sheet). As stated by Jeremy Harmer (2000, P.34) They need to be able to scan the text

particularly for bits of information they are searching for. Doing Ex. 1 would help students
get the first impression of the text and improve their reading skills of searching for
particular information.
The passage is a story using the simple past tense to talk about past events. The students
have already learned this tense, but sometimes make common learner acquisition mistakes.
I would like to check students understanding while using the simple past to talk about past
events and some past forms of the verbs used in the passage (Ex.2 of students work sheet).
I would like to clarify these verbs in the context sentences. It would be natural for students
to practice the past tense forms of the verbs. Additionally, it would be a consolidation of
understanding of the passage.
For the freer practice (Ex.3 of students work sheet), I would like to encourage students to
work in groups to write a script of the story and have a role play in the class. While reading
the passage, the students gain some receptive skills. The students can use the information
they have read and identified in the passage in order to write out the script. Students would
gain some productive skills by performing writing and speaking (role play).
DESCRIBE THE LESSON WITH SUPPLEMENTARY MATERIAL
Lesson aim: By the end of the lesson, the students will be able to find out specific
information about San Juan and the story about the festival. They would also be about to
use the simple past tense to talk about past events.
STAGE 1 (Leading in)
I showed 6 pictures indicating different festivals. I asked students to match the festival
names with the pictures given. I asked the students to predict what they would read about.
The pictures were adapted from Oxford English (Primary School Edition) Multimedia
materials 6B Unit 3, Episode 1. Matching the pictures with the festivals would prepare the
students for the reading and give them a sense of expectation.
STAGE 2 (Pre-Teach Vocabulary)
In this stage, I helped students get to know the meaning of celebrate, remember, lunar
with the help of some pictures. The new words would help students find some useful
information.
STAGE 3 (Extensive task)
First, I asked students to skim through the passage to find out what the story was about.
Second, I asked them to scan through the passage and find some particular information
about the San Juan Festival. The students would finish doing Ex 1 which was adapted from
them Oxford English (Primary School Edition) Multimedia Materials 6B Unit 3, Episode 1
and work book 6B P19.

STAGE 4 (Intensive task)

The students were asked to read the passage again to get some detailed comprehension. I
would ask them to find out the answers to the questions listed on P14 of their course book.
STAGE 5 (Checking the understanding of language)
The students are quite familiar with using past tense to talk about past events. In this lesson,
I need to check the understanding. The students would finish doing Ex 2 which was adapted
from Oxford English (Primary School Edition-9 Multimedia Materials 6B Unit 3, Episode
1.
STAGE 6 (Freer practice)
I would ask students to work in groups and write out the script of the story according to the
passage and have role plays in class. The students would do the task with the help of Ex 3
which was adapted from Oxford English (Primary School Edition) Multimedia Materials
6B Unit 3, Episode 1.
EVALUATION OF MATERIAL
I thought my lesson aims were achieved with the help of the supplementary materials. The
supplementary materials used in this lesson are effective. According to Brian Tomlinson
(1998, P.9), materials should help learners to develop confidence through activities which
try to push learners slightly by engaging them in tasks. The supplementary materials I
chose for the lesson provided effective and viable tasks for my students to be able to
understand the passage and find out specific information from the passage. Ex. 1 was an
information gathering activity of the San Juan Festival, which helped students get particular
information from the whole passage. The students could get a thorough learning of the
festival and this would be good preparation for the last stage. Ex.2 helped students review
the past forms from the context. This would be an easy task for students to use language.
Doing example 3 is a bit different from my planning. The students only had time to finish a
very simple script and only one group showed their performance. I thought I would give
some key words or some hints in guiding them to write the script to make the task clearer
and easier. Such as telling students to use short sentences, the scripts should be easy to read
and act out. Then it would save time and provide more chances for students to interact.