Reading Lesson: “Netiquette-Do and Don’t”

Beckie (Kang Hye Lyeong)

Teaching Time: 45 minutes Target Students: 6th grade Elementary school Students Students Level : intermediate-high

What are you teaching?

• Language points - subject, organize, communicate, private
• Language skills - Reading, Listening, Writing
• Cultural Aspects – sharing about Netiquette around the world
• Skill focus - Reading

Student Learning Objectives (SLO):

By the end of the lesson, SWBAT demonstrate an understanding of the text by

 Getting the main idea of the reading text by “Do’s and Don’ts” Netiquette and answering a guiding
question.

When/How in the lesson will I check students’ progress toward the above Learning Objectives? What
behaviors/activities will show me whether they have mastered the material?
Ss will collect the detailed reading questions using the target vocabulary and learning skills and present to a group how they should act a
good network netiquette in an internet environment.

Preliminary considerations:
a. What do your students already know in relation to today’s lesson?
 Ss have short knowledge about the Netiquette.
 Ss have knowledge about exposure in this class/seats/style of lesson/pace of lesson.
 Ss are familiar with doing reading lesson task in pairs and doing activities with partner.

b. What aspects of the lesson do you anticipate your students might find challenging/difficult?
The low-level students might have difficulties answering the questions in the DURING stage on their own.
c. How will you avoid and/or address these problem areas in your lesson?
 I will give instructions in detail and check understanding by CCQ and modeling. In addition I will give monitoring and
opportunities to practice the reading skills for all students. And I will encourage Ss to be willing to answer and communicate
with open-mind.
Ste Stage Time Interactio Activity Purpose:
p s Procedure: n:
1 P 2 Greet Ss, introduce my name, smile, make eye contact and ask a few T-Ss To activate schema and students’ prior
knowledge in order to prepare them for
questions: Hello, guys! How are you feeling today?
the new information.
It’s a great day isn’t it? Establish rapport, friendly atmosphere
Get Ss used to English and my voice/
T shows pictures. Look at the board.
pronunciation
Introduce number of E-mail addresses
What do you see? (Ss answer; graph) Yes, it’s a graph.
worldwide.
It is a graph about the number of E-mail addresses worldwide. Brainstorm additional questions, and
record Ss responses on the board.
Now, look at this graph carefully.
Save the questions for Ss to use later
CCQ: What do you do? sessions.
Draw Ss Interest.
Ask Ss 3 questions about the graph
Activeness back ground knowledge.
Q1. When did first e-mail start? (In 1971.)
Q2. When were there 500million e-mail addresses? (In 2000.)
Q3. How many e-mail addresses will there be 2010? (4billion.)

2 P 1 <Introduce the topic> T-Ss To elicit Ss’ prior knowledge.

SS are treated as knowers.
Do you all have e-mail address? There are basic rules of e-mail use.
To ensure that Ss have the necessary
Have you ever heard “Netiquette”? It means network etiquette. vocabulary to succeed at reading task.
Today, we will talk about do’s and don’ts when you use internet.
3 P 10 T pre-teaches vocabulary. T-Ss .
Ss guess the meaning through context so
1. Vocabulary
that Ss are active in the learning process.
Let’s learn vocabularies that will help you to read the text. To make sure Ss understand the meaning
of the new words before reading.
Subject (Put the word card and picture(showing “subject” word by using
To generate Ss interest,
Example form of e-mail) ‘subject’ on the board.) Prediction is used as reading strategy.
Pictures are helpful for visual and low
a: Presentation
level learners.
-When you send an e-mail, what do you write down before main message? Yes,
you fill the topic. The topic is subject.
Repeat after me ‘subject’ (Ss repeat ‘Subject’)
-When I talk about family with Alicia, I can see that she doesn’t feel
T-Ss
comfortable talking about it. Then what should I do? Yes, I’d better
change the topic. The matter is topic.
Repeat after me ‘subject’

b: C.C.Q
(Concept check all of vocabularies by checking definitions again after teaching T-Ss
all of them)
Adding own known
-What do you choose at first when you discuss? related vocabulary
Today, what we will discuss about? (Ss answer ‘Netiquette’)
Yes, What is the subject of today’s lesson? (Netiquette)

Organize (Put the word card and picture ‘organize’ on the board.) T-Ss
a: Presentation
- I can’t find the CD I’m looking for. Because I have too many CDs in my CD
case. What shall I do? Yes, I need to put my CDs in order. That’s ‘organize’.
Repeat after me ‘organize’