University of Caldas

Didactics of English Master Program

Bartolom Mitre School
2017
September
Teacher: Paola Meja
Workshop # 1
Seventh grade
Time: 3 hours
The development of students reading comprehension skills
through Problem-based language learning
Rationale
Reading is a very important part of learning a language but sometimes it becomes difficult for students when
content is not in context of current reality, for this reason reading is considered a receptive skill because most of the
time students do not produce language; they just receive it. Suggested English curriculum MEN

Objectives:
By the end of this workshop the students will be able to:
To identify the main idea of a short text.
To learn new words.
To generate a solution to a given problem by using vocabulary related to the value of tolerance.
Strategies: Looking for the gist, scanning, skimming, learning new vocabulary, predicting.
Stages in PBL
Problem
Analysis of the problem
Prompts for discussion
Generating a solution
Selecting the best solution
Evaluation
Pre-reading stage:
In pairs the students look at four images and try to predict the story (Predicting)
In the same pairs the students brainstorm ideas about the problems the characters could have by
looking again at the images, they should write 5 different problems on their notebooks
(Brainstorm)
The students write 5 different solutions to the possible problems by using only a word to each
one. (Questioning)
While-reading stage:
The students read 6 sentences in present simple tense; then they highlight at least 2 unknown
words in each sentence. In pairs they share the found words with other pairs in order to figure out
their meaning (Scanning and skimming)
The students write on their notebooks the main idea of each complete sentence (Looking for the
gist)
The students list all the vocabulary related to problem-based on their notebooks (Problem-
based language learning)
Post-reading stage:
The students fill in the chart (Problem-solution) by using the vocabulary on pre- reading stage
(brainstorming and questioning)
The students must be prepared to share their ideas in class.
Workshop 1
A fight in the classroom
Pre-reading: Making predictions.
1. In pairs look at the following images and try to predict the story. Write key words on
your notebooks.
Brainstorming:
2. In pairs write on your notebook 5 different problems the characters have meantime,
write 5 possible solutions. Use single words.
While-reading: Looking for the gist
1. Read the following Present Simple sentences and highlight
unknown vocabulary, then share your words with another couple and together try to understand
their meaning and main idea. 2. List on your notebooks all the vocabulary related with problems
and solutions.
Present Simple sentences:
Alejandro studies in a beautiful school, however he always fights with his classmates.
Teacher Paola motivates her students to solve their problems by talking
Lina and Claudia share their books and pencils in class. They are good friends.
Juan listens with respect his teacher and classmates.
Manuel cleans his desk and asks his partners do the same.
Tatiana looks angry all the time, she is impatient and rude.
Post-reading:
1. The students must fill in the: Problem-solution chart by using the
vocabulary learnt during the development of the workshop, they should also draw a problem and
its possible solution. (individual work)
2. Complete the following Present Simple sentences with an appropriate verb
and value regarding tolerance in the classroom. Use the following vocabulary:
PEACE, TOLERANT, RESPECT, LISTEN, FIGHT, LIVE , RUDE, PATIENT.
Students usually .............. in class, they need to be more...................
It is important to............... with ................ my partners opinions.
To .......... in...........we need to accept each other.
Be............ don t be ...........