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[NEW DOCUMENT] TEFL Assignment 3 - Reading Lesson Plan (Sophia the Robot)

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TEFL Teacher Training

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TEFL Teacher Training

This is a reading lesson plan for TEFL assignment 3. The reading article is on "Sophia the Robot." This is a new document with a very thorough, well-researched, and well-presented lesson plan, which includes materials used and references. This document will help you save time and deliver the best ...

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tefl assignment 3 reading lesson plan

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Name of the Teacher Date Level of the class Length of lesson
12.04.2024 Advanced C1 60 minutes

Lesson Type: Four skills – Reading

Lesson Topic: Everything You Need To Know About Sophia, The World's First Robot Citizen

Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

 Recognize and comprehend new vocabulary from the text, crucial for a comprehensive  Expanded their vocabulary repertoire by successfully comprehending key new
understanding of the reading material. words from the text through a language analysis session, enhancing their
 Identify the main ideas and general meaning of a piece of writing through effective capacity to comprehend and interpret the reading material.
reading for gist.  Improved their ability to identify main ideas and understand the general
 Locate and extract specific information from a reading text by employing targeted meaning of a piece writing through effective gist reading and a matching
reading strategies and actively engaging with the content. exercise.
 Analyse and evaluate information within an authentic text, fostering critical thinking in  Acquired the skill to locate and extract specific information from a reading text
their reading practices. by employing targeted reading strategies and responding to open-ended
questions.
 Cultivated critical reading skills, allowing them to analyse and evaluate
information within an authentic text.

,Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for the
subskills (reading for gist and for detail/specific information) 1. Implement a language pledge or agreement at the beginning of the course,
encouraging students to communicate primarily in the target language during class.
Set clear expectations and consequences for using L1 excessively. Create an
1. L1 (First Language - Spanish):
environment where using the target language is not just a requirement but also a
 There might be a tendency for students to primarily use Spanish during discussions and
shared goal for language improvement.
activities, hindering their language immersion experience. Learners may default to their
first language due to comfort or habit. While some use of L1 is natural, overreliance can
2. Offer a variety of topics that cater to diverse interests within the age group. Rotate
impede language development in the target language.
themes to keep engagement high and allow students to choose topics for certain
discussions or activities. Foster a supportive and non-judgmental class atmosphere
2. Age (18-25):
where mistakes are seen as opportunities for learning. Encourage sharing and
 Individuals within the age range of 18-25 have diverse interests, and some topics may
emphasize that everyone's contributions are valuable. Implement collaborative
resonate more with certain students than others, resulting in varied enthusiasm for
certain topics. activities that promote teamwork, reducing individual pressure and fostering a
 Students of this age range may be inhibited in their participation because they are self- sense of community.
conscious and worry about looking foolish in front of their peers and they lack the
confidence to speak up when they have something to contribute. 3. Infuse the reading lesson with elements that cater to the student level. Provide
content that challenges and interests advanced learners. Incorporate materials that
expose them to complex vocabulary, varied writing styles, and diverse topics.
3. Level of the student (C1): Encourage ongoing learning by highlighting the benefits of continually pushing their
 There might be a risk of complacency or resistance to challenging content due to their language proficiency boundaries.
advanced proficiency level. Advanced learners may feel comfortable with their language
abilities, potentially leading to a lack of motivation when presented with challenging
content. 4. Begin with discussions or activities that prompt students to identify the main ideas
before delving into details. Emphasize the importance of understanding the overall
4. Subskill (Reading for gist): message first. Use texts with clear organizational structures, such as headings and
 Advanced learners may have a strong inclination to dive deep into specific details when summaries, to aid in recognizing main ideas. Encourage students to preview the text
reading a text, potentially losing sight of the broader picture or main ideas. This can before diving into the details. Incorporate timed activities that challenge students to
result in a more meticulous but less efficient reading approach, impacting their ability to capture the main ideas quickly, fostering efficient reading without losing sight of the
quickly understand the general meaning or gist of a passage. broader picture.

5. Subskill (Reading for specific information): 5. Teach and practice specific reading strategies for locating specific information,
provide clear tasks, and ensure the relevance of the information to the students'

,  Students may struggle with extracting precise details from a text, impacting their background, to enhance their ability to extract precise details. Break down complex
comprehension of specific information. texts into smaller sections, guiding students through each part before tackling the
 Reading for specific information can be overwhelming for students, they might find it whole text. Provide clear instructions on what details to focus on. Engage students in
difficult to discern which information is crucial and which is not, leading to confusion discussions about the importance of discerning crucial information. Encourage them
and hindering comprehension. to ask questions about the text, promoting a deeper understanding of what is
essential.
 Advanced students may feel overly confident and might rush through the reading
material, missing important details or deeper meanings.

Authentic Text (insert reading text here or link to the listening recording)

Everything You Need To Know About Sophia, The World's First Robot Citizen
By: Zara Stone.

On October 25, Sophia, a delicate looking woman with doe-brown eyes and long fluttery eyelashes made international headlines. She'd just become a full citizen of Saudi
Arabia -- the first robot in the world to achieve such a status.

"I am very honoured and proud of this unique distinction. This is historical to be the first robot in the world to be recognized with a citizenship," Sophia said, announcing
her new status during the Future Investment Initiative Conference in Riyadh, Saudi Arabia. Standing behind a podium as she spoke, to all effects, she presented a humanoid
form -- excepting the shimmery metal cap of her head, where hair would be on a human head.

Of course, Sophia's announcement was a calculated publicity stunt to generate headlines and keep Saudi Arabia forefront in your minds when you think about innovation,
especially its commitment to a post-oil era. Through a mix of tourism, tech, and infrastructure, non-oil revenue is predicted to grow from $43.4 billion to $266.6 billion
annually. But Sophia's announcement also raises a number of Bladerunner-esque questions. What does it mean to be a citizen? What rights does Sophia hold? Saudi Arabia
has not elaborated on this so far -- perhaps it will create a 'personhood' option, as proposed by the EU committee in January, regarding the rights of robots.

The Sophia-bot was dreamed up by the brains at Hanson Robotics, led by AI developer David Hanson. In his published paper, upending the Uncanny Valley he extrapolates
on how humanoid robots can be likable, despite the conception that anything to 'fake human' will trigger a revulsion in people. "We feel that for realistic robots to be
appealing to people, robots must attain some level of integrated social responsivity and aesthetic refinement," he wrote. "Rendering the social human in all possible detail
can help us to better understand social intelligence, both scientifically and artistically.

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[NEW DOCUMENT] TEFL Assignment 3 - Reading Lesson Plan (Sophia the Robot)

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