ChancellorSteelOstrich30
Use the same article and think about how you would do the lesson…
Use the same article and think about how you would do the lesson differently. Answer the following questions:
What prediction activity would you do? (so how will you get students predicting the text before they read it?)
What reading for specific information activity would you give to students?
Article text
The United Kingdom, a place where people drink copious amounts of tea and discuss the weather at every opportunity. A place where ‘raining cats and dogs’ can be heard most days and where queueing is almost classed as a national sport.
Many people see the UK as a place full of beer, football and awful weather. A place where people eat fish and chips every night, roast dinners on Sundays and not much else. A place where people spend all their free time in the pub, but are always at home in the afternoon to have traditional afternoon tea. A place where the most important words in the English language are please, thank you ,sorry and excuse me, these words are repeated a hundred times or more in just one morning!
And finally, a place full of eccentrics, strange people who like to take part in activities such as cheese rolling, bog snorkelling and welly wanging.
Word count: one hundred words (50 for each question)
Your answer:
Question 1:
1. Asking them their ideas based on the clues such as title, images, and covers from the text – ask them what is their idea and what comes to their mind as they hear the place United Kingdom. This will enhance their critical thinking and make them more active and engage in reading the text. Also, letting them talk about it and sharing their ideas with their classmates promotes interactive and engaging lessons to start with them.
2. Ask them to write down their prediction on a graphic organizer such as T-chart – This activity is an excellent strategy for them to list all their prediction in the given clues of the text about the United Kingdom. Presenting an image about it will be a great help for them to form their prediction on what is in the text. On the first column of the T- chart, they will do this activity before reading the text or article. Their predictions are listed from the beginning up to the end of it. They can write in the second column after they have read the text, where they will document what is at the beginning, middle, and at end of the text. From this, they can compare and criticize the text based on their observation and prediction.
Question 2:
1. Scanning- the students can read quickly over the text with the objective of looking for a piece of specific information.
2. Skimming- the students just need to look for the general or main ideas without being tired of reading the whole text.
3. Reading for detail – read a text about UK life learning about the culture.
4. Additional Listening Task –
Draw a square in the center of your paper.
Draw a triangle on top of the square.
Draw a small rectangle inside the square, at the bottom.
Draw two small squares inside the square near the top.
If your students listen correctly, they will have drawn a house (or something like it), and you will be able to tell with one glance whether they understood your directions.
Of course, you can make Listen and Draw as complicated as you like depending on the skill level of your students. This activity is particularly useful for reviewing vocabulary of colors, shapes and prepositions of location.
Previous Feedback:
Hi, please remove all of this from your answer to Q2:
None of it answers the question.
Here is an example of what you have to do:
Play a quiz game- two groups and each one has a buzzer and try to get points by answering questions related to UK culture from the text.
Please redo 2.
