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School case

School case. T.W.G.Hs. Li Ka Shing College (Cheung Wah Estate, Fanling) Longman Elect 1B: Unit 5 Exploring nature. Responding to texts Making connections. Understanding the meaning and organisation of a text. Motivating reading Activating prior knowledge Setting clear purpose.

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School case

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  1. School case T.W.G.Hs. Li Ka Shing College (Cheung Wah Estate, Fanling) Longman Elect 1B: Unit 5 Exploring nature

  2. Responding to texts • Making connections • Understanding the meaning and organisation of a text • Motivating reading • Activating prior knowledge • Setting clear purpose What is worth doing? POST-READING WHILE-READING PRE-READING

  3. PRE-READING Purpose : • To motivate learning • To activate prior knowledge • To set a clear purpose for reading Activities: • Jigsaw reading • Previewing the text • Making predictions • (to understand the features of a notice)

  4. Pre-reading stage (Step 1) Jigsaw reading (group competition): • prior knowledge from the previous lesson: hike, trip, trail, trekking pole • passage about a hiking trip: cut into different parts • students read their parts to each other without letting others see them • students can only listen and then order the paragraphs • announce winner after 10 mins. • students share how they come up with their order

  5. Jointly explained by students… • Introductory paragraph (date, time & place) • 2nd paragraph (set off start a journey) • 3rd & 4th paragraph (during the morning) (in the afternoon) + (at lunchtime)

  6. PRE-READING (Step 2) Purpose : • To motivate learning • To activate prior knowledge • To set a clear purpose for reading Activities: • Jigsaw reading • Previewing the text • Making predictions • (to understand the features of a notice)

  7. Read around the Text • Look at the pictures. What ideas are being presented? Previewing the text Making predictions • Look at the captions and read them. • Ask questions. Give yourself a reason to read. • Look at the maps, charts, bolded phrases and graphs. Discuss what information they present. • Read the first and last lines of each paragraph for more information. • Look at the titles and headings. What is the big idea?

  8. Activities: • Getting the main ideas of text • Recognising facts & details • Making inferences • To understand the meanings • and organisation of texts Activities: • Uncovering text structure • constructing visual representations WHILE-READING Purpose :

  9. Rationale behind the lessons…

  10. What reading skills & strategies has the teacher covered so far? PRE-READING • Predicting the likely development of a text • Working out the meaning of unknown words • Using picture clues & captions • Skimming & scanning

  11. What reading skills & strategies has the teacher covered so far? • Identifying specific information • Working out the meaning of unknown words // using linguistic and contextual clues • Making inferences // using linguistic and contextual clues • Using personal experience WHILE-READING (1-2 para.)

  12. What reading skills & strategies has the teacher covered so far? • Working out the meaning of unknown words & expressions // using contextual clues • Identifying specific information • Working out the meaning of unknown words // using linguistic clues WHILE-READING (3-4 para.)

  13. What reading skills & strategies has the teacher covered so far? • Identifying cohesive device // using contextual clues • Making inferences • Using linguistic clues • Acquiring, extracting and organizing information relevant to specific tasks WHILE-READING (5-6 para.)

  14. Were the students really aware of what they had been learning by the end of the reading lesson?

  15. POST-READING • Complete a tableand write down what students will do at different points • Let’s revise the activities and vocabulary. Do you think it is a difficult trip? • Would you like to go on this trip? Why or why not? Which activity would you like most? Why? • Write a notice for your class outing / picnic(i.e. from reading to writing)

  16. From reading to writing • students looked for the main ideas of each of the paragraph of the sample notice in the textbook • detailed structure of writing a notice was then worked out • students created their own notices for a class picnic (future forms “will/ be going to” were taught before)

  17. What is the meaning of the unknown words? How do you know? What are you actually doing? Sentences that contain unknown words Parts of speech Using linguistic & contextual clues Signal words stayed at a place too long Cause and effect because Because we lingered too long at the restaurant, we were late for school. verb so, because My home is very small, but my friend’s place is very spacious. Opposite / contrast big but adj. However, but over-weight / fat Don’t eat so much ice-cream! You will become over-weight or obese one day! Looking for similar meanings adj. or The baboon, like other animals, is very social and friendly. a kind of animals like Looking for examples noun for example, for instance, including, like The monster disappeared suddenly, and I never saw it again. dis could not be seen prefixes verb un, ir, non

  18. In short, when guessing word meanings from context… Don’t be afraid of the words you don’t know.

  19. Let me make an inference now… Well… from my observation, some of you are hiding your eyes from me and looking a bit restless. So, I can infer that you all need a … break now!

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