Developing the skills Read the extract about Tim Berners-Lee on page 12 of the Student Book and point out that a single sentence can contain several facts. Model how these may need rephrasing so that they can be referred to separately, such as the second sentence, which tells readers both what Berners-Lee founded and where the LCS is situated. At this point, ensure students understand the implications of the information well enough to be confident in completing the classification task that follows on their own. Give extra support by first modelling how to re-state the second sentence as two separate facts, then asking students to state the separate facts in the remaining sentences in their own words – either verbally or in writing.
PPT
Use slide 2 to introduce the concept of classifying information and to provide a model of how to select appropriate criteria (such as qualities and features) for classification. Prompt students to suggest real-world applications in which they already use this skill (e.g. choosing the best players for a team, making a list of presents they would like to receive, etc.). Use slide 3 to emphasise the idea that changing the purpose of the classification alters which items are selected. Afterwards, organise students into groups of three or four and give them copies of Worksheet 1.2 to support their work on Question 5. They will need scissors to cut up the statements. They could glue their final solution onto a piece of paper. After working out their solution, students can compare and justify their ideas with those of another group and discuss similarities and differences. Students should then work on their own to complete the paragraph of writing for Question 6. Give extra challenge by asking students with different solutions to work in pairs or small groups to come up with a final agreed classification.
Applying the skills Decide and explain how you would like students to express the outcomes of Questions 7–9 in order for you to assess their skills. Students should then read the text independently and complete these questions. They could peer-assess their responses at this point. Prompt students to re-read the texts on page 13 and check their understanding of unfamiliar vocabulary and concepts, so that this factor does not limit their achievement when responding to Question 10. Then ask students to write their paragraphs about Bletchley Park on their own, using the starter sentences provided. Students can use the ‘Check your progress’ points to self-assess and set themselves goals.
© HarperCollinsPublishers 2016
1.2 Finding relevant information and specific detail • 5
Stage 8
Ask a small group of students to suggest a common reading task that someone might carry out in everyday life (e.g. a doctor checking medicine dosage on a database before writing a prescription, or someone choosing the best three rental flats to view from an estate agents’ list of 20). The rest of the class has to agree the best reading strategy to achieve the task.
Cambridge Checkpoint English
Plenary