Answers: 1 2 3 4
She was a seamstress – someone who sews. She refused to give up her bus seat to a white passenger. No, but it was her first time to be arrested. According to the report, she didn’t want to move because she was tired. 5 She was arrested and had to appear in court. 6 Learners’ own answers. 7 Some details in the report are inaccurate due to personal interpretation.
D
Have a discussion
• Allow discussion time. Learners can express their views on the issues covered using the questions provided and add further points of their own. • Organise groups according to language ability and their ability to work together. Groups can appoint a group leader, a scribe and a spokesperson. • The discussion should be summarised and presented to the class, reflecting all views raised. They should realise that there is not necessarily a ‘right’ or ‘wrong’ conclusion. The sentence starters and connectives provide the language tools to express a range of perspectives. • Monitor discussions and assist those who struggle to work together or formulate their conclusions. Highlight that all opinions are valid. Answers: Learners’ own answers.
Differentiation: • Paired reading (between two learners or an adult and a learner) helps learners practise reading aloud. They should not feel judged or pressurised as they read as this can hinder progress. A reading partner should give gentle prompts and be patient with the reader. • Less able readers may need help with answering the questions. You can work through the questions together first and provide sentence starters. • Assist and monitor group work and be aware of those who do not work well with others. Some individuals may be best placed in a quiet role such as time keeper or scribe. Assessment opportunities • Assess learners’ reading aloud. • Assess if learners understand the explicit and implicit meaning in the text by observing their responses. • Conduct informal observation to assess their ability to work in groups, have a discussion and express themselves confidently. Activity Book A Learners make predictions from headlines individually or in discussion groups. B Learners could find other unfamiliar words by talking to classmates from other cultures, use dictionaries with local or colloquial terms, or research online. They should find as many words as possible.
32
Unit 2 People in the news
Remind learners that the UK/US spelling is explained in most dictionaries and is also an option on ICT applications. C Learners work on any appropriate, relevant newspaper or child-friendly online report. Avoid offensive or disturbing material. Learners should stick their report in their books for you to see. D Learners express their thoughts about issues that they feel are important. Answers: A 1 2 3 4 5 B
Possible answers: News about a new team selection. A power failure. A local or national referendum. Bad weather. Ideas for using thyme in meals. Possible answers:
1 a learner b shades c take-away/take-out d crook e flat 2 UK colour; US recognize; UK traveller; US license; US dialog C–D Learners’ own answers.
Session 3: Go deeper Learner’s Book pages: 30–31 Activity Book pages: 27–28
You will need: notebooks, dictionaries. Nice to have: PCMs 16 and 7; a proverb dictionary or reference book of sayings and expressions. ICT link: Search online for meaning and origin of proverbs and other expressions.
Learning objectives Learning intentions • to analyse a text • to think about the impact that a text can have on readers • to explore the use of proverbs. Learning outcomes Learners can: • identify the purpose, language, style, audience and format of a text • consider the impact this has on readers • identify an appropriate proverb to summarise the message.
A
Analyse purpose and style
• Learners should copy and complete the table in their notebooks. • Guide learners’ answers by working through the questions and comparing the report features (language, style, etc.) with those of other text types in the classroom (text books, magazines, etc.).