Guided Reading Activity Lesson 2 Egypt and Kush Answers

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  Reading Lesson Plan
  Pre-Reading
  Goals: activate students background cognition, provide language training, motivate students want to read the text.
  Activities:
  - pictures
  - prediction
  - discussion
  - role-play
  - guessing games
  - word association tasks
  - semantic mapping
  - previewing\surveying

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  While-Reading
  Goals: help students to understand specific content and main ideas of the text, promote active appointment with the text rather than passive reading.
  Activities:
  - students may be provided with questions to answer about the text
  - providing students with outline\diagram\flowchart for them to complete while reading the text.

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  Post-reading
  Goals: review content, work on bottom upwardly concerns, consolidate what has been read by relating the new information to the learners' knowledge, interest and opinions.
  Activities:
  - place students in pairs or small groups for discussion
  - review main ideas
  - discuss discrete points
  - writing consignment
  - discussion
  - debate
  - role-play
  - project work

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  READING ACTIVITIES IN THE CLASSROOM
  

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  TEN THINGS TO DO BEFORE READING:

  Ask students to begin for answers to the following questions, and so write ideas on the lath.
  Look at the title and the headings for each section. What exercise you think this passage is going to exist about?
  Expect at the pictures. What do you think this passage is going to exist about?
  Read the first and last paragraphs and the first sentence of each paragraph. What do you think this passage is going to be almost?
  Read the title. Now quickly scan the passage and circle all the words that accept a connection to the title.
  Browse the passage and cross out all the words you don't know. After y'all read the passage again carefully, look up the words in a lexicon.

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  After looking at the title, pictures and so on, brainstorm the specific words you lot look to see in the passage.
  Subsequently looking at the title, pictures , brand upwards some questions you think this passage might answer.
  What kind of passage is this? Why would somebody read this? For data? Pleasure?
  Summarize the passage and ask students to accept notes or draw a picture of the story as you speak.
  Have anybody read the passage.
  

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  Pre-reading activities:
  Asking THE Right QUESTIONS

  locate a medium length commodity that might include some graphs or pictures
  from one re-create of the commodity, cut out titles, subtitles, graphics, the first paragraph and the last paragraph
  divide course into small groups and have them survey these items
  ask students to write down a list of at least 5 questions that they call back the article will reply
  ask groups to share their questions with the course. Discuss questions and why they recall the article will or won't answer the questions
  take students read a re-create of the article and then reply their own questions.

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  M-W-50 CHART
  - earlier reading a story or article about a item subject, ask students to share as a grouping what they KNOW most the field of study
  teacher will write this downward in a column under the discussion "Know"
  instructor will enquire students what they "WANT TO KNOW" about the given topic and will write down what students say under "Want to know" on the board
  class will read the story or article
  later on testing for comprehension teacher will interview students and inquire them what they "LEARNED" nearly the topic and write that under "Learned" on the lath
  

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  TELL A TALE OF GUESSWORK

  - teacher will share with students the main characters in a story and a bit about them
  - the students volition make upwards their own imaginary story about these characters-they volition practise this in 1 minute's time
  - the students will tell their story to each other in groups and groups will vote on the best story

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  While reading activities
  QUICK SKIM

  - students will all exist given the aforementioned reading
  - they volition drag their finger down the eye of the folio for about 15 seconds, until the teacher says end
  - students tin can become in groups and hash out what they read, the words they saw
  - the group with the well-nigh ideas wins
  - it's oft surprising for students to come across how much they can accept from a passage after merely briefly skimming

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  LEA (Linguistic communication Feel Approach)

  - beginning students will dictate texts to each other in their ain words
  - partners will write downwards what the students have said and the students will read the text
  - partners enquire the questions almost the text and students will reply them
  - partners will retell the text in brief to each other

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  Post-reading activities
  UNIVERSAL QUESTIONS

  The following questions may be used when reporting on various all-encompassing reading activities.

  - What is the topic of your article?
  - What was the writer's purpose in writing the article?
  - Give at least 2 examples or pieces of evidence from the text which support the author's principal thought?
  - Write an outline of the article.
  - What new fact or idea did yous learn from this article?
  - Is the author mainly objective or subjective? What clues you to your determination?

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  READ AND Draw

  - teacher will divide a story into dissimilar parts and distribute them to pocket-sized groups or pairs of students
  - students will read their role of the story and draw a picture representing what happened in their function of the story
  - students will tape pictures to the wall in lodge and will present their part of the story in lodge

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  FIND A SENTENCE

  Students will read a story or paragraph and teacher will ask students to detect i judgement and write it downwards to share with the class or in small-scale groups. Offer students one of the following options:

  a beautiful sentence
  a very interesting judgement
  a surprising sentence
  a judgement that contains the main idea
  a sentence the student doesn't empathise
  a sentence that reminds the student of smth
  a sentence that makes not bad sense to student
  a sentence the student agrees or disagrees with
  a sentence that upsets the student

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  Now yous will sentry a video sequence devoted to the reading. But before watching reply the following questions:

  What types of reading do y'all know?
  How do you motivate your students to read?
  What is the purpose of reading?
  What are the roles of pre, while and post reading tasks?
  What reading activities practise you accept in your classroom?
  Do you work on linguistic communication material when you work with reading text? Why\why not?

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  Lesson Programme

  Date:
  Group:
  Subject field:
  Theme:
  Level:
  Instructor:
  I. Aims:
  Ii. Objectives:
  Equipment:
  Literature:

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  Procedure of the lesson

  Activity descriptions Minutes
  1. Organization moment
  a) Greeting
  b) Talking about the objectives of the lesson

  Warming upward
  (tongue twisters, proverbs or sayings, quotations, songs, question-answer, games, descriptions, etc. co-ordinate to the linguistic communication fabric, pictures, prediction, discussion, role-play, guessing games, word association tasks, semantic mapping, previewing\surveying)

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  III. Master stage

  1) Working on the text (pre, while and post-reading tasks)
  ii) Watching the film (pre, while and post-watching tasks)
  3) Speaking activity (stage1, two, iii)
  4) Listening action (pre, while and mail-listening tasks)
  five) Game technology (description, stages to play)
  6) Project modelling (clarification, stages to present)

  Any activeness you lot plan include to your chief stage

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  IV. Conclusion. Making concluding comments.

  Evaluation
  Giving the domicile assignment (depict in detail tasks to exercise or stages to work)

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  Prac instruction survival tips
  Below you will run into 15 steps to a successful student teaching experience:
  one) Use the school or college library (methodology issues)
  2) Come early to class (bound on topics for teaching, highlight vocabulary, revise)
  three) Review the curriculum (ask for a teacher editions, unit plans or workbooks to assemble facts and ideas)
  4) Prepare a speech introducing yourself (information technology should stress your appreciation and availability to students)
  5) Adjust your schedule to your instructor of your bookish group or mentor
  6) Set upwardly an observation schedule
  7) Help to course papers
  8) The role is the hub of the school (be friendly and smile)
  

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  ix) The teaching relationship is based on trust and respect (discover which students have behavioral or learning difficulties, be organized and methodical, start with tight command, use a clear speaking voice with sufficient volume to be heard at the back of the course, but do not speak more than loudly than in necessary, praise, encourage your students than to criticize, if you cannot resolve bug enquire one of the members of the teaching staff)
  x) Personal presentation (eccentric way of dress, casual appearance)
  11) Lesson notes (structure and content of the lesson, plan of implementation)
  12) Audio\Visual Equipment (prepare in advance, avoid equipment failure, be prepared for the unexpected in case you are unable to requite the planned lesson because of sudden unabailability of equipment or change of room)
  

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  thirteen) Learning from experience (after each twenty-four hours'southward do you should complete a cursory critique of each lesson, speak or consult your classroom teacher or mentor, observe the lessons of experienced teachers, invite your mentor to write an observation for yous)
  14) Asking for advice (never, ever, be agape to seek the advice of your mentor or class instructor)
  

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