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Nt1310 Unit 2 Assignment

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The teacher starts with pictures related to pollution in the environment. T shows it on the PPT and students try to guess what it might be. (Appendix 1) The teacher elicits answers. The students are expected to say “pollution” and after they say this word, the teacher writes it on the board. Then the students are expected to direct their thinking on the context. The teacher draws a blank KWL chart on the whiteboard and encourages students to think about what the text might be about. The teacher asks students what they already know about the topic “pollution”. The teacher is going to distribute a copy of the blank KWL chart to each student. (See Appendix 2) The teacher asks students what they already know about the topic “pollution” and they will individually complete the “known” column. Then the teacher asks: “What do you want to learn from …show more content…

“ The students will read the first sentence of each paragraph in the text. Each student is going to skim the text. (Appendix 4) Then they are going to discuss the main idea of the text in pairs. The teacher elicits answers.
Reading for detail
Students will be given HO and they are expected to read for detail. They are going to read the text individually to complete True/ False exercise. (Appendix 5) The teacher reminds them: “The student who finishes with correct answers will be the winner.” Then the students swap their responses with each other to check them. At the end, the teacher elicits answers and if there is a problem, the teacher will highlight it with the class discussion.
RATIONALE :
I’m going to use skimming task for getting the gist of the text. Reading for a gist will give the general meaning of the text. “It is logical to begin with skimming activities because “moving from the general to the specific….. allows students to get a feel for what they are seeing…. before they attack the text in detail. (Harmer, J, 270,

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