Glass and cans may also cut the feet or mouths of domestic or wild animals while they are grazing. The baobab does things differently from other trees. If the roots are mashed, they make a soft porridge. Next, they should check their written notes against the book and make changes to their notes by adding anything important they had left out or crossing out anything they had written incorrectly.
Write on your chalkboard the short story in Resource 3: A story. This means that they have a chance to argue against points raised by the opposition. You may also find these rules and procedures useful if you belong to organisations that need to conduct debates. They learned that questions should not allow pupils to just copy information from one sentence in the text. Vivian asked them to write about their experiences during the games. The bats suck the nectar and transport the pollen from one tree to another on their wings and bodies. It is important for pupils to learn that stories can be told in different ways to include or exclude different points of view. A friend of Stella's complained that all the women were young and had perfect figures! It is important to be able to identify the point of view of a writer and to decide whether or not you agree with it. Activity 3-3 puzzle tv production program. You will need to gather together resources for your class or a group to read. Younger pupils and pupils who are just beginning to learn an additional language enjoy having a good story read to them several times – particularly if they have opportunities to participate in the reading.
You could then use passages from social studies or science textbooks for summary work in the language classroom by following the steps in the Key Activity. Picture of kapok tree from wiki/ Ceiba_pentandra (Accessed 2008). Compare your ideas with the suggestions in Resource 3. Resource 2: Adapted from: Swain, C. The Primary English Magazine. The record could be a class one, where the title of each book in the library is on the top of a sheet of paper and every time someone reads this book they sign the list and put in a short comment. Copy the pie chart in Resource 4: A pie chart onto your chalkboard. Activity 3-3 puzzle tv production model. Here are some examples of what advertisers do: Adapted from: Focus on English, Grade 10. Pupils need to understand how the letters on the page represent particular sounds and how they combine to communicate meaning in the form of words. We can write messages to him.
Song of the animal world – Traditional song from the Congo, African Poetry for Schools, Longman. Adamu said that some pupils prefer to make notes in the form of a mind map in which there are connections between important points. Really like the color and design of the presentation. Pupils liked this idea and brainstormed what they could say. Then they should read what was written in the textbook under one sub-heading, close their books and try to write down the key points of what they had just read. They don't have uniforms yet. City Heights Performance Annex. 3 box puzzle solution. Case Study 3 and the Key Activity suggest activities that may help pupils to become more interested and confident in reading and writing. © The Goodheart-Willcox Co., Inc. All rights reserved. Is there anything you would do differently if you were teaching these lessons again? For example, young pupils in some parts of Africa would be familiar with a hippopotamus, but in others they may not be, so before reading the story Hot Hippo you would need to find out what pupils know by asking questions like these: This story is called Hot Hippo. Some of the largest baobabs may be over 3, 000 years old.
Again, ask questions about the development of the story and how the words and pictures contribute to this development. Case Study 3 and the Key Activity suggest ways to assess pupils' progress as readers. It is important that teachers and pupils are able to do this with confidence, both in speech and in writing, in order to participate in decision-making in the family, school and wider community. You need to create questions or activities that require pupils to read information texts carefully. It becomes litter when someone drops it on the ground, leaves it lying on the ground where he or she has been sitting or throws it out of a window.
Mwana wa nnyabo, weesirikire. Like your friends, different pupils may enjoy reading different kinds of texts. Note 1: Some products have words in more than one language. Back at their seats she asked each one to read their list to a partner. A letter to a newspaper can be compared to the first half of a debate. Other people believe that if you suck the seeds you will be safe from crocodiles, and if you drink a drink made from the bark you will grow to be big and powerful. It is also a way of seeing what breadth of material they are reading and the kinds of things that interest them. Think about any background knowledge that pupils will need in order to understand and enjoy the story. While it is important for pupils to be able to write answers to questions on what they have read, some will produce better work if they have opportunities to demonstrate what they understand through other activities, e. making posters or pie charts. See Resource 4: Designing advertisements for suggestions about how to do the assessment and planning. Help them with any difficult words. He usually watches television with his family in the evenings and sometimes stays up very late to do this. A workshop was held in Naivasha, Kenya, to introduce teachers to sustained silent reading (SSR). While Mrs Motau was reading the stories, she thought about what the words and the drawings told her about her pupils' abilities to imagine a story from the crocodile's point of view.
The winning team in a debate is usually decided on the basis of the quality of the debating, by a judge, or judges.
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