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Language Supportive Teaching and Textbooks in Tanzania
Course for textbook writers, editors and illustrators
John Clegg, July 2013
Parts 1 to 3 are in a separate document
This document:
Part 4: English book lesson structure and topic content
Part 5: English activity types
LSTT
2
Contents Part 4: English book lesson structure and topic content ............................................................ 3
4.1 English Unit structure ...................................................................................................... 3
Part 5: English activities ............................................................................................................ 6
5.1 Reading activities ............................................................................................................. 6
5.1.1 Pre-reading followed by reading ............................................................................... 6
5.1.2 Reading support activities ......................................................................................... 7
5.1.3 Post-reading activities ............................................................................................... 9
5.2 Grammar focus activities ............................................................................................... 11
5.2.1 Analysis followed by communicative use .............................................................. 11
5.2.2 Communicative use activities ..................................................................................... 14
5.3 Vocabulary activities ..................................................................................................... 16
5.3.1 Matching ................................................................................................................. 16
5.3.2 Replacing ................................................................................................................ 17
5.3.3 Gap-filling ............................................................................................................... 18
5.3.4 Crossword ............................................................................................................... 19
5.3.5 Wordsearch ............................................................................................................. 20
5.4 Pronunciation and punctuation activities ....................................................................... 20
5.4.1 Pronunciation .......................................................................................................... 20
5.4.2 Punctuation ............................................................................................................. 21
5.5 Writing activities ............................................................................................................ 22
5.5.1 Questions................................................................................................................. 22
5.5.2 Statements ............................................................................................................... 22
5.5.3 Sentence starters...................................................................................................... 23
5.5.4 Substitution table .................................................................................................... 23
5.5.5 Writing frame .......................................................................................................... 24
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Part 4: English book lesson structure and topic content Task 1: Agree a lesson structure. This is a suggestion.
4.1 English Unit structure
Section 1: Reading
a) Pre-reading activity Learners get ready to read
b) Reading text Learners read
c) Post-reading activity Learners focus on comprehension
Section 2: Grammar focus
a) Grammar focus activity Learners analyse grammatical structures from the
text
b) Communicative activity Learners use the structures communicatively
Section 3: Vocabulary focus
Vocabulary activity Learners learn vocabulary from the text
Section 4: Pronunciation or spelling
Pron/Spelling activity Learners practice pronunciation or spelling
Section 5: Listening
Listening activity Learners practise listening
Section 6: Writing
Writing activity Learners practise writing
Number of units: 20? about 6 pages each?
Total number of pages: 150 pages?
4
Task 2: Agree roughly the contents of the units. Refer to the subject syllabus. Fill in the
table.
Units Main contents
Structures Vocabulary
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
5
Task 3: Choose one unit and write a draft. Follow these steps, but not necessarily in this
order.
Step
1. Reading text
decide on the contents and list the main
ideas
write a draft Refer to Part 2 pp 16 onwards
check your draft in the light of Part 2 Refer to Part 2 pp 16 onwards
2. Visuals
decide which parts of the text require
illustration
Refer to Part 3 pp 27 onwards
Write artwork briefs
3. Reading support activities
construct a pre-reading support activity
construct a post-reading activity
Refer to Part 5, pp 6 onwards
4. Grammar focus
construct a grammar analysis activity Refer to Part 5, pp 10 onwards
construct a communicative activity to
enable the learners to practise the
grammar item
5. Vocabulary
construct a vocabulary activity Refer to Part 5, pp 23 onwards
6. Pronunciation, punctuation
If appropriate, construct a
pronunciation activity
Refer to Part 5, p 19
7. Listening
If appropriate, construct a
pronunciations activity
Refer to Part 5, pp 16 onwards – use
those activities which can also be
used for listening
8. Writing
Construct a writing activity to help
learners write about the topic of the
unit and practise the grammar
Refer to Part 5, pp 20 onwards
6
Part 5: English activities
5.1 Reading activities
5.1.1 Pre-reading followed by reading
Include a short pre-reading activity before getting learners to read the text. It should warm
learners up to the topic, get them to think about aspects of it, etc.
Fig. 1
7
5.1.2 Reading support activities
A reading text will often need to have a reading support activity attached to it: learners read
the text and carry out an activity. Here are some examples of such activities. For more
examples see ‘biology task types’.
a. Gap-filling
Make gaps in a text at points which will allow the reader to guess the meaning of the missing
item. Get a colleague to do the activity to check whether the gaps are too easy or difficult. If
necessary, the missing words can be given in a list in scrambled order.
Fig. 2
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b. Fill in a chart
Find a text whose contents have cognitive structure, which can be represented in a chart (e.g.
matrix, tree-diagram, flow-chart). Create the chart. Learners read and fill it in.
Fig. 3
The female crocodile lays her eggs in a hole in the sand of the river bank. She covers the eggs with sand and guards them for about 13 weeks. The eggs are large and the shells are soft like skin. They are not hard, like chickens’ eggs. The female fish lays her eggs in the water. Most fish lay thousands of very small eggs. The eggs have a soft shell. Many fish leave their eggs when they have laid them. Hens lay about 6-10 eggs. The eggs have a hard shell and are about 5 cm long. The hen lays them in a nest in a safe place. She sits on them and keeps them warm. After about three weeks, the baby chickens hatch.
fish crocodiles chickens
Where are the eggs laid?
Are the eggs big or small?
What do the eggs have round them?
How do the parents take care of the eggs?
c. Sequence
Find a text which describes steps in a process. Write out the steps, scramble them and number
them, as in fig. 4. Learners re-order the steps. Learners can also sequence a set of visuals or
even the words in a scrambled sentence.
Fig. 4
Write these sentences in the correct order a) The larvae change into pupae. b) Small white animals come out of the eggs; they are larvae. c) The pupae break open and new flies come out of the pupae. d) The male and female fruit flies mate. e) The larvae eat the fruit and grow bigger. f) The female fruit-flies lay eggs in fruit
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5.1.3 Post-reading activities
a. Open questions oral
Fig. 5
b. Open questions written
Fig. 6
c. True/false questions
Fig. 7
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d. Multiple choice questions
The questions in fig. 8 contain a mix of open, true/false and multiple choice questions
Fig. 8
11
5.2 Grammar focus activities
Grammar focus activities should consist of analytical activities – in which learners analyse
and aspect of grammar – and communicative activities – in which they talk in pairs or groups
using that aspect of grammar in natural conversation.
5.2.1 Analysis followed by communicative use
a. Analysis using sentence formation
Fig. 9
b. Communicative use oral dialogue which follows
Fig. 10
12
c. Analysis activities
Grammar analysis activities can take several forms.
d. Analysis using gap-filling
Fig. 11
Fig. 12
14
g. Analysis using underlining
Fig. 15
5.2.2 Communicative use activities
a. Oral dialogue
Fig. 16
b. Oral presentation
Fig. 17
16
5.3 Vocabulary activities
5.3.1 Matching
Make a list of paired items (word and definition, word and word, word and visual, beginnings
and ends of sentences etc). Scramble one list. Learners match the items. See ‘biology task
types’ for more examples of reading support activities.
Fig. 19
Fig. 20
19
5.3.4 Crossword
Provide a crossword. Several websites offer means of making them. E.g.
http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
Fig. 24
Across 2. to get bigger 4. a change of position 7. the green substance in plants that allows them to use the energy from the sun 8. their own food 10. out of 13. what plants and animals do to get rid of waste materials 14. the power that plants and animals have to be active 15. the way plants and animals respond to their environment 16. useless material Down 1. to make young animals and plants 3. the process of breathing air in and out 5. the way plants combine carbon dioxide and water, using energy from light, to 6. something that animals eat, or plants take in, to keep them alive 9. a small object produced by a female bird, insect, frog, snake etc, that a young animal 11. very young animal 12. a flat thin green part of a tree or plant that grows on a branch or stem
20
5.3.5 Wordsearch
Several websites provide ways of making wordsearches easily, e.g.
http://www.superkids.com/aweb/tools/words/search/
.
Fig. 25
Find these words in the wordsearch: grow, reproduction, excretion, waste, energy, respiration, photosynthesis, leaf, sensitivity, movement, egg, baby, chlorophyll, food, oxygen, light, eat, animal, plant, respond, seed S T S E F T T O I G A R R Y W N
L T W S N M H I E P R E M J A V
M T E E A E J E E H E O E C S W
T L N L P O R X O O S N W T T M
O R I R T M S G I T P P T E E V
V E E G C I A O Y O I L E R I E
E A X D H I E G G S R A C S B X
I D C F L T B O P Y A N I M A L
U Q R M O V E M E N T T R A B S
X R E P R O D U C T I O N N Y I
S E T N O C D S D H O X Y G E N
B S I T P S N S F E N W E G S M
T P O X H C E A T S E E D K M S
Q O N I Y S E N S I T I V I T Y
C N E E L L F M X S O I T W K S
S D L O L O P M E K S M Y C H C
5.4 Pronunciation and punctuation activities
5.4.1 Pronunciation
Fig. 26
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5.5 Writing activities
See ‘biology task types’ for more writing activities.
5.5.1 Questions
Fig. 29
5.5.2 Statements
Fig. 30
23
5.5.3 Sentence starters
Provide a list of sentence starters. Write out the sentences you want the learners to make.
Then cut them down to starters. Learners complete the sentences in speech or writing.
Fig. 31
5.5.4 Substitution table
Provide a substitution table. Substitution tables can be used when learners need to say/write
something which requires one or two sentence structures, substituting different words in the
sentence.
Fig. 32
24
5.5.5 Writing frame Provide a frame giving support at the level of headings and/or sentence starters. Learners
produce a written text or an oral presentation. Writing frames are often used towards the end
of a lesson and assume that learners know the topic.
a. Headings
Fig. 33
Describe a person you admire. Use these headings.
Physical appearance
Clothes
Personal qualities
Family background
Job and interests
Achievements
Start like this:
A person I admire very much is...
b. Sentence starters
Fig. 34
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