Lesson
individually and silently. Encourage them to reread if needed. Then allow them to compare their answers, before checking with the whole class. You can ask them to remain silent, but hold up their fingers to show you which paragraph corresponds to each picture. 3. Read the story again as you listen to it. Is it in the correct order? Write the correct order. 15 In this activity, students will reorder paragraphs in a story. Ask them to read again and number the paragraphs. As you check, ask students how we know the order, and get them to notice the phrases used to structure the text ( …where our trip started, after Cape Town, our net stop… Kruger, on our second day at the Kruger… ) Differentiated Instruction For this activity you can use the 10 Seconds strategy to give everyone who wants to answer time to put their hands up. Do not always nominate the students who put their hands up first. 4. Work in small groups. Discuss the question. What feeling do you think the writer caused with the underlined expressions? This activity will ask students to reflect on the author’s decisions reflected in a text and their effect on the reader. Divide students into pairs. Then get them to discuss the underlined phrases. You can simplify it and ask them if it is a good or bad feeling each time, and then ask for more detail or specific adjectives.
Lesson
1 Look at the pictures.Tell each other if you would like to go on such a trip.
2 Read the story fast.What is it about? Choose a picture for each paragraph. 108
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Spectacular Sunsets
Our next stop was the Kruger National Park. Nothing could have prepared me for what I was about to experience. A lot of people go to see lions and cheetahs. They’re beautiful animals, but it was all the unusual animals that really amazed me. On our rst night, the sun set like an extremely large ball of re. We could hear hyenas calling… I still shake when I think about it. We ew to Cape Town, which is where our trip started. Cape Town is beautiful. On the one side you have the ocean, and on the other side you have Table Mountain, that is really at at the top. The city also has an interesting history. We were lucky to see the “Second New Year” carnival on January 2nd. There were so many people in colorful clothes singing and dancing. You could feel the celebration and excitement in the air. On our second day in the Kruger, we got to see hundreds of wildebeest crossing a big river. It made me feel upset. It is a di cult and scary thing that they have to do, especially for the younger ones. A er Cape Town, we took a train north. It took us a day and a half; fortunately the train was really like a hotel. There were places to eat, and the rooms were really comfortable. We got to see long distances of at, dry earth. It looked like it hadn’t rained there all year. 3 Read the story again as you listen to it. Is it in the correct order? Write the correct order. 15
4 Work in small groups. Discuss the question.What feeling do you think the writer caused with the underlined expressions?
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Achievement Complete a guided reading. Teaching Guidelines • Reorder paragraphs of a story. • Reflect on the author’s decisions reflected in a text and their effect on the reader. Development What countries would you like to visit? Ask students: What countries would you like to visit? You could provide a simple example of your own that students are likely to have heard of. Encourage students to work in small groups and share their ideas, giving reasons for their choices. 1. Look at the pictures. Tell each other if you would like to go on such a trip. Ask students to work in pairs. Ask them to describe what is happening in the pictures and tell each other if they would like to go on that kind of trip. Monitor and provide language needed (wildebeest, bridge, mountains, savannah). 2. Read the story fast. What is it about? Choose a picture for each paragraph. 108 Ask students to read for gist and match the pictures to paragraphs. Allow students enough time to read
70 Unit 5 • Activity Book p. 48
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