PREVIOUSLY:
In Unit 18.2, we discussed about the various
ways of teaching the sub topic “Talking about future plans/activities"
in Form One.
IN THIS UNIT 18.3,
we will cover the sub topic "Reading
and obtaining general information" in Form Two.
TOPIC’S INFORMATION
Main
Topic: READING FOR COMPREHENSION
Sub
Topic: Reading and obtaining general
information
Periods
per sub topic: 10
Class:
Form Two
DESCRIPTION OF THE SUB TOPIC
We
read for various reasons and by using various ways. We may read to get the
general idea, or read to get the particular or specific idea on something.
Reading for general information is one of the purposes of reading various
texts. This kind of reading helps the reader gets the big picture of something
within a short time instead of concentrating on specific details that can
consume more time.
SPECIFIC OBJECTIVE OF THE LESSON
In
this sub topic/lesson, the student should be able to answer general questions
on a text read.
- TEACHER’S
PREPARATION STAGE
This
stage is about the preparation of the teacher before undertaking the lessons of
the particular sub topic. These are all activities, procedures, materials,
teaching aids, and games prepared by the teacher for teaching a sub topic:
- Putting
heads together: Introducing the
topic/lesson properly. Organising how students will be able to get to know
what is the topic/lesson about. It is where teacher makes sure that
students are going to be in his/her train. It includes brainstorming and
familiarisation of the topic/lesson with the students.
This makes students stay together with the teacher. It is at this stage
students can understand what is going to be discussed in the particular topic.
In this sub topic/lesson; the teacher will guide students to brainstorm on the definition of
general information' and how they get the general picture or idea on something.
The teacher will ask students to discuss with him/her what they do when;
They want to know what
the newspaper is all about.
What is conveyed in a
particular book?
What they do when they
study or read their notes.
What they do when they
read stories.
The students' responses to these aspects can trigger their prior
knowledge and understanding of the current topic.
- Preparation
of Materials. A teacher has to
decide on the teaching/learning materials he/she is going to use.
In this sub
topic/lesson, a teacher will have to prepare a
variety of texts especially those texts on different topics including those of
HIV/AIDS, gender, environment, family life, education and child labour. The
teacher will also have to have the teaching materials like dictionaries,
encyclopaedias, internet, reading cards, and newspapers. The stories about
these topics may also be found on the internet sites, and newspapers as well.
- Target Practice. Show them/Guide them to the practice of the functions of the sub
topic. A teacher has to show or guide students to the target practice of
the grammatical functions of the sub topic.
In this sub topic/lesson, the teacher will guide students to practice how to read and obtain the
general information through the use of these grammatical patterns/structures:
It is made of....
It consists of....
It means...
How is it spelt?
These expressions
can be found in the text or in the comprehension questions.
- Context-Based
Practice. A teacher leads students to
the discussion on how the target grammatical functions practised earlier
can be applied or integrated into the contexts and situations. The
students are guided by the teacher to apply the learnt skills in relevant
contexts and situations like school and library.
In this sub
topic/lesson, the teacher will apply
a variety of relevant texts which are also relevant to the level of students.
The texts should contain moderate vocabulary items and which are meaningful and
context-related.
- Vocabulary
Building Practice. At this time,
teacher discusses with the students on the vocabularies and phrases to
apply in the already mentioned contexts and situations.
In this sub topic/lesson: The most commonly applied vocabularies are: spelt, pronounced, destroy, chemicals, science and technology,
nutrition, economic, weather.
These are just guiding vocabularies. However, the
teacher can have a list of vocabularies from the particular texts he/she is
going to discuss with students. The important thing in the selection of
appropriate vocabularies is to check if they are relevant to the contextual
aspects of life like gender, education, family life, environment, HIV/AIDS and
other related aspects.
- TEACHING
AND LEARNING PROCEDURES, ACTIVITIES AND GAMES
Guide the students to the full sub topic/lesson procedures, activities
and games for better understanding of the sub topic by following these
activities:
ACTIVITY ONE:
Brainstorming. The teacher has to brainstorm with
the students on the sub topic/lesson's aspects through oral questions with
answers, pair works, and group discussions of all important concepts to get
students on track.
In this activity, the teacher should guide students to brainstorm about the topic of the
passage they are going to read. Here the teacher can introduce something to
students and let them respond to the aspects and related questions. For
example, the teacher can allow students to discuss what they know about the
topic 'A Good Student'. The teacher should ask them the following guiding
questions:
What do you know about a
good student?
How a good student does
looks like?
What are the behaviours
of a good student?
Why it is important to
have a good behaviour?
Why it is important to
be a good student?
These guiding questions will help students familiarise themselves with
the topic of the passage/text the teacher is going to supply to them.
ACTIVITY TWO: Teacher's
Demonstration. The teacher applies his/models or
examples so as to bring the topic/lesson and the students into the real or
common sense of the topic/lesson.
In this activity, the teacher should read his/her text and ask students to list down
what they know and what they would like to know about the topic. The teacher
has to give them guiding questions.
*What students know about the topic?
See questions on 'A Good Student' above at Activity One.
*What students would like to know
about the topic? At this aspect, the teacher can allow students to ask
questions about the topic. For example, students would like know:
How to be a good
student.
How to be a successful
student.
What are good behaviours
of a good student?
What a good student
should help other students?
After going through these aspects, teacher can now read the text at
hand.
Teacher's Model: Reading
Card 10: MINISTRY OF EDUCATION AND CULTURE, TANZANIA. ELTSP.
A GOOD STUDENT
Sarah is a good student. She goes to school every day. She's never late
and she obeys the school rules. She wants to learn English. She speaks it as
much as she can when she's at school. She works hard in all her subjects. She
gets good marks in her tests. She tries to answer questions in all her lessons.
She looks after the school books too. She's always happy.
Ask them some questions to test their understanding of the text.
1. Suggest another title
for the passage above.
2. What other good
behaviours a student should have apart from those mentioned in the passage?
i______________________________
ii______________________________
iii_____________________________
3. What could you advise
bad students?
i______________________________
ii______________________________
ili______________________________
4. Copy these questions
and write short answers. Use only one or two words.
Example: Is Sarah a girl? Yes
1. Does Sarah obey the school rules?
2. What does Sarah want to do?
3. What language does she speak at school?
4. Does she answer questions in class?
5. Does she look after her school books?
5. Write out these words
in the correct order to make good sentences. The first word of each sentence is
underlined.
Example: works Sarah hard - Sarah works hard (don't copy this example).
1. school likes she
2. works She hard
3. teachers like The Sarah
4. happy is always Sarah
ACTIVITY THREE:
Students' Demonstration. The teacher guides
students how they can apply a model like that of a teacher. The skills
demonstrated by the teacher should now be demonstrated/applied by them. Here
students need to be guided on how to use given expressions, structures,
vocabulary, and phrases or similar ones.
In this activity, the teacher guides his/her students to read another text silently and
find out answers for their given questions.
The Text
MAMA BARAKA
Mama Baraka lives in a small village near Dodoma. Her husband is a
farmer. She has one child called Baraka. Life is hard and she has a lot of work
to do. Every morning she fetches water in a bucket. The pump is a long way away
and water is heavy. She carries Baraka on her back. The heavy bucket of water
is on her head. She goes to collect water four times every day. It's hard work
and her husband doesn't help her. She also has a lot of other works to do.
QUESTIONS AND ANSWERS
A. Answer these
questions by completing the sentences. One word in each space.
1. Where does Mama Baraka lives?
2. How many children does she have?
3. Where does she go four times every day?
4. Where does she carry her child?
5. Where does she carry the bucket?
B. Copy each word, and
then next to the word write the opposite. They are all in the passage.
Example: always – never
Fat – thin
1. Big –
2. Easy –
3. Evening –
4. Light –
5. Front –
Also in this activity, the teacher can give his/her students more
questions based on the text read. These are the questions that have not been
covered in the passage but they are important and taken from the same passage. For example, some questions from the
passage can be:
1. Do you think Mama
Baraka's husband is fair? Give three reasons why he is not being fair.
i________________________________
ii_______________________________
iii______________________________
2. What can you advise
men like husband of Mama Baraka?
The teacher has to guide students to answer all these questions in
groups and present them for class discussion.
ACTIVITY FOUR: More
Students' Activities. The teacher
takes/leads students to other real situations or contexts where they can apply
what they have mastered. Here speaking, reading or writing activities are
involved.
In this activity, the teacher gives students more activities about the sub topic/lesson.
These activities are given in order to reinforce students' understanding of the
topic/lesson.
ACTIVITY FIVE: Winding
up the topic/lesson. Here teachers
summarise the topic/lesson by emphasizing the importance of the sub
topic/lesson and suggesting other related aspects of the sub topic/lesson.
Additional Activity: As a teacher, what other activity can be applied in this sub
topic/lesson? You can always drop your alternative activity or activities to
this article so as to improve teaching and learning of 'O' Level English.
REFLECTION
Ask
students to reflect upon the way they read various materials in their everyday
experiences. They read a particular kind of general information without knowing
if they do. They read road signs; they read stories, cartoons, .magazines, and
other writings. Thus, as they read these materials, they get general
information of what they want to know about.
ASSESSMENT
A
teacher should design an evaluation for students by using appropriate
assessment tools like oral questions or assignments so that to see if the
student is able to answer general questions on a text read.
ASSESSMENTS
Assessment #01: Group work.
Give
students the text to read. Provide them with comprehension questions about the
text. After discussion, each group should present the answers before the class.
Assessment #02: Pair works
Ask
students to read the passage you have given them. In pairs, allow them to
respond to the set questions. Each pair should present the answers to the class
and other students will make comparison.
Assessment #03: Individual work.
Give
students a test on comprehension skills. They will tackle this test
individually and that is the time the teacher will assess the students by
individual performance.
Note: You can give
students more individual works, pair works, and group works to facilitate their
interaction and understanding of the sub topic or lesson. As English language
teacher you have to give students more works to do. Because language is meant
to be largely spoken and written, the teacher should rely on written exercises
and notes. Instead students have to learn English language by vigorously
exercising individually, in pairs, and in groups.
SUMMARY/CONCLUSION
Reading
is one of four language skills. This language skill is very important to
students because it is one of the two important skills that are extensively
applied during final examinations. At any National Examinations, we expect
students to do more reading and writing and few listening and speaking. It's not
the intention of this sub topic/lesson to say reading and writing are more
important, rather all skills are equal and their difference comes only in terms
of their usage and their context.
NOTE: These stages
explained above are not necessarily covered in a single lesson of single or
double period. Remember that this is the guide for teaching the whole sub topic
which has periods ranging from 6 to 20. So, the teacher's task is to divide
these stages according to the total number of periods for a particular sub
topic.
WHAT
IS YOUR OPINION?
This article is about how to study and teach "Reading
and obtaining general information" in Form Two. As a student or teacher, what is your opinion on how to
study and teach this sub topic/lesson?
Your opinion is worth and I believe that it can make
these materials better for our own consumption.
You
are Welcome!
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can also check the following useful links below:
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ONE
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