Welcome to UNIT 19.3
PREVIOUSLY:
In Unit 19.2, we discussed about the various
ways of teaching the sub topic “Interpreting
simple stories” in Form Two.
IN THIS UNIT 19.3, we will cover the sub topic “Reading and
obtaining specific information” in Form Two.
TOPIC’S INFORMATION
Main Topic: READING FOR
COMPREHENSION
Sub Topic: Reading and obtaining
specific information
Periods per sub topic: 12
Class: Form Two
DESCRIPTION OF THE SUB TOPIC
You can grab the newspaper and read only some specific details quickly.
A specific thing is anything that is taken from the big content or many things.
The teacher has to guide students to read various texts and pick out specific
information from them. Specific information is important because in this world
where people have a lot things to do, the students have to understand how
identify specific information from the texts.
SPECIFIC OBJECTIVE OF THE LESSON
In this sub topic/lesson, the student should be able to answer questions
on specific information 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 guides students to brainstorm on
definition of 'specific information' and how they get specific details quickly
from the text they read.
'Specific information' is a piece of information that
is taken out of various sources of information.
The specific information is obtained by skimming or
scanning the texts. Through these processes of reading, the reader is able to find
out or identify specific pieces of information from various sets of
information.
- Preparation
of Materials. A teacher
has to decide on the teaching/learning materials he/she is going to use.
In this sub topic/lesson,
the teacher will have to prepare a variety of textbooks
with indices, dictionaries, and telephone directories. These details help the
reader to collect specific information from the texts. For example, if a reader
wants specific information like Story Writing in the book's index, this reader
will directly or specifically look at letter S in order to get the phrase
'Story Writing'. This is reading or perusing something for specific
information.
- 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 answer
specific questions by using these patterns:
It's found in...
Author's name is....
born in......
It is a one party....
Mt. Kilimanjaro is found in.....
The country is the destination for...
She bled....
It was invented by.......
- 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 guide his/her students to use library, public meeting, school and home to discuss various contexts or
situations where one can find specific information.
- 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, science and technology,
political systems, agriculture, female genital mutilation, HIV/AIDS.
- 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 guides students to brainstorm with the
students on the definition of 'specific information', how they get specific details
quickly from the text they read and how specific information on various texts
and media can be obtained.
The specific information is obtained by Skimming
a text or Scanning
a text. Through these processes of reading, the reader is able to find
out or identify specific pieces of information from various sets of information.
The details on how to get specific information have also
been thoroughly described in Scanning
text and Skimming
text processes.
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, you can demonstrate to
students how to obtain this type of information as described in Scanning
text and Skimming
text.
You can pick any newspaper and read it in front of students and try to get the
specific information. Ask students to watch over what you do.
Text
Teacher's Model
Pick any
newspaper article. Skim it and get the specific information you want. Through
this simple demonstration, the teacher will have portrayed how the texts can be
skimmed or scanned to get specific information or details.
Or
The teacher
can pick any big book and turn to the pages of table of contents or glossary of
terms. Then a teacher tells students that he/she going to look for the particular
aspect then he/she quickly scans the pages and find the aspect he/she is
looking for.
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 will use materials such as dictionaries,
indices, table of contents, glossary of items and telephone directories, to
guide students to look for some specific information a available in the
materials.
Let's take any English Grammar Book as an example. The
teacher asks students to pick the book. The teacher asks them to look quickly
for the term 'Tense' in the table of contents. The teacher can also use the
dictionary to scan it for a particular item.
Then the teacher has students to skim through
available materials like books and dictionaries in order to locate the required
information.
The teacher should also provide students with more
activities to enable them practice skimming through texts to locate required
information. These activities should involve various materials so as students can
get used to Scanning
text and Skimming
text.
ACTIVITY FOUR:
Taking/leading students to the 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 should guide students
to the more practices of skimming and scanning processes through a variety of
texts to locate required information. The teacher should not worry about
bringing in the class various materials like books, newspapers and magazines.
More materials will help students practice widely.
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
You can say our life is made successful with reading.
We always read important information that in some way or another they save our
life. We read to get knowledge. Although, we can't say that other language skills
are not important, but reading is the very starting point for any language
skill.
One cannot
speak if he/she didn't understand reading.
One cannot listen
well if he/she didn't understand reading.
One cannot
write well if he/she didn't understand reading.
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 questions on specific information 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 to the specific questions 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 that require specific information. 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 01: 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 a language development skill. When learning
all four language skills during teaching and learning processes, the students have
to sit down and read in a guided practice or reading alone. This highlights that
reading is the necessary skill if a student really wants to excel in
pronunciation, spelling, and understanding of the texts. A teacher should emphasize
this skill just he/she emphasize other language skills.
Note 02: 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 specific
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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FORME ONE
FORM THREE
FORM FOUR
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