Teachers guide

The Rural Education Administration English Department Website

TEACHER'S GUIDE TO CLASSROOM ACTIVITIES

There are a variety of different types of activites that can be done in the classroom. Here are a few suggestions of how to set up and stimulate pupils to read, write, and express their understanding of the materials presented in this book 'Landmarks".

Jigsaw Activity
Working With Texts
Using A Newspaper In The Classroom
Poetry Activities
Songs: Singing and Listening

Jigsaw Activities

A jigsaw activity is a group activity in which each member is dependent on the others for part of the information.
In other words, in order to complete a task, group members must cooperate.

Jigsaw 1

A reading passage is divided into four or five parts. (Make sure each part of the text can be read and understood independently.)

The class is divided into groups of four or five pupils, called EXPERT groups. Each expert group is given one part of the text to learn. The purpose of these groups is to enable learners to help each other study the material.

The pupils are then redivided into HOME groups. Each home group has representatives from each of the expert groups. Each member of the group now teaches and shares his/her part of the text with the rest of the home group. The time given to the "sharing" phase depends on the difficulty and length of the material. Pupils must not show their part of the text, but must present it orally.

Expert Groups: All the A’ s get the first part of the reading comprehension. The B’s get the second and so on.	A A B B C C D D A A B B C C D D
Home Groups: Each member reports back to the group. Each member is an ‘expert’ in his/her reaching section or topic.	A B A B A B A B C D C D C D C D

Jigsaw 2

If the entire class used the same text, the pupils can be grouped into homogeneous EXPERT GROUPS. Each group is assigned a different topic to which the text relates. The stronger pupils can be asked to go to other sources - for example, to look up background information. The weaker pupils/groups can be given easier tasks, such as summarizing the contents of the text.

After completing the task in the EXPERT GROUPS, pupils are redivided into HOME GROUPS (see Jigsaw 1), where they report to one another and complete a written task assignment by the teacher.

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Working with Texts The following procedures are applicable to most texts. Keep in mind that some work better with some texts than with others.

1 . EXPANSION - the text is lengthened

	Add one or more sentences/paragraphs to the beginning and/or end of the text.
	Add specified items within the text, such as adjective.
	Add comments.

2. REDUCTION - the text is shortened

	Turn text into a telegraph.
	Combine sentences.
	Remove clauses/sentences
	Rewrite in a different format (see below)

3. MEDIA TRANSFER -the text is transformed into a different medium or format

	Transfer text into visual form (e.g. pictures, graphs, maps, tables).
	Turn prose into a poem or vice-versa
	Turn a letter into a newspaper article or vice-versa.
	Turn text into an advertising slogan or vice-versa.
	Turn text into a screenplay.

4. MATCHING - finding a correspondence between the text and something else

	Match text with a visual representation.
	Match text with a title.
	Match text with another text.
	Match text with a song or music.

5. SELECTION/RANKING - the text is chosen according to a given criterion

	Choose the best text for a given purpose (e.g. inclusion in a teenage magazine).
	Choose words from a text that make up an appropriate title.

6. COMPARISON/CONTRAST -
points of similarity/difference are identified between two or more texts

	Identify words/expressions common to both texts.
	Identify ideas common to both texts.
	Identify fact present in one text and not the other.

7. RECONSTRUCTION -
the text is reproduced without loss of essential meaning

	Insert appropriate words/phrases into blank spaces within the gapped text.
	Reorder jumbled words, lines, sentences, paragraphs.
	Reconstruct sentences/texts from a work array.
	Remove sentences/lines which do not belong in the text.

8. REFORMULATION - the text is reproduced without loss of essential meaning

	Retell story from notes/memory.
	Use keywords to rewrite text.

9. INTERPRETATION - personal knowledge/experience is used to clarify and
interpret the meaning(s) of the text.

	What does the text remind you of?
	What images and associations does the text call to mind?
	What questions would you like to ask the author?
	Formulate questions on the opening of the text - what / Who / Where/ when / Why / How / . . ?
	Is the text true/likely? Explain?
	What does the text infer but not actually say?

10. PROJECT WORK -
the text is used as a springboard for related practical assignments

	The text is about X. design a questionnaire on the subject for other groups to complete. Tabulate the results.
	The text presents a particular point of view. Prepare a brief magazine article which either supports or denies it.

In both cases you will need to present ideas and examples to support your point of view.

From: Alan Maley, Penguin English, 1993.

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Using a Newspaper in the Classroom

Activities for intermediate and advanced classes.

There are at least FIVE excellent reasons for using newspapers in the classroom:

	They are an adult medium that appeals to the adolescent student
	They bridge the gap between the classroom and the outside world.
	They open a window to other cultures and events happening throughout the world.
	The variety of topics - something for everybody- motivates students to read and express themselves.
	These activities should also be seen as fulfilling a larger general educational purpose in preparing informed, involved and open-minded citizens.

There are two other important aspects:

Using newspaper in the classroom give the teacher an opportunity to teach about freedom of speech, tolerance and individual responsibility - all within the framework of "teaching democracy."

Using the newspaper can expand students" understanding of modern communications, making then critical consumers of the mass media.

A . Vocabulary Building

Intermediate Level (Grades 7 - 10)

1. Word Search Game: Divide the class into subject areas - health weather, space, natural disaster, international affairs. Each group must try to find 20 words belonging to their subject area from the newspaper.
2. Locate Information: Find the answer to the five W’s and H (who, what, Where, When, Why, and How) in the lead story.
3. Bulletin Board: divide the notice board into four or five sections - sports, politics, economics, fashion, and so on. Pupils cut out pictures and words from the newspaper and clip them into the board according to sections.
4. Locate Words: Identify synonyms (or antonyms) in a feature story, according to a list prepared by the teacher.
5. Descriptive Words: the teacher blanks out descriptive words (adjectives and adverbs) in a newspaper article and posts the list in alphabetical order. Working in groups, pupils then have to replace the words in the article.

Advanced Level ( Grades 11 -12)

1. Locate Words: Pupils make a list of antonyms from editorials (for and against). The then try to write the reply.
2. Dictionary Practice: Pupils, working in groups, prepare a list of words and then write up dictionary definitions.
3. Homonyms: Discuss the ambiguity of many headlines.

B . READING COMPRHENSION

Intermediate Level

1. Locate Information: Pupils label the five W’s and H of the lead story, list them and then rewrite the story, changing the emphasis by rearranging them.
2. Pronunciation: Pupils record top news stories on tape, as if they were broadcasters of a news program.
3. Locate Information: Pupils underline answers to questions prepared by the teacher, based on not-so-obvious facts.
4. Sequence:

Pupils read an article and then prepare a diary to timetable of events.
The teacher cuts up a text and pupils have to arrange it in correct sequence. (It is best to photostat the story and enlarge it.)

5. Follow-Up: Pupils make a "historical" scrapbook of a story as the events occur, such as "The Story of the Second Gulf Crisis."
6. Identify Main Ideas: Pupils underline key factual statements from an article they themselves select.
7. Fact/Opinion: Pupils copy key sentences and add 'F’ (fact) or 'O’ (opinion) after each sentence, using a story selected by the teacher. Care must be taken that students can distinguish between fact and opinion.

Advanced Level

1. Main Idea: The teacher writes a famous saying or statement on the board, and pupils look for a story that supports, illustrates or contradicts it. For example, For the sake of peace, one may lie, but peace itself should never be a lie."
2. Priorities: The teacher selects 10 news stories and has pupils rank them in order of importance. Pupils then have to explain their decisions.
3. Relevant Information: Pupils locate newspaper items relevant to various issues, for example, freedom of the press, human rights ,and so on.

C . ORAL COMMUNICATION

Intermediate Level

1. Reports: Pupils report orally on newspaper stories they have found interesting.
2. Topical Issues: The teacher leads a class discussion on topical issues in light of newspaper coverage.
3. Fact/Opinion: The teacher reads a feature story. Pupils then identify and discuss their assessment of the story’s facts, opinions and persuasive arguments.
4. Questions: the teacher prepares a questionnaire on a topical news story which evokes strong opinions and feelings. Pupils then interview each other. (The results can be worked into a written report.)
5. Pictorial Interpretations: Pupils have to match captions with pictures or cartoons, and then explain their choices. (This activity works well as a group project)

Advanced Level

1. Decision-Making: Using an editorial, an opinion or a hot news item, pupils separate into groups according to the position they identify with, and then discuss their differences. In presenting their positions, each side may select a spokesperson
2. A Follow-Up Exercise: Each person prepares a written statement presenting its position.
3. Pictorial Interpretation: Working in groups, pupils interpret an editorial cartoon, and present their personal reaction to it.
4. General Knowledge: The class debates a current news story. Use parliamentary procedures. (It is advisable for the teacher to prepare a background or fact-sheet first.)
5. Interviewing: Pupils research a public issue and then interview two or three officials, relations and friends about it. The topic should require them to conduct their interviews in English. Follow-Up: Write up the issue as a feature story.

D . WRITTEN COMPREHENSION

Intermediate Level

1. Questions: Working in groups, the class chooses a news item and prepares as many questions as possible, answers to which can be found in the story. Each question must be composed of at least five words. Each group exchanges questions and answers them in writing.
2. Main and Supporting Ideas: The teacher prepares a list of four or five pieces of information drawn from a feature article. The class is given a jumbled version of the list and asked to find evidence for the information in the article. The class then puts the list into its correct order. (This assignment works best in groups.)
3. Pictorial Analysis: The teacher blanks out the dialogue in the bubbles of a cartoon. Pupils have to write their version of the dialogue, then compare it with the original.
4. Self-Expression: Pupils make up a poem using headlines.
5. Main Idea: Pupils rewrite a feature story making it a third of its original length, retaining the main ideas.

Advanced Level:

1. Self-Expression: After studying example of "Dear Auntie" letters, each pupil writes his/her own. The teacher selects four or five letters and sets up committees to write replies. The letters and the replies are then posted on the notice board.
2. Self- Expression: Pupils are invited to write individual letters to the editor, criticizing or supporting the paper’s editorial.
3.Prediction: The teacher selects a front-page story that is still ‘breaking’. Pupils summarize, in writing, problems and implications arising from the events. A few days later, the actual outcome is compared with the pupils’ predictions.

Prepared by Michael Toben, The Jerusalem Post Youth Magazines.

Poetry Activities

1. A Dramatic Recital

Students divide a poem into speaking parts for individuals, small groups and the group as a whole. The class then chooses background music for the reading and/or creates sound effects to accompany the poem (snapping fingers, clapping hands or stamping feet).

2. Poetry as News

Suggest that students translate the text of a poem into a news story. Students can broadcast the news ‘live’ to classmates or videotape the story. They can also print it up as a newspaper item. Has the meaning of the poem changed?

3. The Graphic Option

Encourage students to try their hand at a poem-inspired collage, poster, or mobile. Others can turn a poem into a cartoon strip or advertisement.

4. The Muse Within Us

Students use the following guidelines to create their own poetry. Hang up the result.

a. ACROSTIC

Use the first letter of a given word to begin each line.

Have you given peace a thought
Or given it a change?
Perhaps it isn’t just a dream
Endeavor and find out.

Choose the words that deal with the PEACE PROCESS: REALITY / CONFLICT / HANDSHAKE

b . CINQUAIN

Ask pupils to write down what you call out.
The sum of the parts (of speech) make a poem.

line 1 - line 2 - line 3 - line 4 - line 5 -

2 NOUNS
3 ADJECTIVES
3 GERUNDS
VERB PHRASE
SUM-UP WORD

Peace
Flimsy and daring
Caring, hoping, dreaming
To have it,
Forever.

c. DIAMONTE

Ask pupils to write down what you call out.
This seven-line verse is diamond shaped.

line 1 - line 2 - line 3 - line 4 - line 5 - line 6 - line 7 -

1 OPPOSITE WORD
2 NOUNS
3 ADJECTIVES
4 GEROUNDS
2 describing line 1
2 describing line 2
3 ADJECTIVES
2 NOUNS
1 OPPOSITE

Past War and destruction Cruel, senseless, silent Forgetting and forgiving; Hating, smiling, free Children and peace Future

d. COMPARISON

Pupils think up similes and analogies to write this poem	line 1 - line 2 - line 3 - line 4 - line 5 -	NOUN AS . . . AS AS . . . AS AS . . . AS PHRASE
		Shalom As painful as bleeding victims As strong as the beating heart As essential as life itself A reason for hope

e . HAIKU

Usually on the topic of nature, Haiku is a Japanese verse form of three short unrhymed lines.	line 1 - line 2 - line 3 -	5 SYLLABLES 7 SYLLABLES 5 SYLLABLES
		Dreams that I long for Nightmares that overcome me Will there be a peace?

From: Peacing It Together by Avi Tsur - The Ministry of Education Jerusalem 1995

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Songs: Singing and Listening

WHY USE SONGS?

Songs maximize participation and involvement and can be used to practice the four skills. Quite simply, songs are fun!

FOR GOOD CLASS ORGANIZATION:

	Always give a task - students will pay attention to the language and not just the music.
	Give clear instructions and check that the students have understood them. Give an example.
	Grade the task to match the level of the class.
	Use songs in class as another learning tool, not undisciplined noise. Students CAN enjoy themselves while working.

ACTIVITIES:

What follows are a number of activities to be used with songs in the classroom.

1. LISTENING BINGO.

Make a word-list from the song (at least 15 words). Students draw a grid with nine boxes and fill them with any of the listed words, one words per box. (A total of nine words.)
While listening to the song, students circle the words that they hear. The first to have circled all the words of his/her grid is the winner.

2. CLOZE FORMAT.

Type/write out lyrics, omitting either words at random or of one grammatical
category, adj./verb/ etc. (example song; Peace Train by Cat Stevens)

a. First Hearing - Follow the script but don’t try to fill in the missing words.
Second Hearing - Fill in the missing words

b. Dictionary practice : Check the spelling of the words / filled-in words.

c. Read the script and on a piece of scrap paper fill in possible answers
(as in a regular CLOZE exercise).

d.Write a paragraph using 10 or more of the words you filled in.

e. Spot the errors: Type/write out the lyrics, this time with mistakes (use opposites/synonyms etc.). Students listen to the song and correct the errors.

3. WHAT'S THE STORY?

Prepare a list of questions on the song. In groups, students discuss possible answers (before hearing the song) and tell the class what they think the song is about. Play the song and ask students to answer the questions, this time based on the song.

4.CUT THE LYRICS OF A SONG INTO STRIPS.

Students try to arrange the strips in the correct order. This is checked by listening to the song.

Jigsaw 1

Jigsaw 2

Using a Newspaper in the Classroom

Activities for intermediate and advanced classes.

A . Vocabulary Building

Intermediate Level (Grades 7 - 10)

Advanced Level ( Grades 11 -12)

B . READING COMPRHENSION

Intermediate Level

Advanced Level

C . ORAL COMMUNICATION

Intermediate Level

Advanced Level

D . WRITTEN COMPREHENSION

Intermediate Level

Advanced Level:

Poetry Activities

1. A Dramatic Recital

2. Poetry as News

3. The Graphic Option

4. The Muse Within Us

a. ACROSTIC

b . CINQUAIN

c. DIAMONTE

d. COMPARISON

e . HAIKU

Songs: Singing and Listening

WHY USE SONGS?

FOR GOOD CLASS ORGANIZATION:

ACTIVITIES:

1. LISTENING BINGO.

2. CLOZE FORMAT.

3. WHAT'S THE STORY?

4.CUT THE LYRICS OF A SONG INTO STRIPS.

5. SONGS ARE GREAT TRIGGERS FOR DISCUSSIONS.