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Type of activity: Reading for gist; reading for detail. Teacher's needs: 1. OHP transparency of photo, (Download 1). If no OHP available, make enough photocopies to distribute among the class working in groups of four. 2. Blank OHP transparency and suitable pen. 3. OHP of the article (Download 2). If no OHP available, enough copies for the class to work in pairs. 4. Copies of the worksheet (Download 3). Enough copies for the class to work in pairs. Time required: approx. 45 mins 1. Preparation for reading an article Tell the class that they are going to read an article which was written for The Guardian.. Before they see the article, however, they are going to think about a few things which will help them to understand it better. a) pre-guessing the style of the article
Question: Is the article going to be serious or superficial? (Which type of paper is the article from?) Answer: Probably serious as it is from a broadsheet. Question: What sort of reader is the article aimed at? (Who reads The Guardian?) Answer: Politically leaning towards the New Left; educated to at least high school level.
b) pre-guessing the content of the article from a photo or illustration
Put the class into groups of four. Show the photo on the OHP or distribute copies among groups. Learners should talk about the photo and discuss what the article it accompanies might be about. When everyone has finished, ask for feedback. Make a list of suggestions on the board.
c) pre-guessing the content of the article from the headline and sub-headline
Now write this headline on the board. PASSPORTS, TICKETS, PROZAC? And ask if anyone can guess what the article is going to be about. While tickets and passports will lead the class to the (correct) conclusion that the article is going to be about holidays, the word Prozac may be unknown. Do not explain it yet. Instead, read out up the sub-headline, STUDY SHOWS THAT HOLIDAYS CAUSE STRESS Knowledge of the word Prozac (anti-depressant drug) is no longer necessary. The class now knows that the article is going to be about stressful holidays.
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LIFT OFF to BUSINESS, LIFT OFF to CERTIFICATE, LIFT OFF to CONVERSATION
d) brainstorming a list of words which might appear in the article.
Have the class call out words they might expect to find in the article. If you have an OHP, write the words on a blank transparency to be photocopied for distribution at the next class. If there is no OHP in your classroom, write the words on the board. Make sure, however, that the class only begins to copy the words after the brainstorming activity is finished. During brainstorming they should be concentrating on the board and not writing.
2. Reading the article
Tell the class that, before they read the article carefully, they are first going to skim it to get a general impression. At advanced level most learners are familiar with this reading technique. Nonetheless, write the word skimming on the board and make a list of points about the technique. Your board should include all of the following: -
read the first and last 2 lines of the other paragraphs
as you are reading, keep your pre-guessing in mind and check if it was correct.
Now tell the class they are going to have one minute to skim the article.
If you have an OHP, put the article on the screen and switch on the light. Switch off after one minute. If you do not have an OHP, put the class into pairs and distribute copies of the article face down. When each pair has the article, tell the class to turn over the paper and begin reading. As soon as one minute is up, call out "Stop!" and have the class turn the papers face down again. Working in pairs, the class should discuss what they have understood from the skimming exercise. Ask for feedback before moving on.
Continuing in pairs, the class should now write three questions about information, ideas or impressions that they were unsure about when they skimmed the article. After they have written their questions, each pair should read the article carefully and note down the answers. When everyone has finished, ask for feedback.
Diese und weitere Materialien finden Sie unter
Cornelsen Press GmbH & Co. KG, Berlin 2001
http:// www.cornelsen-teachweb.de/liftoff
LIFT OFF to BUSINESS, LIFT OFF to CERTIFICATE, LIFT OFF to CONVERSATION
3. Rounding off the lesson
a) Put the class into pairs and hand out the Worksheet (Download 3)
Give learners enough time to work through the tasks then discuss the answers as a whole class activity. In this case, talk about the content of the article at the following lesson.
b) Talk about the content of the article.
e.g. Do learners agree with the findings of the two studies? Has anyone had any really stressful experience on holiday? If so, did they get ill when they got home? Etc.
If you choose this option, hand out the Worksheet as homework, asking for feedback at the next lesson. Links
www.telegraph.co.uk www.ft.com www.guardian.co.uk www.mirror.co.uk www.obsever.co.uk www.scotsman.com www.megastar.co.uk www.currantbun.com www.people.co.uk www.sunday-times.co.uk www.the-times.co.uk www.ypn.co.uk
Diese und weitere Materialien finden Sie unter
Cornelsen Press GmbH & Co. KG, Berlin 2001
http:// www.cornelsen-teachweb.de/liftoff
Statistical Time-Access Fairness Index of One-Bit Feedback Fair Scheduler Department of Systems Design and Engineeringdiversity comes from the fact that the wireless channel stateSince the utilization of multiuser diversity in wireless net-processes of different users are usually independent for theworks can increase the information theoretic capacity, muchsame shared medium. Since the
Can a Computer be a Caregiver? Peter Whitehouse, MD Cynthia Marling Richard Harvey, MD Abstract with memory or attention problems and progresses to in-volve language, skilled motor acts, and perception. Ac-This paper critically examines the issues involved incompanying these cognitive problems are behavioral distur-computer-assisted and automated caregiving for patientsbances,
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