Home ENGLISH LANG FORM 1 TOPIC 11: READING A VARIETY OF TEXTS (INTENSIVE READING) | ENGLISH FORM...

TOPIC 11: READING A VARIETY OF TEXTS (INTENSIVE READING) | ENGLISH FORM 1

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Intensive Reading refers to slow and careful reading in details which specific learning aims and tasks. Intensive reading involves reading for composition. Read the following composition then answer the question.

A FOOLISH CUSTOMER

One day Mr. Juha seat in a hotel drinking some coffee. A boy come to him that he was selling afternoon papers. “Which papers do you have? Juha asked. “I have the Daily news and The Guardian”, the boy said. “Well, give me both.

How much do they cost?” Mr. Juha asked. “One thousand two hundred for both. The Guardian sells at seven hundred” the boy said, “Oh, that is very expensive; just give, The Daily News”

Mr. Juha gave the boy ton thousand shillings note. The boy said he had no change. “Let me go for the change sir”, the boy said “No! No! No!” you will run away with my money! Leave your papers here with me” Mr. Juha said.

The boy left happily leaving Juha with the papers after two hours Mr. Juha counted the papers that the boy had left. They were only three! Juha laughed Kwe! Kwe! Kwe! Of course the boy never came back

Questions

Write True (T) or false (F) to the following sentences

(i) Juha sat in a hotel reading the Daily news

(ii) The Guardian costs five hundred shillings

(iii) Juha change was 8,800/=

(iv) Juha counted his change

Question 2.

Provide meaning of the following terms.

i) Customer

ii) Cost

iii) Change

iv) Expensive

Answers

i) someone who buys things from the seller, buyer, client

ii) The price of something e.g. my shoes cost me five thousand shilling only

iii) Money left buying something

iv) An item whose price is very high

EXERCISE

Make two sentences using the words expensive and cost

(i)……………………………………..

(ii)……………………………………..

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 to brainstorm with students on meaning of intensive reading, what they read and how they read various materials.

Intensive reading is the reading skill that calls for attention to grammar and content of the text. It involves learners reading in detail with specific learning aims and tasks. It can be differentiated with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills.

INTENSIVE READING activities include Skimming a text for specific information in order to answer the questions like;

  • True or false statements,
  • Filling in gaps.
  • Summarizing,
  • To discover mistakes and inconsistencies of syntax,
  • Scanning a text to match headings to paragraphs, and
  • Scanning jumbled paragraphs and then reading them carefully to put them into the correct order.
  • The aim of this reading skill is to develop intensive reading skills and vocabulary improvements skills.

Remember this is going to be far more time consuming than scanning or skimming.

Characteristics of intensive reading

Texts are read carefully and thoroughly again and again.

It aims at building language knowledge rather than simply enjoyment.

It is usually classroom based.

The reader is intensively involved in looking inside the text.

Readers focus on the surface details such as grammar and discourse markers.

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 will use texts on a variety of issues (including causes of environmental degradation, education, life, forms of child labour, ways of eliminating drug abuse and aspects of inequality). Then teacher will have to introduce new vocabulary in meaningful contexts. This is why it is called Intensive reading, an in-depth reading that involves extraction of some special information from the texts.

Text

Teacher’s Model

Read the following text then answer the questions.

There is loud cheering, excitement and singing here at this wonderful National Stadium. Both teams have warmed up and are in their respective dressing rooms. Okay, now the teams are coming out and walking towards the centre of the football pitch. The teams are approaching the centre from one direction. The National team is on the right side. It is dressed in blue. The visiting team from Uganda is on the left and it is dressed in red. The fans are singing loudly. Some are dancing happily. Really, there is a lot of excitement here and there this afternoon. The game is starting now. Each team is looking very determined to win this match. Hello, fans! Here we go!

Questions

  1. Complete the following questions.
  • What do you think is happening in the pitch?
  • This is called ………..match.
  • Why fans cheer?
  • Who is telling this story?
  • What is visiting team?
  1. In each word below, list one word that has the same meaning with the particular word.
  • Excitement…………..
  • Pitch…………………….
  • Determined………..
  • Cheering………………
  • Stadium………………..
  • Warm up…………….
  1. Write True or False to the following statements.
  • The visiting team was Tanzania……
  • The Uganda team was dressed in blue……
  • The fans were cheering……..
  • The Tanzanian team wore blue Jerseys.
  • No team was determined to win…….

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 give students copies of the selected text. The teacher will have chosen this text from a variety of sources and topics. The teacher’s role is to make sure that the selected reading material is relevant and to the point. Here the teacher should also set the questions that are related to the text. These set questions will help students read intensively and understand the text well.

After this simple activity of choosing the text for students, the teacher will guide students to read the text silently and respond to the set questions individually. The teacher may have two samples of questions: the questions to ask students individually, and the group questions. Individual questions can be asked after they have read the text. This will help to track their reading and understanding.

After answering individual questions about the text, the teacher will guide students to form pairs or groups and discuss their answers in their particular pairs or groups. These are the set questions that the teacher will have set special for group discussions. These are the questions that students have to find out their answers while in groups.

Finally, the teacher has to conduct and guide students to arrive at correct answers. This is the final stage where teacher guides students to arrive at one common consensus about what has been discussed throughout the sub topic/lesson.

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.

ACTIVITY FIVE:

Winding up the topic/lesson. Here teacher summarises the topic/lesson by emphasizing the importance of the sub topic/lesson and suggesting other related aspects of the sub topic/lesson.

REFLECTION

Ask students how they pick out specific information from the book, newspaper, magazine or any large text that they don’t have much time to cover it. In the societies where people are busy, reading intensively is the best technique to get the most of the text.

The teacher should encourage students to practice this type of reading for better understanding of the selected texts and other reading materials.

ASSESSMENTS

Assessment #01:

Group work.

Give students a text to read intensively and give them questions to discuss.

Assessment #02:

Pair works

In pairs, ask students to read a short piece of text, and then ask each pair to find his/her own answers. Later, they can compare their answers and findings.

Assessment #03:

Individual work.

Provide a text to students. Ask them to read individually and submit the answers to you. Or give them a text on reading intensively and test their reading and understanding individually.

INTENSIVE READING

activities are important for building students’ confidence, inquiring minds, and abilities to read and analyse various texts of various subjects. Both scanning and skimming texts are also important academic skills for any student who wishes to excel in his or her studies. The students should be encouraged to learn these reading techniques. The teachers should also provide their support for the students in order to make sure they attain the special reading levels.

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

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