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.
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.
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."
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