UNLOCK

UNLOCK

READING & WRITING

WATCH & LISTEN

* A Discovery Education video

* The most interesting part of

the book for our students

* What problems did we have last year?

* Alternative ways to use video part?

READING TEXTS

Main problems when trying to read a text

* Generally academic texts, magazine articles and essays.

* Reading 1 & Reading 2

* I don't know enough vocabulary

* I need the dictionary all the time

* It's very slow, it takes ages just to get through a few sentences

* I often get to the stage where I understand all the individual words, but the whole thing eludes me completely,

* Because it is slow, the pleasure or interest in the subject matter is soon lost.

WHAT'S IN THE BOOK

READING 1

Fast Writing

The rules are that when you say ‘start’, they should:

• start writing about the topic

• not stop writing

• not put their pen down at all

• not worry about spelling, grammar, etc.

• write ‘um, um, um’ or ‘rubbish’ or something else if they can’t think of what to write

• not stop to go back and read what they have written

• keep writing till you say ‘stop’ (which will be after five/eight/ten minutes or however long you think is appropriate for your group).

* Unlock your knowledge

* Watch&Listen

* Reading 1

* Reading 2

* Language Development

* Critical Thinking

* Grammar for Writing

* Academic Writing Skills

* Writing Task

* Objectives Review & Wordlist

LANGUAGE DEVELOPMENT

* Reading methods

* Texts are magazine articles, webpages or authentic materials

* Shorter and more entertaining texts

UNLOCK YOUR KNOWLEDGE

PROBLEMS

* Warm Up to Unit

* Where content is given

* What can we do alternately?

* Blank page terror

* Always bored students

* How can we help them write?

* Vocabulary

* Grammar

* How much time?

GROUP WORK

ORGANIZING

STRUCTURING

GIVING SAMPLE TEXTS

GIVING IMMEDIATE FEEDBACK

* White boards

* Wireless keyboards

*

WRITING

ACADEMIC WRITING SKILLS

WRITING TASK

* Writing skills

* Genres

* Common errors

* Paragraph/Essay Organization

* Production part

* Use brainstorming/critical thinking and learnt grammar, vocabulary, type during the unit

* In class writing / Guided writing

* Feedback

CRITICAL THINKING

GRAMMAR FOR WRITING

* Brainstorming

* Introduce the topic

* Get students interested

* Introduce and summarize the main writing task

* Present and practise grammatical structures which will be used in writing task

READING 2

READING STAGES

INTENSIVE or EXTENSIVE READING?

* WHEN?

* HOW?

PRE-TEXT READING

* Lead-in/Warm up/Ice-breaker activity

* Using visuals, title, subheadings

* Alternately?

* An essay or an academic article

* Designed as a model for following writing task

* Opportunity to work on grammar of the unit

POST-TEXT READING

WHILE READING

• Make a summary of the text
• Write a response to author
• Add missing last paragraph
• Make notes under the following headlines
• Give a headline to each paragraph in the text
• Find appropriate places in the text to reinsert some sentences which are excluded before

* A follow on task

* Tie up loose ends

* Closing

* Skimming

* Scanning

* Making inferences

* Reading for main ideas

* Reading for details

* Reading between the lines