LFO Teacher's Guide - Book - Page 14
manner, they are referring directly to each other and the class discussion doesn’t
become a question answer session with you.
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Speaking Key / Stick: Use a stick or a baton as a speaking stick. The student who has the
stick in hand is allowed to speak and the others must listen. When the speaker finishes,
the person who raised their hand and can relate directly to what was said receives the
stick. In this way the students are listening to each other and they must respond to
what was said.
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Pair work: Have the pupils work in pairs to discuss the various questions in the book
that lead into the section. They should listen to each other and then report on what
was said by their partner.
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Alternatively, you can have pairs discuss the issue at hand and then team up with
another pair and convince the other pair that their ideas/views/opinions are the
correct ones.
Every reading passage, no matter what type of text it is, should include some sort of prereading activity. For many of the texts, this has been incorporated into the Student’s Book and
the Teacher’s Guide offers suggestions on how to work with it, leading the prediction and
discussion before reading. Where the Student’s Book doesn’t have it directly, the Teacher’s
Guide offers some leading questions to work with.
When reading a poem or a rap, it’s a good opportunity to work on rhythm and intonation with
the students. English intonation is slightly different than either Hebrew or Arabic and the
students should be made aware of it. Practice different readings of the same line to stress
different words and to show what the difference might be in a poem where we want to
emphasize something specific as compared to a regular statement.
Specific suggestions for each poem or rap are included immediately after the instructions for
that exercise throughout the Teacher’s Guide.
Some Suggestions for Pre-Reading
Pre-reading ensures some sort of build up or prediction before the actual reading. At this prereading stage, pupils bring in any previous knowledge they have relating to the topic of the
text. This enables the entire class to become involved in the topic of the reading passage. It
also enables the weaker learners in the class to become part of the lesson more easily, once
the topic is presented and the learners know they are going to read a passage on a specific
topic.
This pre-reading activity should include any of the following activities.
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Using the title of the text:
o Say and ask: Read the title. What do you think the text is about? This could also
be done via a mind map on the board with the title of the text in the middle.
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