LFO Teacher's Guide - Book - Page 17
After Reading: Once you’ve finished discussing the text while reading, it’s important to sum it
up. This is usually done by asking a question that reflects on the entire text. The question
might include feelings, what they’ve learned, what they think about the text, what they think
will happen next, what they think about the topic, and so on.
You can ask:
•
•
•
•
What is the passage about?
What did you like or dislike?
What wasn’t clear to you?
What can you easily relate to in the text?
If it’s a story, you can ask:
•
Did you enjoy the story?
Once you’ve reviewed the text and ensured maximum comprehension from the students, you
can send them off to do the comprehension exercises such as True or False?, Let’s Answer! or
Let’s Complete!
Acting Out the Text
Acting out the text is a wonderful way to aid comprehension. After you have read the text
with the class and ensured everyone understands the text, it’s a good idea to have them act
out the text or the story. A few suggestions for how:
•
•
•
Divide the students into groups; each group acts the part of one character. Everybody
gets to participate and you get to hear all the students reading and speaking.
Divide the class into groups according to the number of characters in the dialogue.
Give each group the opportunity to rehearse and perform the dialogue (all characters)
in front of the class. This builds teamwork and self-confidence.
Since there are four Read and Act tasks in the Student’s Book, it is suggested that you
give the “stage” to a different group of students each time.
iv. Let’s Answer! / True or False? / Let’s Complete!
This section includes a variety of question types to check reading comprehension. Have the
students work on these questions in their notebooks, writing complete answers where needed
and referring to the passage for the information. This section covers the main points in each
reading or listening passage.
Questions vary from LOTS (Lower Order Thinking Skills) to HOTS (Higher Order Thinking Skills)
(see Higher Order Thinking Skills).
xiii
