DETECTIVES Teacher's Guide - Book - Page 134
THE DETECTIVES - TEACHER’S GUIDE - Unit 3
7. Let’s Read! (Track 29) (page 91-92)
Before Reading
NEW WORDS
crime
frame
gallery owner
go back
Present the new words on the board. Either use the flashcards or write the
words. Have the students look for the words in the story to see if they can
understand what it means.
Vocabulary reinforcement
Have the students go over the text and find the words they just learned. Ask
them to read the sentences where they found the words. If there are still unclear words, explain
them. Have the students copy the words into their notebooks and write their definitions.
For weaker students: Have them copy the sentence with the new word into their notebooks, next
to the definition they wrote. This will help them remember the context as well.
For more ideas, go to pages vi and vii of the Yellow Pages section.
Reading
Say:
Read the comic strip through, silently.
There are important clues here which may help
Tom, Kate and the detectives learn more about
the thief.
Find them and write them in your Detective's
Notebooks.
When you are finished, compare your clues with
your friend's.
Curriculum:
AI: Students will understand the
general meaning, main ideas, and
sequence of events in the text and
use this knowledge as needed.
AI: Students will identify different
text types and use this knowledge as
needed.
AI: Students will locate relevant
information for a specific purpose.
AI: Students will extract information
from visual data such as a timetable.
Now have the students read the frames as follows and
discuss;
Frames 1 and 2
Ask:
When did the thief come into the museum? (late at night, 11:30)
How do they know a thief came in? (There was a hole in the window through which he must
have come in.)
Frames 3 and 4
Ask:
What’s the next step? (He went through the window, stole the paintings and left a note on a
table.)
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