DETECTIVES Teacher's Guide - Book - Page 9
THE DETECTIVES - TEACHER’S GUIDE
As you are asking questions, you can have the students read out the sentences where they
found the answers. This fulfills the need to read aloud and you get a chance to hear
intonation, pronunciation, and reading.
Repeat this process until you’ve gone through the entire text.
At the end, you can read the entire passage aloud so they’ll all hear the correct
pronunciation and intonation. This also ties up all the bits and pieces nicely.
Alternatively, you can read the entire passage before starting the questions and answers.
Other approaches:
You can have the students read the entire passage and then discuss it. This takes much
longer to read and many of the students can’t keep up so they give up quickly. It’s advisable
to use this technique only with short texts.
You read out the entire text and then discuss it with the class. This ensures they listen and
follow while you read.
After Reading: Once you’ve finished discussing the text while reading it, 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. These have all been supplied for you.
Once you’ve reviewed the text and ensured maximum comprehension from the students, you can
send them off to do the exercises in Let’s Answer.
iii. Let’s Answer
This section includes a variety of question types to check reading comprehension. Have the student
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).
iv. New Words
Teaching vocabulary: every lesson includes a number of new vocabulary items. These appear in the
box entitled New Words.
It’s very important to teach these new words. Below are a few ideas to help you do this. DO NOT
translate immediately; use translation as a last resort, if necessary.
1) Refer to pictures in the book; ask if someone knows what this is in English. If yes, have the
student say it, repeat the word in English and then have the class repeat. If no one knows
the word, then you say it, and then have the class repeat. Then show the picture and read
the word. Have the class repeat. If you choose too you can make word and picture cards.
Use the pictures and word cards to present new vocabulary.
2) Present the new words on the board. Discuss each word, giving a synonym or a definition via
a sentence that explains the meaning of the word.
a. For example: The word ‘invent’ can be presented as ‘to make something that no one
else made’; or the word ‘clue’ can be presented as ‘information about something to
help you understand’.
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