Learning Targets for Key Stage 3:
| KSa - | To provide or find out, select, organize and present information on familiar and less familiar topics |
| KSb - | To interpret and use more extensive information through thorough processes or activities such as sequencing, describing, classifying, comparing, explaining, predicting, inferring, summarizing and drawing conclusions |
| KSf - | To understand how the English Language works in relation to basic differences between formal and informal contexts are organized and expressed; and apply this understanding to one’s learning and use of the language |
Learning Objectives:
Text Types
Vocabulary
Language Skills
Generic Skills
| - | Articles |
| - | Dialogues |
| - | Diaries |
| - | Notes |
Words for reading comprehension
text, article, main idea, important words, summarize
Words from texts that need
elaboration
St Patrick's Day, Depression, Academy Awards, Gold Rush, Motor Age,
Disneyland, Walt Disney World, Experimental Prototype Community of Tomorrow
| - |
Using simple past
tense to record events |
| - |
Using simple present tense to record
plans |
| - | Using simple present tense to explain and illustrate ideas and steps in extracting ideas and information |
| - |
Reading |
| - |
Writing: Summarizing |
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| - | Study skills: working independently; |
| Extracting important points and making notes when reading; | |
| Organizing materials information and ideas systematically; | |
| Development of an awareness of the information and ideas that key words in texts carry; |
Relevant Basic Competency Descriptors:
| L6-R-1-S3BC: | Using an increasing range of reading strategies to understand the meaning of texts with some degree of complexity | |
| L6-W-1-S3BC: |
Writing a variety of texts of
different purposes with relevant and generally adequate content
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| L6-W-2-S3BC: |
Writing a variety of texts of using
punctuation marks, and a range of vocabulary and language patterns
with some degree of appropriacy and accuracy to convey meaning
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| L6-W-3-S3BC: |
Writing a variety of texts with adequate overall
planning and organization (including the use of cohesive devices and
paragraphs and sequencing of ideas)
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| L6-W-4-S3BC: |
Writing a variety of texts using tone, style and
register generally appropriately with the help of cues
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| L5-W-5-S3BC: |
Writing a variety of text using the salient
features of a range of genres generally appropriately with the help
of cues
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| Level of Difficulty |
 |
- Preliminary to S3BC (at S1 level) |
 |
- To S3BC (at S1 to S2 level) | |
 |
- At S3BC (at S3 level) | |
Activity
Description
Duration
(min)
Available for Self Learning
Activity 1
Learning to find main ideas in articles
Students are taught how to find out important words and main ideas by finding answers to 'what', 'where', 'who' questions and put the information they have found into different types of exercises.
30
Part I
Activity 2
Part II
Part I: Practice in reading for main ideas
Students are asked to read two texts and write out main ideas in them.
Part II: Test on reading for main ideas
Students are asked to read for main ideas and write them out in three test types.
Extended Activity - Writing a diary entry
Students are asked to read a note and a dialogue and write a diary entry with the information extracted from them.