Student Book pages 67–75PA R T

In document Mosaic 6 Ed Level 2 Reading (Page 42-46)

• If time is short, each item in the activity can be assigned to a different group, so that all fi ve items are discussed. Alternatively, you may allow the groups to choose the topic they wish to discuss. • Remind students to use rhetorical markers to make

their discussions more academic.

• Have students take notes and create a response either individually or as a group, summarizing the discussion in their group. You may wish to have them present their ideas to the whole class in an oral summary.

5 What Do You Think?

• Review the directions with the class.

• Have students work in small groups to discuss the answers to the questions in the activity.

• Remind students to use rhetorical markers and polite disagreement language.

• You may wish to make this activity a written assignment.

Expansion Activity

• The purpose of this activity is to teach students ways to conduct dialogue and debate when the participants disagree.

• Discuss some diplomatic ways to acknowledge the other side before criticizing the opposing viewpoint.

• Introduce the following expressions:

— You raise a good point with xxx, but I believe you failed to take yyy into account.

—An alternative view would be…

— In your thinking on xxx, you are correct, but the facts don’t mesh with your opinion on zzz. — While I agree with you that xxx is true, this does

not necessarily mean that yyy is true.

• You may wish to create a chart of these and other examples to post in the classroom for students’ reference when they are debating an issue.

4 Guided Academic Discussion

• Before starting this activity, review the Expansion Activity above on polite disagreement. Remind students that in an academic discussion, respect of the other person’s opinion is expected.

• This activity is designed for groups of three or four students. You may want to assign the groups so that you have opposing viewpoints to discuss.

Expansion Activity

• Have students reread the passage on matchmaking.

• Tell students to underline the main ideas and to note the supporting details in each paragraph by making notes in the margin.

• Discuss the answers as a class.

Best Practice

Interacting with Others

Students in the U.S. are often asked to debate each other, or to argue different points of view. You may fi nd that some students are more aggressive than others when giving their opinions. Try to help students fi nd the right balance between arguing and remaining polite.

Prose-Summary Questions

• The aim of this activity is to help students on reading comprehension tests like the ones in this book as well as TOEFL® and other standardized ESL tests. If you

have a computer in the classroom and a good TOEFL®

preparation CD, you may wish to show an example of this type of question on the computer. Alternatively, if you have Internet access, you can access TOEFL®

preparation sites.

• Read the instructions aloud to students as they follow along in their books. Make sure that students understand the directions. Their answers should be based on “information that is truly in the reading passage.” This means that students do not need to infer anything but rather only restate information from the reading.

• Before students begin this activity, have them turn to the end of the reading and read the instructions for the task that follows.

• Tell students not to use dictionaries for the reading. Do not give them any help during the activity. This activity is to simulate a test situation.

• Go over the answers as a class and explain why the wrong answers (distractors) are not possible answers.


Correct answers: A, D, F Choice B is factually incorrect.

Choice C is merely an example and thus would not fi t in a summary statement.

Choice E is true, but once again it is not relevant to the summary of social purposes nor is it a main point of the article.

Best Practice

Making Use of Academic Content

University students are often called upon to do research in their writing. Most instructors welcome a combination of library and online research. Thus students must possess the ability to evaluate websites for authenticity and validity. A study done at the University of California, Berkeley, revealed that factual errors abounded in articles on the commonly-accessed online encyclopedia Wikipedia. Such websites allow anyone to post information with no authoritative review process. Students need to learn to assess the reliability of a website before using it as a source in their research. The following activities will enable students to refl ect on how they search through the vast resources available on the web.

2 Making Connections

• The goal of this activity is for students to use the Internet in English as a research tool.

• Remind students how to do effective web searches and remind them of the importance of evaluating their sources.

• Read the instructions with students.

• Let students know their timeline for doing this assignment as well as what you expect of them. • After students have completed the assignment, have

them discuss their successful and unsuccessful search strategies. Ask students to include the address of the websites they used to conduct online searches or to print copies of the web pages.

1 The Word-Winner Game

• Games are often effective ways to learn new vocabulary, no matter the age of the student. In this activity, students compete to defi ne vocabulary learned in this chapter and give an example using the word.

• You may have students work in teams to review the key words and phrases in exercises 2, 3, and 5 in Part 1 and exercise 2 and 3 in Part 2 before the game begins.

• Have each vocabulary word or expression written on a note card or small piece of paper. Place the cards or slips of paper in a basket or bowl. • Divide the class into two teams; have the teams

pick a team name.

• The game begins when a student from one team goes to the front and picks a word from the container.

• Review the directions with students. You may want to make a list of steps to post on the board for students to follow.

• You can call the game after a set time or when all the vocabulary has been used.

• The team with the most points wins. • You may wish to use this game to review

vocabulary and expressions from the other chapters in the Student Book.

Self-Assessment Log

• Read the directions aloud.

• Have students check off the vocabulary they have learned. Point out that this should be vocabulary that they could easily use in speaking or writing.

• Then have students check off the strategies that they know how to use. Have them place a plus sign (+) next to strategies that they are very comfortable using and a minus sign (–) next to those that they are less comfortable using. • Put students into small groups. Have them

discuss any words that they have not checked. Tell them to check a dictionary if necessary. • Ask students to fi nd an activity related to each

strategy in the chapter.

• This may be assigned as homework if you prefer.

Responding in Writing

3 Writing a Paragraph from a Defi nite Point

of View

• Read the instructions and go over the Steps listed in the activity.

• Be sure students start with a statement of their position and that they create an informal outline. • Circulate around the room as students write,

offering help as needed.

• Remind students to create an effective closing statement for their paragraph, and to check their spelling, grammar and punctuation.

• When they fi nish, have students exchange their paragraph with a classmate. Tell them to read and make suggestions for improvement of the writing. • After students make the suggested corrections and

improvements to their paragraph, collect students’ papers along with their outlines.

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In document Mosaic 6 Ed Level 2 Reading (Page 42-46)