Fast Forward Intervention Programme Teaching Suggestion s …qsip/wp-content/uploads/FF-8-Animal... · 2018-09-14 · Film/video show, journaling, reflection, extended writing, presentation,

Draft for DiscussionAnimalDisguises

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Fast Forward Intervention Programme

Teaching Suggestions

Animal Disguises

Alan Trussell-Cullen


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Content Page

1. Teaching Reading Comprehension: - A framework - Preparing to teach

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2. Teaching Non-fiction: Making Connections

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3. The Text: Animal Disguises

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4. Introduction to Text

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5. Rundown: A Suggestion

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6. Pre-reading Activities (1) - Visual literacy - Facilitating/enabling vocabulary

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7. Pre-reading Activities (2) - A word ‘learnt’ - High-frequency words: inventory and word list - Vocabulary in context: inventory and word list

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8. First Reading: Reading for Meaning - The blurb and the content page - Chapter by chapter analysis - Text structure - Graphic organizers: on blackboard and/or on paper

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9. Second Reading: Pronunciation and Fluency - Phonological awareness - Long sentences - Fast Forward worksheet

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10. Third Reading: Language Use - Attention to sentence patterns - Verb form table

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11. Fast Forward Work Sheets for Consolidation or Assessment - Vocabulary - Reading comprehension - Writing

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13. Templates for Word Cards and/or Jumbled Story


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○1

Teaching Reading Comprehension

- A Framework

- Preparing to Teach


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Teaching Reading Comprehension

Reading Strategy Stage Activities Tools

Predict

Connect to own experience

Predict

Mark up the text

Visualize

Ask questions

Identify topics and main ideas

Guessing meaning from unknown words

Appeal to senses

Read between lines

Authors’ view

Pre-reading

While-reading l Silently

l Aloud by

teacher

l Aloud by individuals

l Shared

l In pairs

l In groups

l Teach through thinking-aloud

l Practice through Think-Pair- Share

Post-reading l Extended

Activities l Further reading

Performance, Film/video show, journaling, reflection, extended writing,

presentation, display of learning.

1st reading l Whole text l By paragraph l By chapter

2nd reading l CD Rom l Phonological

Awareness

3rd reading l Grammar l Syntax

Final Tasks

Pictures

Text structure

Note taking

Highlights

Pronunciation practice

Presentation

Writing

Things learnt from text

Word cards, blurb and content page

Vocabulary

Visuals

Prediction, Prior Knowledge

Vocabulary


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Preparing to Teach

A. Questions We Ask Ourselves

1. What is new to our students? It may be knowledge, language, or both, or is it a new perspective about something they already know? • the concept of disguise and camouflage 。 how they do it 。 why they do it

2. What does the author do to make the reader understand his/her view(s)?

What does he/she do to make the reader enjoy/agree what he/she has written? How does the author approach the topic so that the reader may look at familiar things from a new perspective? • the illustrations • the “topic sentence” and “supporting details” structure

。 the appearance 。 the effect

3. What may be interesting to our students? How can we create a purpose for

them to enjoy reading the text? Most of our students would not find reading interesting. It is the passionate teacher who tells the students which part of the text is interesting and shares what he/she has discovered when reading it. We help students develop a sense of curiosity - in the world around them and in the world of language. • the illustrations • the video clips • the reasons why animals disguise

4. What may cause difficulty for our students? How can we help them overcome it? Know your students. Some of our students have pronunciation problems, some comprehension, and mostly both. We need to know our students well, each of them so that we can address specific problems to help each of them get something out from our teaching. Always teach explicitly. Students may grasp the general meaning quite easily after the text is explained. However, language learning is more than meaning in generic terms. Students need to learn how language is used to make the claims and ideas visible and credible. Identifying supporting details, relating specifics to the main ideas, and making meaning between the lines are all difficult areas for second language learners.

• the concept is not too difficult to understand, but the language expression is


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• the difference in meaning between disguise and camouflage • the long sentences which define and explain the concepts of disguise

5. What is the main idea of the text?

• the purse of the text is to report on how animals use camouflage and

disguise to protect themselves from hunters and to enable them to catch their food

• for interest and appreciation

。 develop students’ interest to unlock the mysteries of the world

。 expand students’ understanding of natural phenomena and appreciation of how animals survive in the natural world

。 help students see that human beings are part of it and therefore

should respect it

• how human beings learn techniques of camouflage from animals

• language use in explaining a concept

6. What is the text structure? • classification • topic sentence and supporting details

7. At the end of the lesson, how do we know that our students have learnt what

we have intended? We don’t wait until the end of the lesson. We monitor our students’ progress throughout the lesson. As we have only six students, we cater for their individual differences by providing enhancement exercises and advanced tuition for the more abled students - on spot. And we help the weak learners during individual work time and after the lesson throughout the week. Ten minutes before the end of the lesson, have students write a few sentences, e.g., a 3-6 sentence summary or completion of the Fast Forward work sheets so that we know their progress.


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B. Talking About Aims and Objectives

1. Declarative objectives: what do students need to know? • new information

• new concept

• new theory

2. Procedural objectives: what do we expect students to be able to do?

3. Language objectives: what language items and skills do we want students to learn, recall, revise, or practise? Don’t forget, we are English Language teachers. The texts, whether they are fictional pieces or non-fictional, content-based materials, are tools and means for us to teach English. According to Paul Nation, English lessons may be categorized as the following strands. (a) Meaning-focused input lessons (b) Meaning-focused output lessons (c) Form-focused lessons (e.g., vocabulary and grammar) (d) Fluency-building lessons Our goal is to help students learn 500 words at the end of the programme, and therefore the learning activities are designed around a vocabulary-focused curriculum, which includes ample fluency-building exercises for students to use the words and expressions they have learnt. However, this does not mean that we are going to ignore the meaning-input and meaning-output aspects of language learning. All the reading and writing activities are essential. They serve the purpose of getting students to learn (and to use and apply their knowledge about) a word - in different contexts at different times. The language objectives are embedded in the declarative and procedural objectives. What we need to do is to teach explicitly so that students are drawn to the “how’s” and “why’s” of language in operation and taught to see that texts, with a variety of contents, provide the necessary means and examples for effective learning of vocabulary and grammar.

Always remember, we teach explicitly how the author structures the text so that our students get the message, and one step further, enjoy and agree what the author says. We explore with the students the craft an author uses to get the message across.


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○2

Teaching Non-Fictions: Making Connections


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Teaching Non-Fictions: Making Connections

Non-fictions can be organized in many ways. A writer may express the main

idea or concept by structuring the text in one or more of the following ways:

˙ action and consequence

˙ cause and effect

˙ classification/Categorisation

˙ compare and contrast

˙ cycle

˙ facts and opinions

˙ for and against

˙ problem and solution

˙ process and procedure

˙ seeing both sides

˙ sequences and chronological order of events

˙ similarities and differences

Most important

1. How does the author organise the text to help the reader see the main idea(s)?

2. What does the author do to keep you interested?

3. What strategies does the author use to convince you to share his/her viewpoint

on a topic?

4. Students display their comprehension by summarizing and retelling.


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Considerations When Teaching Animal Disguises

1. How does the author organize the

text to help the reader see the main

idea(s)?

• description of different types of animal disguise and camouflage: how and the why

• classification: listing different types of disguise and camouflage one by one

2. What does the author do to keep the

reader interested?

• the illustrations • the reasons why animals have to

disguise and camouflage • the fact that human beings disguise,

too

3. What strategies does the author use to

convince the reader to share his/her

viewpoint on a topic?

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4. How do students display their

comprehension? Graphic organisers and exercises have prepared for your use. Please refer to Chapters 8-10 in this booklet.


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○3

The Text: Animal Disguises


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Animal Disguises Alan Trussell-Cullen

Chapter 1 Animal Camouflage

Many animals use colour as a disguise to hide from an enemy. This is called camouflage. This tawny frogmouth is hiding from the fox. The fox is its enemy. The tawny frogmouth is the same colour as the tree it is sitting on. It wants the fox to think it is part of the tree. The sloth is also hiding from its enemy. The eagle is its enemy. The sloth is the same colour as the tree it is holding on to.

Chapter 2 Hunters’ Disguises Some animals are hunters. The tiger is a hunter. It uses its colour to hide in the bushes. The carpet shark is also a hunter. It is the same colour as the sea bed. It uses its disguise to catch little fish that do not see it hiding in the sea bed. The tiger and the carpet shark use colour as a disguise to help them catch their food. A Disguise to Trick a Lion Animals use disguises to trick other animals. When zebra stay in a group, they look like one really big zebra to a lion. This makes the lion stop and gives the zebra time to get away.

Chapter 3 Changing Disguises Some animals can change their disguise. The chameleon can change its disguise. It can change its colour from black to brown, yellow, green, blue or red.


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Some animals disguise themselves as something else to trick an enemy. The stick insect looks like a stick. This leaf-tailed gecko looks like a leaf. The clearwing moth has a very clever disguise. It looks just like a wasp. This disguise helps to keep the birds away. Birds do not like wasps, so they stay away from the clearwing moth.

Chapter 4 People Disguises People also use disguises. These soldiers are hiding from an enemy. They have on the same colours as the bushes around them. This is called camouflage.


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○4 Introduction to Text


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Introduction to Text: Animal Disguises

Running Words: 300 words

Text Type: Report

Curriculum Link: Science – Life Science

Text Structure:

Phonological Awareness:

-ee (p.4): feet, green, tree -ar (p.4): dark, part, shark -ay (p.8): away, day, stay

Words and Phrases: High Frequency Words also, away, from, like, look, same, they, this, to, use, very Vocabulary in Context animal, black, camouflage, catch, change, colour, disguise, enemy, grey, hide, red, soldiers, trick, tawny, frogmouth, sloth, eagle, hunt, hunter, bushes, carpet, carpet shark, zebra, stick insect, gecko, clearwing moth, wasp, hold on to (phrasal verb), get away (phrasal verb), stay away (phrasal verb) Facilitating/Enabling Vocabulary creatures, mimic, surroundings, habitat, prey, predator, spots, stripes, patterns, blend, colouration, appearance, dangerous, poisonous, pretend, adaptation, environment, survive, hunting, amphibians, insects, mammals, reptiles, protect (protection), avoid, defense, visible, alter, advantage, characteristics, resemble, evolution, escape, survival, stripe, predator, prey, adjust, imitate, protection, amazing, horrible, magical, miraculous, remarkable, astonishing, unbelievable, wondrous, terrified, scared

Vocabulary Strategies:

Read the title and the chapter headings. Discuss the ideas the students have about the meanings of the vocabulary words from the title and chapter headings. Disguise • to give a new appearance to a person or thing,

especially in order to hide its true form (給…化裝，給…喬裝打扮, 將…偽裝起來, 掩飾，隱藏…)


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• to change the usual appearance, sound, taste, etc., of (someone or something) so that people will not recognize that person or thing

Camouflage • the way that the colour or shape of an animal or

plant appears to mix with its natural environment to prevent it from being seen by attackers (（動植物的）保護色，保護形狀)

• something that is meant to hide something, or behaviour that is intended to hide the truth (掩飾；偽裝；隱瞞)

• the use of leaves, branches, paints and clothes for hiding soldiers or military equipment so that they look part of what surrounds them (（軍事）掩護，隱蔽，偽裝)

• “them and themselves”

Purpose: • the purpose of this text is to report on how animals use camouflage and disguise to protect themselves from hunters and to enable them to catch their food

• for interest and appreciation 。 develop students’ interest to unlock the

mysteries of the world

。 expand students’ understanding of natural phenomena and appreciate how animals survive in the natural world

。 help students see that human beings are part of

it and therefore should respect it

• how human beings learn techniques of camouflage from animals

• language use in explaining a concept

Blurb: Some animals have clever ways of hiding. They disguise themselves to hide from an enemy or to catch food.


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Content Page: Chapter 1 Animal Camouflage Chapter 2 Hunters’ Disguises Chapter 3 Changing Disguises Chapter 4 People Disguises

Glossary: (with English definitions)

˙ camouflage ˙ disguise ˙ hunters

Index: (in alphabetical order)

˙ carpet shark 7 ˙ chameleon 10-11 ˙ clearwing moth 13 ˙ fox 4 ˙ lion 8 ˙ people 14-15

˙ sloth 5 ˙ stick insect 12

˙ tawny frogmouth 4

˙ tiger 6

˙ zebra 8-9

Language Focus in General:

Simple sentence: subject + stative verbs + complement as in “The fox is its enemy”. “same as” Verb … to-infinitive Topic sentence and supporting details

Reference and Resources

http://animals.howstuffworks.com/animal-facts/animal-camouflage.htm http://www.boredpanda.com/animal-camouflage/ Science Kids http://www.sciencekids.co.nz/lessonplans/animals/camouflage.html Amazing Animal Camouflage https://www.youtube.com/watch?v=GFUiCsUSzyw Top 10 Animals That Camouflage https://www.youtube.com/watch?v=q5pQg7e_sac


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Real Chameleon Color Change http://mentalfloss.com/article/51225/7-animals-are-better-color-changers-chameleons

Props and Tools: Word cards Pictures of animal camouflage in ppt slides Graphic organizers Work sheets

Background Knowledge:

Refer to Background Knowledge The words ‘predator’ and ‘prey’ How Do Chameleons Change Color? (https://www.youtube.com/watch?v=SQggDnScsvI)


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Background Information 20 Amazing Examples of Animal Camouflage (Source: http://www.boredpanda.com/animal-camouflage/) Survival can become a challenging task in the wild – especially if you’re smaller or slower than your possible predators. This is why many animal species have developed different ways to camouflage themselves throughout the course of evolution. Ways to camouflage differ depending mostly on three factors: the physiology and behavior of the animal, then those of the predator and the environment in which the animal lives and hunts its food. Blending in with the environment is the most common approach. Natural selection plays its part here as well: as the way in which an animal camouflages itself is determined genetically, every new generation adapts to its surroundings better. What usually happens is that an animal imitates the coloration of its natural habitat, although some species are known to be able to adjust their coloration. The most common example is a chameleon, although some furry animals and birds may lose their feathers and fur completely and replace it with a new one for a new season. Surprisingly, sometimes the best way to camouflage oneself is to stick with the herd: for example, when a lion walks by a bunch of zebras, it only sees a big striped mass. Some fish that are covered in bright vertical stripes might also be clearly visible when alone, but if a large group of them swims by, a predator will see an unidentified colored blob. Without further ado, here are 20 amazing examples of animal camouflage. Can you find all the animals? Animal Camouflage (Source: Science Kids http://www.sciencekids.co.nz/lessonplans/animals/camouflage.html)

While some of us stand out in a crowd, others tend to blend in, and it’s the same in the animal kingdom. This animal camouflage lesson plan explains some of the concepts and offers a fun activity to help kids understand how camouflage works.

Camouflage Information:

• The color and/or pattern of an animal often allows it to either blend in or stand out from its environment. This helps them escape predators or hunt more efficiently by being harder to see.

• When it blends into its background, it is called camouflage. • For example, many animals that live in snowy areas are white like the polar bear.

Many animals that live in deserts are sand-coloured, many animals that live in trees are green, many animals that live on rocks match the coloration of the rocks, and many animals that live near the soil are soil-coloured. Patterns like stripes or spots can also help camouflage an animal.

• A chameleon can even change its colour to blend in with its environment. • Animals that stand out are often colored very brightly: this is because in the

animal world a bright color means danger or poison. • Take a look at some animal photos. Which animals are camouflaged and which

stand out from their surroundings?


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• Make a cardboard cut-out of an animal and color it with markings so that it camouflages into the color of your room.

How Animal Camouflage Works (http://amimals.howstuffworks.com/animal-facts/animal-camouflage.htm) In nature, every advantage increases an animal's chances of survival, and therefore its chances of reproducing. This simple fact has caused animal species to evolve a number of special adaptations that help them find food and keep them from becoming food. One of the most widespread and varied adaptations is natural camouflage, an animal's ability to hide itself from predator and prey. Some sophisticated hiders can change their camouflage in accordance with a change in their surroundings. In addition to these expert hiders, there are some animals that don't hide at all but throw predators off by disguising themselves as something dangerous or uninteresting. To humans, a zebra's stripes stick out like a sore thumb, so it's hard to imagine that the stripes act as camouflage. Zoologists believe stripes offer zebras protection from predators in a couple of different ways.

The first is a simple pattern-camouflage, much like the type the military uses in its fatigue design. The wavy lines of a zebra blend in with the wavy lines of the tall grass around it. It doesn't matter that the zebra's stripes are black and white and the lines of the grass are yellow, brown or green, because the zebra's main predator, the lion, is colorblind. The pattern of the camouflage is much more important than its color, when hiding from these predators. If a zebra is standing still in matching surroundings, a lion may overlook it completely.

This benefit may help an individual zebra in some situations, but the more significant means of protection has to do with zebra herds. Zebras usually travel in large groups, in which they stay very close to one another. Even with their camouflage pattern, it's highly unlikely a large gathering of zebras would be able to escape a lion's notice, but their stripes help them use this large size to their advantage. When all the zebras keep together as a big group, the pattern of each zebra's stripes blends in with the stripes of the zebras around it. This is confusing to the lion, who sees a large, moving, striped mass instead of many individual zebras. The lion has trouble picking out any one zebra, so it doesn't have a very good plan of attack. It's hard for the lion to even recognize which way each zebra is moving: imagine the difference in pursuing one animal and charging into an amorphous blob of animals moving every which way. The lion's inability to distinguish zebras also makes it more difficult for it to target and track weaker zebras in the herd.

So do zebra stripes confuse zebras as much as they confuse lions? Oddly enough, while making zebras indistinguishable to other animals, zebra stripes actually help zebras recognize one another. Stripe patterns are like zebra fingerprints: every zebra has a slightly different arrangement. Zoologists believe this is how zebras distinguish who's who in a zebra herd. This certainly has significant benefits. A zebra mare and her foal can keep track of each other in the large herd, for example, and a zebra can


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very quickly distinguish its own herd from another. This also helps human researchers because it enables them to track particular zebras in the wild.


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○5

Rundown: A Suggestion


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Rundown: A Suggestion

Time (minutes)

Activity Mode of Interaction

Purpose Remarks

20-30 Pre-reading activities ˙ brainstorming exercise

˙ vocabulary inventory

˙ word cards ˙ visual literacy

Ss S à T T àSs (Think-Pair-and-Share )

Activate prior knowledge Learn the necessary words and expressions to facilitate reading comprehension Do not aim to teach the text

After brainstorming, always organize the words into meaningful groups, e.g., according to parts of speech, according to sound, according to functions in correspondence to the text. Visual literacy is important. It is where we elicit and teach words that students can use to respond to our questions and express their views. When most students get it, move on.

40-60 (including a break)

Reading (1st round): for meaning ˙ go through the blurb and the

content page ˙ Read aloud

。 students read silently; or

。 teacher reads aloud; or 。 students repeats; or 。 rereads by group, pair

or individuals For very able groups, chapter-by-chapter explanation is not necessary.

˙ Explain 。 think-aloud for reading

strategies 。 guide students to read

between the lines

˙ Ask questions 。 literal questions 。 inferential questions 。 response questions

˙ Complete graphic organizers or

take notes 。 for text structure 。 for plot profile 。 for character analysis

Do not use too many graphic organizers, one or two will suffice. The organizers included in this

˙ Show comprehension by

。 writing a summary 。 writing character

description 。 graphic organizer 。 Fast Forward work

sheet: vocabulary and comprehension

T à Ss (with intermittent Q & A, but do not let Q & A dominate this part of teaching) T à Ss; Ss; Ss à Ss; S à Ss T à Ss (with intermittent Q & A, but do not let Q & A dominate this part of teaching) T à Ss (Think-pair-and-share) Demonstration through ‘Think-aloud’ S; Ss à Ss (Think-pair-and-share) Feedback from T S Teacher walks around for a while-writing intervention

Building prior knowledge; introduce the characters/ topic/ subject To ensure students to focus on the text, relate and make connections between the sound and the form of the words Reading comprehension and reading strategies Reading comprehension and reading strategies Reading comprehension and reading strategies Consolidation and assessment

For more abled students, reading silently is preferable – for building reading habit and for helping students to make sense out of the written words. For weaker groups, reading aloud by teacher is more preferable. Teacher reads with expressions, points to pictures, explains or re-explains meaning, creates suspense, and most importantly, thinks aloud to illustrate the comprehension process and the reading strategies involved. The parts of ‘reading aloud’ and ‘explanations’ are heavily teacher-led. Questions are asked to draw students’ attention and encourage their participation. If students are not able to answer the questions, especially the ‘inferential’ and ‘response’ ones, we guide them to look for the answers by using the ‘thinking aloud’ technique. If the students are still not up to that, we provide the answer, but demonstrate by thinking aloud how the answer is deduced. Provide students with the necessary words and


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expressions to answer the question. Have them write them in their notebook. Do not put yourself in an impasse, wasting time for endless waiting for an answer. If students cannot get it, we teach them. We can always come back to the same questions at a later stage of the lesson. These questions may appear in the Fast Forward work sheets. The writing exercise here is not for creative writing. It requires students to put what they have learnt into writing. Do not go into details about pronunciation and grammar at this stage. When most students show their comprehension, move on.

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Time (minutes)

Activity Mode of Interaction

Purpose Remarks

20-30 Reading (2nd round): for pronunciation and speaking ˙ phonological awareness ˙ read aloud ˙ Role-play ˙ Pausing and phrasing long

sentences

Teacher demonstrates Students highlight and try out The pronunciation wheel can be used to show the combination of words of the same sound Role play (Ss à Ss) (Think-pair-and-share) Pair work (Ss à Ss) (Think-pair-and-share) Reader Theatre (Ss à Ss) (Think-pair-and-share)

Development of graphophonic skills: letter-sound relationship Awareness of word and sentence stress Awareness of proper phrasing when reading long sentences

As the books do not belong to the students, a word-only version is used for this section. Do not aim at teaching all the phonological patterns appeared in the book. For systematic teaching, focus on the ones suggested by book. Choose a few which are the most problematic for our students.

Time

(minutes) Activity Mode of

Interaction Purpose Remarks

30 Reading (3rd round): for sentence patterns and language items

As the books do not belong to the students, a text-only


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˙ pay attention to the

following expression, e.g., ˙ consolidation:

。 writing sentences or paragraphs by using word webs or other graphic organizers

。 Fast Forward work

sheet (writing)

T à Ss Ss -search for similar language items or language use -highlight them Ss à Ss -read aloud to their friends S -make similar sentences, if applicable

Another focus to lure students to read the text once more Explicit teaching on language items Detailed reading into the author’s craft Application of language patterns Make words ‘stuck’ by writing them in context

version is used for this section. Direct instruction should be brief. Have students look for, highlight, and share their findings with their partners and their groups. For weaker students, Teacher demonstrates how and where to look for the intended items.

Break

Remaining Time

˙ extended activities

T à Ss S Ss à Ss

Affective function Consolidation Extended learning Extended learning for the more abled students to ensure that they get 500 words other than those they already know

These activities are not compulsory, but they provide the necessary enrichment for students who have achieved the learning objectives. The activities are also useful for weak learners. They provide a softer approach for the topic. This is especially useful for the more abled groups which do not need as much time to complete the book.

Please note: When most of the students achieve what you have taught, move on. Avoid making the lesson drudgery because of repeated instructions for one student. Re-teach the weaker learners, individually, during individual work time or after the lesson. We may also encourage their friends to help them.


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○6

Pre-reading Activities (1)

Visual Literacy

Facilitating / Enabling Vocabulary


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Visual Literacy

1. Describe what is happening in the photographs. What animals can you see?

• eagle, owl, bird, frogmouth • monkey, gorilla, sloth • tiger • shark, fish, carpet shark • horse, zebra • reptile, lizard, gecko, chameleon • insect, mantis (螳螂), stick insect • fly, moth, bee, wasp, clearwing moth

2. Discuss the photographs on pages 4, 5 and 6. What do the large photographs

show? What do the smaller photographs show? What do this smaller photographs show? • The big picture shows an animal in disguise. • The small picture shows how the animal actually looks like.

3. What words come to mind when you look at these photographs?

• amazing, magical, miracle, remarkable, astonishing, unbelievable,

wondrous, terrified, scared, frightened, wonderstruck, awestruck

Facilitating / Enabling Vocabulary


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Facilitating / Enabling Words and Expressions

Students may need words and expressions to discuss the pictures, answer questions, express their views, show that they understand the text, and talk more about the story and the characters, the examples and details of an exposition, or anything related to the text. Since the words and expressions are not the targets of learning for the text in question, we do not spend too much time on explaining and teaching them. Instead, we put them on a list for students to refer to when needs arise. Though not the target words, they are useful for facilitating our discussion of the text and therefore should be drawn to the students’ attention. Some students like to learn these words because they help them express what they know. Some like to expand their vocabulary and want to be able to use these words in the future. By putting these words and expressions on a list with explanations, we take care of students of different levels of proficiency and/or with different needs. The list is tabulated on the subsequent page and incorporated in the Students’ Work Book. Though detailed teaching is not necessary, pronunciations should be taught when asked by a student.


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Name

Class Date

Facilitating / Enabling Words and Expressions:

Vocabulary List (1)

1. creatures 生物；動物

2. mimic 模仿，學…的樣子

3. surroundings 周圍環境；生活環境

4. habitat （動植物的）生長地，棲息地

5. prey 獵物

6. predator 捕食性動物，食肉動物

7. spots 點；斑點；圓點

8. stripes 條紋，斑紋

9. patterns 圖樣，底樣

10. blend (v.) （使）混合，（使）混雜；（使）交融

11. colouration （動物或植物的）顏色，色彩，花紋

12. appearance 外表，外觀；外貌；樣子

13. dangerous 危險的，有威脅的；不安全的

14. poisonous 有毒的，有害的

15. pretend 假裝

16. adaptation 適應

17. environment 環境

18. survive (v.)

survival (n.)

繼續生存，存活

繼續生存，存活，倖存

19. hunting 狩獵；打獵

20. amphibians 兩棲動物

21. insects 昆蟲

22. mammals 哺乳動物

23. reptiles 爬行動物


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24. protect

protection (n.)

保護，防護

保護；受保護

25. avoid 避開；避免，防止

26. defence 保護，防護；防禦

27. visible 顯眼的；引人注目的；可以看見的

28. alter 改變，（使）變化

29. characteristics 特點，特徵

30. advantage 有利條件，有利因素；優勢；好處

31. resemble 像；看起來像；與…相似

32. evolution 演變；演化；進化

33. escape 逃走，逃脫，逃離；逃避，避開

34. adjust 適應；習慣

35. imitate 模仿；仿效

36. protection 保護；受保護

37. amazing 令人驚詫的，驚人的；令人驚喜的

38. horrible 極糟的；令人不快的

39. magical 魔幻的，十分奇妙的（形容事物不可思議）

40. miraculous 奇跡般的；令人驚奇的；不可思議的

41. remarkable 非凡的；奇異的；引人注目的

42. astonishing 令人驚訝的；驚人的

43. unbelievable 令人震驚的，難以置信的

44. wondrous 極棒的，絕妙的

45. terrified 非常害怕的，極度恐懼的

46. scared 驚恐的，恐懼的，害怕的


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○7

Pre-Reading Activities (2)

A Word ‘Learnt’

High Frequency Words: Inventory and Word List

Vocabulary in Context: Inventory and Word List


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A Word ‘Learnt’

“I’ve learnt the word,” means that I know the following about it.

• meaning • pronunciation • usage • spelling • part of speech • level of formality • associated words • frequency of use

And, I can recognize it when it is written/printed with others words, with different topic, and at different times. I can say it correctly and know where it is positioned in a sentence. I can use it to express my views.


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Name:

Group:

Date:

1. Vocabulary Inventory (High Frequency Words)

Look carefully at each word below. Then mark whether you know the word (+), whether it seems familiar (?), or whether you don’t know the word at all (0).

Word � / ? / 0

1. also

2. away

3. from

4. like

5. look

6. same

7. some

8. they

9. this

10. to

11. use

12. very


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2. High Frequency Word List

Word

Meaning in Chinese

1. also 而且（也），此外（還）

2. away 去（或在）別處；向另一方向；向一邊

3. from （表示兩地的距離）從

4. like 好像，彷彿

5. look 看，瞧，注視

6. same 相同的，同樣的

7. some 一些，若干

8. they （作主語）他們，她們，它們

9. this 這，這個

10. to 到；至

11. use 用，使用；利用；運用

12. very （用於強調形容詞或副詞）很，非常

3. Word Card (Please refer to Template 1)


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5. Vocabulary Inventory (Words from the Story) Look carefully at each word below. Then mark whether you know the word (+), whether it seems familiar (?), or whether you don’t know the word at all (0).

Word � / ? / 0 1. animal 2. black 3. camouflage 4. catch 5. change 6. colour 7. disguise 8. enemy 9. grey 10. hide 11. red 12. soldiers 13. trick Extended Vocabulary14. tawny 15. frogmouth 16. sloth 17. eagle 18. hunt 19. hunter 20. bushes 21. carpet 22. carpet shark 23. zebra 24. stick insect 25. gecko 26. clearwing moth 27. wasp 28. hold on to 29. get away 30. stay away


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6. Vocabulary list

Word Meaning in Chinese 1. animal （除人、鳥、魚和昆蟲之外的）動物

2. black 黑色的；黑的

3. camouflage （動植物的）保護色，保護形狀

4. catch 抓住，接住

5. change 改變；交換；更換

6. colour 顏色

7. disguise 掩飾，隱藏

8. enemy 敵人

9. grey 灰色（的）；灰白色（的）

10. hide 把…藏起來；躲藏

11. red 紅的，紅色的

12. soldiers 士兵，軍人，戰士

13. trick 欺騙

14. tawny 黃褐色的；茶色的

15.

frogmouth

16. sloth 樹懶

17. eagle 鷹

18. hunt 打獵，捕獵

19. hunter 獵人；捕獵者；獵獸

20. bushes

（尤指澳大利亞和非洲長滿灌木叢和樹

的）荒野，叢林地 21. carpet 地毯；地毯織物


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22. carpet shark

23. zebra （產於非洲的）斑馬

24. stick insect 竹節蟲

25. gecko 壁虎

26. clearwing moth

27. wasp 黃蜂，螞蜂

28. hold on to 保留，保存

29. get away 走開，離開；逃脫

30. stay away 遠離

7. Word Card (Please refer to Template 2)


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8. Make sentences (a) Circle three words and use them to make a sentence. (b) Circle another three words and use them to make a few sentences about

Animal Disguises.

Word Sentences

1. animal Choose three words from the right side column and make a sentence of _____ words.

2. black

3. camouflage

4. catch

5. change

6. colour Use the words from the right hand side column to write a few sentences to predict what the text is about.

7. disguise

8. enemy

9. grey

10. hide

11. red

12. soldiers

13. trick


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○8

First Reading: Reading for Meaning

The Blurb and the Content Page

Chapter by Chapter Analysis

Text Structure

Graphic Organizers: On Blackboard and/or On Paper


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A. Introduction of the book

Go through the blurb and the content page for the following purposes: ˙build prior knowledge for the story ˙intrigue the students ˙recycle words and expressions ˙learn how to make reference

1. The blurb

Some animals have clever ways of hiding. They disguise themselves to hide from an enemy or to catch food.

2. The content page Chapter 1 Animal Camouflage Chapter 2 Hunter’s Disguises Chapter 3 Changing Disguises Chapter 4 People Disguises

3. Glossary

4. Index


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Chapter by Chapter Analysis

Animal Disguises

Chapter 1 Animal Camouflage

Many animals use colour as a

disguise to hide from an enemy. This is

called camouflage.

This tawny frogmouth is hiding

from the fox. The fox is its enemy. The

*Camouflage: pronunciation (/ˈkæməˌflɑːʒ/) *Disguise is a noun and verb -verb: to change the appearance or guise of so as to conceal identity or mislead, as by means of deceptive garb (clothes) -noun: a deceptive covering, condition, manner; makeup, mask, costume, or overall changed appearance Literal Question What do some animals use as a disguise? -They use colour as a disguise. *Why do they have to disguise? -They want to hide from an enemy. *What kind of enemy are we talking about here? -The enemy is another animal that eats the animal we are talking about. -A predator *What is camouflage? -Using colour as a disguise to hide from an enemy is camouflage. -Camouflage is when an animal or person uses colour to hide or to make it hard for its enemies to see it. -This is a question of reference to the word “this”. *Read the paragraph of the frogmouth. Inferential Question If you were a fox, what animal would you hunt to eat? -the frogmouth *Is the fox a prey or a predator? -a predator


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tawny frogmouth is the same colour as

the tree it is sitting on. It wants the fox

to think it is part of the tree.

This sloth is also hiding from its

enemy. The eagle is its enemy. The

sloth is the same colour as the tree it is

holding on to.

*What is the frogmouth’s disguise? -It disguises itself as a part of a tree. *What about the sloth? Is it a prey or a predator? -a prey *Which animal is it hiding from? -the eagle *How does it do it? -By disguising itself as part of a tree.

Chapter 2 Hunters’ Disguises

Some animals are hunters. The

tiger is a hunter. It uses its colour to

hide in the bushes.

The carpet shark is also a hunter.

It is the same colour as the sea bed. It

uses its disguise to catch little fish that

do not see it hiding in the sea bed.

*Is the tiger hiding from its enemy? -No. *Why is it hiding? -It wants to hunt other animals. *What does a hunter do? -Catch animals *When the author says that a tiger is a hunter, what does he mean? -The tiger catches other animals. -Can you give me another word to show that the tiger is a ‘hunter”? -predator *Pay attention to “the tiger” and “the carpet shark”. As the definite article “the” is used, the author is making reference to a specific tiger and a specific shark. Which tiger or carpet shark is the author talking about? -Those in the pictures. *Is the carpet shark hiding from its enemy? -No. It is a hunter (predator). *Why does it use disguise?


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The tiger and the carpet shark use

colour as a disguise to help them catch

their food.

A Disguise to Trick a Lion

Animals use disguises to trick

other animals.

When zebra stay in a group, they

look like one really big zebra to a lion.

This makes the lion stop and gives the

zebra time to get away.

-It is a hunter. It catches small fish for food. -It doesn’t want the little fish to see it so that it can catch them. *What does “it” refer to? -the carpet shark *What does “them” refer to? -the tiger and the carpet shark Inferential Question For what two reasons do animals use disguise? -Some animals (preys) hide from the enemy so that they will not be caught and killed. -Some animals (predators) use disguise to help them catch their food (their prey). *Why do animals use disguise to trick other animals? -For survival -For hiding away from the enemy -For food *Pay attention to the underlined sentence. “The” is not used because the author is referring to “animals in general” and “other animals in general. Literal Question How do zebras trick a lion? -They stay in a group so that they look like one really big zebra to a lion. The lion got confused at what it is seeing. - The zebras use a simple pattern-camouflage to throw predators off. -Refer to background information. *What does “this” refer to? -The way zebra stays in a group to make themselves look like a really big zebra. *The plural form of zebra can be ‘zebra’ or ‘zebras’


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Chapter 3 Changing Disguises

Some animals can change their

disguise. The chameleon can change its

disguise.

It can change its colour from black

to brown, yellow, green, blue or red.

Some animals disguise themselves

as something else to trick an enemy.

This stick insect looks like a stick.

This leaf-tailed gecko looks like a

leaf.

*Which chameleon is the author talking about? -the one in the pictures Literal Question What colours can a chameleon change to? -many colours: black, brown, yellow, green, blue, red -It can change its colour from black to brown, yellow, green, blue or red. *Why does a chameleon have to change into so many colours? -for social signaling -in reactions to temperature -to show brighter colours when displaying aggressively to other chameleons -darker colors when they submit or “give up” -Refer to “Background Information”. *How many chameleons are the author talking about? -One -Although there are so many pictures, the author is talking about one chameleon, which can change colours to disguise itself. Inferential Question What do you think a stick insect would be hiding from? -birds, ground rodents, reptiles, spiders *Who does “themselves” refer to? -some animals *Explain “something else”. -besides or in addition to someone or something (Stick insects are like wallflowers. They fade into background and hope that no one, especially predators, notices their presence.


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The clearwing moth has a very

clever disguise. It looks just like a

wasp. This disguise helps to keep the

birds away. Birds do not like wasps, so

they stay away from the clearwing

moth.

They are commonly known in some areas as walking sticks.) Literal Question What disguise does a clearwing moth use? -It looks like a wasp. *So, how does this help? -It helps them survive. -Birds do not like wasps. They do not eat them. The moth disguises itself as wasp to trick the birds. So that the birds won’t eat them.

Chapter 4 People Disguises

People also use disguises. These

soldiers are hiding from an enemy.

They have on the same colours as the

bushes around them. This is called

camouflage.

Literal Question How do soldiers camouflage themselves? -They put on clothes the same colours as the bush around them. *Who do “these soldiers” refer to? -the soldiers in the picture. *How does camouflage help them? -blend in with the environment so that they can hide from the enemies. *What is called a camouflage? -When soldiers put on clothes the same colours as the bushes around them so that they can hide from an enemy, it is called camouflage.

Response Question Which animal do you think is the most interesting? Response Question What other animals use camouflage or a disguise to protect themselves?


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Name: Group: Date:

Activity 1: Classification

Type

sofD

isguises

Usecamou

flage

(colou

rresem

blingthe

neighb

ourin

gthings)

Changeco

lour

Size

Shape

Forsurvival

How

Exam

ples Why


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Teacher’s Copy


Type

sofD

isguises

Usecamou

flage

(colou

rresem

blingthe

neighb

ourin

gthings)

Changeco

lour

Size

Shape

-

Stick

insect

-Leaf-ta

iled

gecko

-Clearw

ing

moth

-

Zebra

-(Cuttle

fish,

floun

der,

squid,white

crabsp

ider,

thecyanea

octopu

s,golden

tortoise

beetle)

-Frogmou

th

-Sloth

-Tiger

-Ca

rpet

shark

-Peop

le

Forsurvival

How

Exam

ples W

hy


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ColourasDisguise

Prey Predator

Reason:

Reason:

Examples:

Examples:

Survival


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Teacher’s Copy


ColourasDisguise

Prey Predator

Reason:

Forprotection

Reason:

ForFood

Examples:

- Frogmouth- Sloth

Examples:

- Tiger- CarpetShark

Survival


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○9

Second Reading: Pronunciation and Fluency

Phonological Awareness

Long Sentences

Fast Forward Work Sheet


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Name:

Group:

Date:

A. Second reading: checking for pronunciation, stress and intonation

1. Phonological Awareness

-ee -ar -ay feet green tree been knee

dark part shark mark tart hard guard

away day stay lay bay clay say pay

2. Fast Forward Work Sheet (Please refer to subsequent page)

3. There are some sounds and word combinations you might want your students

to pay attention to, e.g., • ‘ca/mou/flage /ˈkæm.ə.flɑːʒ/ • cha/me/’le/on /kəˈmiː.li.ən/ • disguise /dɪsˈɡaɪz/ • wasp /wɒsp/ • tawny /ˈtɔː.ni/ • them; themselves

4. Teach the end sounds. Please refer to the verb table in Section 10. Help

students to read the past tense verbs and the past participles with the “–ed” sound. Please refer to the verb table.

5. Read long sentences with the right rhythm and pause. This is important

because they do not only show how English is said, (e.g., phrase by phrase, or with a rising tone until the last word), but they are also useful for students to develop a sense of compound and complex sentences with conjunctions and relative pronouns.


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Long Sentences: Pause and Rhythm

1. Many animals use colour / as a disguise / to hide from an enemy.

2. The tawny frogmouth / is the same colour / as the tree it is sitting on. 3. The sloth is the same colour / as the tree / it is holding on to. 4. It uses its disguise / to catch little fish / that do not see it hiding / in the sea bed. 5. The tiger and the carpet shark use colour / as a disguise / to help them catch their

food. 6. When zebra stay in a group, / they look like one really big zebra to a lion. 7. This makes the lion stop / and gives the zebra time to get away. 8. It can change its colour / from black to brown, / yellow, / green, / blue or red. 9. Some animals disguise themselves / as something else / to trick an enemy. 10. Birds do not like wasps, / so they stay away / from the clearwing moth.


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○10

Third Reading: Language Use


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D. Reading: 3rd Round: Language Use

Bring students’ attention to different types of sentences. ˙ Explain the grammatical quality and function of the sentence pattern in

question, but do it briefly. Grammar is not the goal of this course, but usage is.

˙ Instruct students to identify and highlight the sentence pattern in question, e.g. n look for sentences with two verbs n look for sentences with “and” and check with two things, phrases, or

clauses are linked up because of the word n look for sentences with “as” and discuss with your friend what

difference it makes in this group of clauses n identify the prepositions and/or the prepositional phrases (we can make

it a contest for speed and accuracy)

˙ Have them read aloud to their partner. (We may increase the difficulty by requiring better intonation, the best voice expressions and so on.)

˙ Have them create sentences using the same patterns in their note book, share with their group member, and put them on poster papers to show the whole class.

˙ Have them choose a few sentences and write them in the notebook. ˙ Have the whole group create a story from the sentences.

1. Simple sentence with the “SVC” structure • The fox is its enemy. • The eagle is its enemy. • The tiger is a hunter. • The carpet shark is also a hunter. Please also bring students’ attention to “its”, the possessive adjective. Have students pay attention to the spelling and the usage.

2. “as” and “same as” • Many animals use colours as a disguise to hide from an enemy. • Some animals disguise themselves as something else. • The tawny frogmouth is the same colour as the tree it sitting on. • The sloth is the same colour as the tree it is holding on to. • The carpet shark is the same colour as the sea bed.

3. “look like”


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• This stick insect looks like a stick. • This leaf-tailed gecko looks like a leaf. • The clearwing moth looks just like a wasp. Please bring students’ attention to the following sentence, at which “like” is the main verb. • Birds do not like wasps.

4. “verb” … “to + infinitive”

• The frogmouth wants the fox to think it is part of the tree. • The tiger uses its colour to hide in the bushes. • It uses its disguise to catch little fish. • Animals use disguises to trick other animals. • Some animals disguise themselves as something else to trick an enemy. • Soldiers have clothes the same colours as the bushes around them.

5. Topic sentence and supporting detail(s) Topic sentence

Some animals can change their disguise.

Some animals disguise themselves as something else to trick an enemy.

Some animals are hunters.

Supporting detail(s)

The chameleon can change its disguise. It can change its colours from black to brown, yellow, green, blue or red.

A stick insect looks like a stick. A leaf-tailed gecko looks like a leaf. The clearwing moth has a very clever disguise. It looks just like a wasp. This disguise helps to keep the birds away. Birds do not like wasps, so they stay away from the clearwing moth.

(1) The tiger is a hunter. It uses its colour to hide in the bushes. It catches small animals that do not see it hiding.

(2) The carpet shark is also a hunter. It is the same colour as the sea bed. It uses its disguise to catch little fish that do not see it hiding in the sea bed.

Concluding sentence

A chameleon uses different colours to disguise themselves.

These animals disguise themselves so that their enemies stay away from them.

The tiger and the carpet shark use colour as a disguise to help them catch their food.


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Name:

Group: Date:

Activity 3: Topic sentence and supporting detail(s)

Topic sentence

Some animals can change their disguise.

Animals use disguises to trick other animals.

Many animals use camouflage to hide from an enemy.

Supporting detail(s)

Concluding sentence

A chameleon uses different colours to disguise themselves.

Zebras use disguise to help them survive the attack of a lion.

A frogmouth and a sloth use colour as a disguise to hide from an enemy.


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Verb Table

*Also infinitives ** For third person singular subjects

Present tense Past tense Present continuous tense (is/are/am)

Past perfect tense (has/have) * **

call calls called calling called

catch catches caught catching caught

change changes changed changing changed

get gets got getting got

give gives gave giving given

help helps helped helping helped

hide hides hid hiding hidden

hold holds held holding held

look looks looked looking looked

make makes made making made

see sees saw seeing seen

sit sits sat sitting sat

stay stays stayed staying stayed

think thinks thought thinking thought

trick tricks tricked tricking tricked

use uses used using used

want wants wanted wanting wanted


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Name: Group: Date:

Complete the following table by filling in the correct verb forms.

Present Tense Past Tense Past Participle

1. call

2. catch

3. change

4. get

5. give

6. help

7. hide

8. hold

9. look

10. make

11. see

12. sit

13. stay

14. think

15. trick

16. use

17. want


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Teacher’s Copy Complete the following table by filling in the correct verb forms.

Error!

Present Tense Past Tense Past Participle

1. call called called

2. catch caught caught

3. change changed changed

4. get got got

5. give gave given

6. help helped helped

7. hide hid hidden

8. hold held held

9. look looked looked

10. make made made

11. see saw seen

12. sit sat sat

13. stay stayed stayed

14. think thought thought

15. trick tricked tricked

16. use used used

17. want wanted wanted


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○11

Fast Forward Work Sheets

Vocabulary

Reading Comprehension

Writing


63


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65


66


67


68


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Name: Group: Date:

Activity 4: Word Web

AnimalDisguises

Chooseonewordfromeachoftheboxesandwriteaparagraph(orafewsentences)aboutthestory.

Nouns: Pronouns: Adjectives:

Verbs Guessing meaning from

Timeconnectivesandconjunctions:

Adverbsandadverbialphrases:

Presenttense:

Pasttense:


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Teachers’ copy Activity 4: Word Web

AnimalDisguises

Chooseonewordfromeachoftheboxesandwriteaparagraph(orafewsentences)aboutthestory.

Nouns: animals,hunters,tiger,colour,tree,food,group,people

Pronouns:it,they,its,themselves

Adjectives:little

Presenttenseverbs: catch,hide,use,trick,look,gives,change,keep

Technicallanguage: camouflage,disguise,enemy,hunter,catch

Documents

Fast Forward Intervention Programme Teaching Suggestion s …qsip/wp-content/uploads/FF-8-Animal... · 2018-09-14 · Film/video show, journaling, reflection, extended writing, presentation,