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Practising Fce Reading Part 3
Practising Fce Reading Part 3
Contents
A. TEACHERS NOTES ........................................................................................................ 2 A1. Lesson Plan................................................................................................................. 2 A2. Classroom Handout 1 ................................................................................................. 4 A3. Classroom Handout 2 ................................................................................................. 5 A4. Classroom Handout 3 ................................................................................................. 6 A5. Classroom Handout 4 ................................................................................................. 7 A6. Classroom Handout 4 Answer Key .......................................................................... 8 A7. Suggested homework/self study activities ................................................................... 9 B. GUIDANCE FOR FOLLOW UP ACTIVITIES....................................................................10
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Aims:
To practise the skills required for Part 3 of the First Reading Exam through completing and writing Part 3 questions
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Wendy The other day in Annecy, I was sitting by the lake watching some ducks. I was also watching three boys wading through the shallow water throwing something at the ducks. At first, I thought it was food but I realised they were throwing stones. Aware that a large stone could severely injure or kill a duck, I looked around for the kids' parents and hoped they would notice what they were doing. If Id been in an English-speaking country, I wouldn't have waited, but that's the thing about learning a foreign language: the nuances make all the difference. Even if my French is word perfect, how do I convey the right amount of sternness in my tone? How do I pick the words that convey the sentiments? In our brains, our mother language thesaurus started growing when we were babies, but my French language thesaurus only began around five years ago. The appropriate words might not be the ones I'm really looking for. And on top of all that, what do I do if the kids shout something back at me that I don't understand? As I sat there wondering why it was taking me so long to react, I realised I was scared. Confrontation doesn't really bother me, but in another language and with kids who are already being naughty it made me hesitate. But what's more important? Me looking like a fool by saying the wrong thing in my second language (and that wouldn't be the first time), or trying to stop ducks getting killed? I walked over and told the kids off. I explained in dodgy French what might happen if they hit a duck and told them to stop. They replied in perfect French and I walked away. Did they stop? No. As I turned back to check, one held a stone ready to throw. He saw me and put his arm back down. Then I heard one of them say: 'It was him' in English and I realised they were English kids. How annoying! I could have told them off in perfectly good English, with all those well-picked words and correct intonations and so much less effort! A quick look around led me directly to the boys' mother, who I know, and the kids finally stopped throwing stones.
Wendy Hollands
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UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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Practising Cambridge English First Reading Part 3 B. GUIDANCE FOR FOLLOW UP ACTIVITIES
1. The texts for this activity were taken from a number of sources. a. blog - Wendys story: http://www.lefrancophoney.com b. blog - Kims story: http://www.towerofconfusion.com/2011/07/09/treatedas-a-local/ c. friend - Kates story: thanks to Kate Wallace d. me - Julies story It is difficult finding several blogs that work together for this activity so look to your friends and yourself for experiences that are similar to the ones you have read blogs are only written anecdotes so dont be afraid to use personal accounts. 2. When you have your texts write some questions about each one, jumble them up and create a worksheet similar to A5. Classroom Handout 4. You can then tailor the practice to your students interests or to the topics they need to do more work on.
UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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