The four worst kinds of Londoners funniest oe best most interesting richestIts as f north London was bul specifically fo keep all the {goths and people who wo away from the res ofthe city. Thats something tobe thankful for. Butit also means that north London is a miro-nation of 40- year-old man-chidren in New Balance trainers who think they relélgjibecause they once danced all night while listening to the Hapoy Mondays, Just imagine how delightful Hampstead Heath woul! be ft wasn filed with yummy ‘mummies taking about catchment areas andjURED ‘4. The east Londoner East London doesn't even know that's become all the ‘Worst bits of west London, ait ‘ago with Antipodean coffee emporiums and bars where your fee iexpicably don sicko he for. Thar’ ntting wrong wt tha, but sient ini that hey deny don {vein London's new Noting Hil. They're oblivious tothe fact that i you were going to make a fim about dumb {wentysomethings with foo much money and stupid haireuts, you'd do it in Dalston. | 12. The south Londoner ‘South Londoners know that where they live is a miserable, ‘wasteland wir (GRBPAO minutes from London Bridge! Briliantf (Gisteantebeantoatmiti So they hold tl in, twisting a that anger into & vicious knot of resentment. They lve in ‘constant fear that they might let sip what they rally think: they actualy wish they ived in east London! Look at it this way. if south London is so great, why is its best bar in a car park? 4, The west Londoner West Londons lve picture perect muse only ned by one thing — people. The aduts are either privileged fo the point of insanity or sd people, drained of fe and hurour by having thei compat poverty constantly shoved in he faces because he ve near he Chelsea and Clapham (yeah, suck i, tha’s west London too), fs heaven forthe Tabias and Hugos of the world ~ but for any sensible human, just a witha ps Chee fin, Atal an we aes with dreadlocks who tink bngos are okay. They arentWhich part of London......(N, S, E or W) do you think is quite cheap to live in? do you think is the most expensive? Ww. do the people who live there think is really cool? _N_ is very green - with lots of trees on the roads?__W. do people pretend to like more than they actually do?. Ss. do a lot of people working in creative industries live in? __N. do you think has changed a lot in the last decade?E doesn't have many tube stations?__S do people drink healthy drinks? NCan you find a word or a phrase which means....... 1. Azone close enough to a schoo! to allow your children to go there. catchment area. 2. To say something accidentally (that you didn’t mean to say) let something slip. 3. Young, (probably attractive mothers and rich), who have a lot of free time. yummy mummies 4. An adjective meaning you are completely unaware of something. oblivious. 5. An adjective meaning cool — different to the mainstream. edgy.The worst Kind Of.........ccccceeseeseeeeeeeThink back to the lesson. What were the stages of the lesson? lead-in Pre-teach vocabulary reading for gist reading in detail/ reading for detailed understanding & inferring information peer check guessing meaning from context responding to the text What other stage might language learners potentially benefit from ?ading for gist 9 g! means reading quickly - without lingering on unknown words or specific ideas, and without necessarily Jading to the end - inorder to errive to main idea of the text. It should respond, in very few word, te the question what 0 call this Skimming when talking about Reading, SPECIFIC 25 reasing bit mor slonly to find someting specicin the text, sch ase werd erumber, phrase is looking for because this iz made explicit in the question. Questions such as ‘When.?' Where.’ Who..2' will be re ause the reader will look for a time, place, person and the answer will be explicit in the text, os in ‘in 1999, ‘ot his hous is Scanning winen telking cbout Reading HiNG 11 Betailans reading more slowly, noticing comections between sentences to discover meaning which is not expll Fen necessary to read a paragraph or a whole extract to answer seemingly simple questions like ‘When..?” ‘Where. ‘Who..; +t explicitly given in the text. For instance, the question may be ‘in what year did they marry2', the text may say that 'they 1ey met, ond later on the text may say that ‘they first noticed each other in 1978, but they only met a couple of years idents may benefit from using dictionaries as meaning may be hidden in lexis they don't understand. rin means to reading to understond the mecring behind the words: orto extrapolate the writers era charee ie steted in the text. We often say we are Yeading between the lined. The writers meaning may be quite explct but ten the way in which they express their opinion, or the writer may be using hedging, sarcesm, ee. ning ig @ teaching tool we employ to help students deal with new lexis within an otherwise manag idents with a number of new items in a text (up to 10 items at the most, depending on time, lesson aim, etc.), and ask jestion, and specific information questions for example. In general new items of lexis should net impair the ability of tude: questions. In fact, it would be encouraging if the students ore happy and manage to deal with the questions without gettin ixig. Then students are then asked to either notice the new items (if they are underlined or in bold), or perhaps to lock tivities that Follow may toke different shopes, but they idea is thet the students should hypothesise on the meaning of the yntext and co-text in which they eppear, and then confirm their hypothesis with the teacher or with @ dictionary.LISTENING AND SPEAKING ow dest fel tobe 20semethng? Look at this listening skills work from one of your coursebooks. Which part/s is/are.... ....focused on detailed understanding ? ex. 5 ....@ lead-in ?ex.1 ....focused on listening for specific detail ? ex.4 .... focused on listening for ashe gist ?ex.3 Sacer ....serves as a follow-up a ie, activity ? What do you think ?In what ways is listening more challenging for students than reading ? -{t creates panic as students only have live exposure to the text. -Speed Students may be exposed to unfamiliar accents. ~Students may not be familiar with how words sound. “Students may not be familiar with how words sound when connected. -It's more difficult to identify genre. It's difficult to identify word boundaries. -Redundancy. Students may not employ good listening strategies - e.g. trying to pick up every word they hear. What might you have to consider when setting up a listening task? Make sure the listening is audible (and share your computer sound online !) -Don't do anything distracting while students are listening. -Give clear instructions ! And check them. -Allow students to read the questions before listening. -On the more difficult tasks - give students the opportunity to peer check answers ‘to build confidence. -Don't be afraid to play the track a few times if students need or request this for more challenging tasks.Receptive Skills ‘Are the following things advisable or not when doing a receptive skills lesson? “or X 4. Thestudents read the text out loud. 2. The teacher corrects and ils the answers tothe comprehension task 13. The teacher pre-teachesallthe vocabulary inthe text which students probably wont understand 44. The teacher says, “Ask me any words you dont know.” |5. The students predict what te text wil be about eg. by dlcussng pictures and then read/sten to check 6 The students sen or ead as many times as they want. ‘The teacher provides a more general ease task rs followed by a more detalles task secon. 18 The teacher gives students the task before they ead Isten, 2, The teacher says “ist read/sten to get the general idea.” 410, The teacher pauses the recording when students are doing avery intensive task, for example, writing down numbers or addresses. 111, The teacher gives students a litle time to read the task before they listen tothe recording, 12, The teacher plays the entire recording again because the students haven't got al the answers.