什么叫熔断机制Learning Objectives:按时的英文
To understand the meaning and purpo of a text through a range of strategies
To explore the ways in which a writer communicates thoughts and feelings through language choices
To consider tone and atmosphere through the techniques employed by a writer
Success Criteria: We can –
•Situate a text, exploring purpo, audience, context and genre
•Examine language and build vocabulary
•Summari a text, understanding main ideas/ central concerns in a text
•Work individually and as a group to understand the techniques a writer us
业务网Asssment Objectives:
AO1 – Read and understand a variety of texts, lecting and interpreting information, ideas and perspectives.
AO2 – Understand and analy how writers u linguistic and structural devices to achieve their effects.
Scope for AO4/ AO5 with further study/ homework suggestions
Framework/ Transferable skills: You may wish to talk your students through the skills that they will acquire in this lesson, to enable them to draw on and demonstrate the skills in the future.
•Critical thinking (in interpretation of the text and analysis)
•Reasoning/ argumentation (individually and in groups considering the author’s perspective)
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缺陷的意思•Interpretation (exploration of language, structures, tone to evaluate writer’s craft)
•Communication (group work and feedback)
•Teamwork (developing ideas within a group to ensure a coherent, content-rich prentation)
Possible Misconceptions and Barriers: The writer is British using idiom which may be unfamiliar with some readers (e.g. neck and neck; wacky races); the same could be true of the humour and gentle ir
ony which is ud to entertain the reader, much of which relies on just this n of idiom or vernacular. Time taken to explore the lexicon could support students with analysing humour.
Starter activities (approximately 20 minutes including introduction and summary):
Show an image to students and in pairs get them to feedback answers to the questions: What is happening? What atmosphere is created in this image? Example shown contains some detail and text for clarity but other images can be sourced online.
Elicit feedback. The image provides a visual stimulus for Levine’s recount and encapsulates the frenetic energy of the scene. Students can be asked to consider one adjective to describe the scene they e: e.g. hectic, fast, noisy, exciting, dusty etc. (Critical thinking)
© RIZWAN TABASSUM / Stringer / Getty Images
Pre-reading: Display the following quotations from the text and give to the students in pairs:
•“wacky races”
•“a city-centre rush hour gone anarchic”
•“Formula One without rules”
Questions could include:
What are the implications of each of the quotations?
90后流行歌曲What sort of place/ atmosphere is being described?
函数求和
What tone is being employed? How is the writer s teering the reader’s opinion?
brave的副词This will provide a link between the image and the text, allowing students to consider Levine’s tone and idiomatic language. (Interpretation)
