Ask learners to underline key language at word and sentence levels. - Word level: specialist academic vocabulary. Sentence level: matching definitions to vocabulary., Discuss with learners the reasons why certain language is used. - Focus on contrasting the formal language used in the contractors’ questions with the short commands in the engineers’ instructions to his team., Encourage learners to predict what they might hear or read. - Write the heading ‘Resolving Design Problems’ on the board and ask learners to predict what the text could be about., Prepare the context of the texts and the factual knowledge of the topic. - In pairs, learners discuss problems designers have when different design drawings are not coordinated., Pre-teach or elicit new content vocabulary. - Select 8-10 key content words to pre-teach or elicit from the complaints made by customers., Provide a wide range of listening and reading texts. - Let learners hear or see further examples of different complaints and instructions about design problems., Use visual organisers so learners can make notes as they listen or read. - Draw three different visual organisers on the board and ask learners to choose the most appropriate to show the problems and solutions.,

U12 Scaffolding reading - examples from engineering

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