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Academic Reading IELTS by British Council

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This all too often means grand schemes that require plans and (oh no, not another one) meetings. This exercise, on the other hand, starts at the bottom, and grows from its roots, like a tree. Over the next few weeks, I try to spread the project more widely: carers, grandparents, colleagues, governors, local religious leaders, shopkeepers, the crossing patrol. For a secondary source, I go to The Opies’ book (see bibliography). I collect the rhymes. I read them frequently to the children. I print ten copies and leave them lying about.

The store of anecdotes will have become a library book. It is worth printing a dozen copies for the classroom, and some for other people – the headteacher, for example. The book will have been (a word worth introducing early to children) published. IDEA 7 RHYME Re-read Tiger in the Snow! I read this book again, purely as a story first: it will bear a hundred re-tellings, as all good picture books do. But then I open out the pull-out page. I point to a group of words at the top of the page: ‘bumping’, ‘humpy’, ‘jumping’, ‘lumpy’; then a group at the bottom: ‘bouncing’, ‘prancing’, ‘dancing’, ‘rocking’, ‘rolling’, ‘twisting’, and ‘turning’.

I certainly found that, and when I had learned this, I recorded a lesson again, and I found that I was only slightly less likely to talk more often than the children did. I was still talking far more often that the children. The improvement was marginal. Can this be right? Giving ourselves more practice in talk when we are already experts, and they are still learning? Also, I was distressed to find that a surprisingly large number of my questions were about trivia and discipline. ’ add little if anything to the learning that was the supposed reason for everyone’s presence.

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