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A Communicative Text-Based Approach to the Teaching of Grammar
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Christopher Stern
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Introduction
This project is designed to illustrate a three hour lesson which could
be taught at a Pre-Intermediate or lower Intermediate level. The learners could be of any age above
fifteen years, as the text is potentially of general interest to learners of
all ages. However, this lesson is
probably not suitable for learners below fifteen years of age, on account of
the degree of metalinguistic analysis and discussion possibly required.
Learners should previously have acquired a working knowledge of:
definite and indefinite articles, prepositions, adjectives, adverbs and basic
simple sentence construction. They
should also have sufficient lexical resources so as to be able to comprehend 95
– 97% of the words in the text. This is important as some of the exercises require,
and build upon this knowledge. Learners
should also, ideally, have had at least minimal exposure to: all verb tenses and complex sentences. The primary focus of the lesson is the
development of learners’ ability to formulate complex sentences (sentences with
subordinate clauses introduced by relative pronouns). This ability is encouraged through the use of
text, text reconstruction activities, and text construction activities. Activities will therefore include both a
grammar and, to a lesser degree, discourse focus.
The presentation of this project is divided into five sections: introduction, lesson plan, rationale,
conclusions and learner materials (found in Appendix A).
Lesson Plan
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Stage
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Procedure
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Tasks
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Interaction
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Aims
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Time
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Cumulative
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1
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Show pictures
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students discuss pictures
in pairs or small groups
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sts-sts
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activating schemata,
creating interest
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5
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5
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2
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Jigsaw reading – divide
sts into 3 groups, #, * and ! and hand out reading
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sts read silently then
discuss within their groups
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sts-sts
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initial reading –
introduction to the text
|
5
|
10
|
|
3
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Group recount: T collects jigsaw reading strips, sts
record recounts on hand
phone or similar device
|
sts in groups of 3 (each
group contains #, * and !) sts individually recount to partners what they
read, decide the best paragraph order, think of an appropriate title for the
text and decide possible source and intended audience
|
sts-sts
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active use of new
information (text-as-vehicle-of-information)
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10
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20
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4
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class discussion +
opportunity to address any lexis / other issues
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each group shares with the
class their ideas on stage 3 tasks
show 3 paragraphs on OHT
|
sts-T-sts
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consolidation
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20
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40
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|
5
|
writing a conclusion
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groups of 3 work together
to write a concluding paragraph
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sts-sts
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exercise students ability
to draw inferences and conclusions
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10
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50
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6
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sharing
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post concluding paragraphs
on walls and allow all students to walk around and read
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sts-sts
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exposure to new language
input and ideas. opportunity to get feedback
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10
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60
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7
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grammaring :
provide sts with worksheet
‘Text Reconstruction (A)’
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sts to complete worksheet
with grammar words, then sts check with original group of 3 (*,# and !)
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sts-sts
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raise sts’ grammar
awareness, push sts’ ZPD
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15
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75
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Stage
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Procedure
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Tasks
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Interaction
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Aims
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Time
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Cumulative
|
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8
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class revision /
discussion
T introduces rules for use
of relative pronouns: who, that,
which, when, where
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using (cloze) OHT, elicit
and revise answers to worksheet, offering explanation or example as required
|
sts-T-sts
T-sts
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consolidation
explicit product grammar
teaching
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20
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95
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9
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relative pronouns focus
(using ‘Text
Reconstruction (A)’ worksheet)
teacher then collects this
worksheet
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sts to underline or
highlight each clause introduced by a relative pronoun. sts then check in
pairs
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sts-sts
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awareness-raising
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5
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100
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10
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grammaring :
provide sts with worksheet
‘Text Reconstruction (B)’
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sts complete worksheet
individually, then sts check with a
partner and discuss
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sts-sts
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apply sts’ grammar
awareness, push sts’ ZPD, particularly re. subordinate clause formation
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20
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130
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11
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class revision /
discussion
provide handout of
complete reading, including title and conclusion
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using OHT, elicit and
revise answers to worksheet, offering explanation or example as required
revise and discuss entire
text
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sts-T-sts
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consolidation
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20
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150
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12
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listening
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in original groups of 3,
sts listen to recordings of their recount, noticing differences between their
language and the text
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sts-sts
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noticing
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10
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160
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13
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jigsaw – repeat stages 2
and 3, except that students will read and recount a different paragraph than previously (recording optional)
|
in new groups of 3,
students recount the paragraph they have read, without written prompts,
focusing on producing complex sentences
|
sts-sts
|
process use of grammar
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10
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170
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14
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review
provide students with
whole text, including title and conclusion
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elicit and board new
knowledge
discuss title and
conclusion
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sts-T-sts
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consolidate learning
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10
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180
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Rationale
Text Selection and modification:
I first wrote the selected text
approximately 8 months ago, for my own enjoyment, to publish on www.infobarrel.com, a text-sharing website. I have selected it for this project for a
number of reasons: authenticity, high
interest level, relevance to most learners’ existing knowledge, and
adaptability. Because of these
qualities, it easily lends itself to effective learning activities. As O’Maggio has stated: “learning must be meaningful to be effective
and permanent. For material to be
meaningful, it must be clearly relatable to existing knowledge that the learner
already possesses.” (Omaggio, 2001: 144)
Animals are a topic of general interest, as are anthropomorphism and the
paranormal. Because these topics are
familiar, it is much more likely that the text will be more comprehensible to
learners. (Omaggio, 2001: 155) The
latter topic, furthermore, is controversial, and learners may have differing
opinions they wish to share. Thus, the
text lends itself for use as a “text-as-stimulus
– that is, the text is used to introduce content into the classroom that
learners can then respond to” (Thornbury, 2005: 113)
Because the original text (see Appendix B)
contains a number of low-frequency words, and some sentences of unusual and
potentially problematic syntax, I have modified it for classroom use. This is in line with Thornbury’s view that “for
the purposes of skills development, genuine or ‘adapted-genuine’ texts are now
favoured.” (Thornbury, 2005: 113) I
began the simplifying process by “replacing low-frequency, specialized or
idiomatic vocabulary …with high-frequency words” (Thornbury, 2005: 117). Because of the large number of complex
sentences with subordinate clauses introduced by relative pronouns, I decided
to make this a prominent feature of the text for classroom exploitation. Within the context of grammar, the specific
focus is syntax: “[t]he question of how words can (or cannot) be combined in
sentences” (Batstone, 1994: 3), as opposed to morphology.
The lesson plan
The lesson plan is largely a communicative
teaching based plan, with the majority of interaction patterns being student –
student. However, the position I have embraced here is
the ‘weak’ version of CLT, which “stresses the importance of providing learners
with opportunities to use their English for communicative purposes.” (Howatt,
1984: 297) The lesson plan is further
informed by discourse analysis and text-based learning to the degree that it
rejects (the strong version of CLT which proposes) the idea that adult learners
can arrive at successful usage of complex grammar without having “a conscious
understanding of the rules governing that language.” (Knight, 2001: 155)
Furthermore, I prefer not to determine this lesson’s
overall approach to grammar as ‘product’ or ‘process’, as I feel this
distinction, while potentially useful, is somewhat artificial. Calling the product perspective “a
perspective on grammar which is static,” and the process perspective one “in
which it [grammar] is deployed from moment to moment in communication”
(Batstone, 1994:5), merely points towards the degree of fluency with which a
learner can employ grammar. However, in
considering grammar as “not simply a formal network, but a communicative device
which is ‘functionally motivated,’” (Batstone, 1994:11), I have designed the
sequencing of activities so that they move from an implicit to an explicit
understanding of the formal network, and then towards functionally motivated
deployment of that network.
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1
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Show pictures
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students discuss pictures
in pairs or small groups
|
sts-sts
|
activating schemata,
creating interest
|
5
|
5
|
In stage 1 of the lesson, students view
and discuss three pictures (see Appendix A for students’ materials). This achieves two purposes. First of all, it activates learners’ schemata,
generating expectation and thus making comprehension easier. As O’Maggio states: “[t]he provision of
additional contextual information in the form of a visual should make the
comprehension task easier” (Omaggio, 2001: 150). Additionally, it serves to generate interest
and anticipation. Stage 2 is a jigsaw
reading activity. (*,# and ! are used
both for novelty and to discourage any simple organizing strategy on the part
of students). The reason for this
information gap is in order to encourage communication, as well as the use of
grammar. As Batstone notes: “we call on grammar to make our meanings
clear, and the less knowledge is shared, the more likely it is that grammar
will become a necessary resource for both parties.” (Batstone, 1994: 32) It should be noted that at least four
relative pronouns in each of the three readings have been put in bold. Although no instructions are giving in
relation to this, and no mention is made in the lesson plan, simply the fact of
these words being in bold will cause students to notice on some level. “Two key stages in the learning process can
be promoted through product teaching.
One is noticing new language
input” (Batstone, 1994:51). As students
arrive at the text having viewed pictures and discussed them, “Comprehension,
therefore, is not a matter of simply processing the words of the message, but
involves fitting the meaning of the message to the schema that one has in
mind.” (Omaggio, 2001: 148) Students are then given time to discuss, in
each of their three groups, the text they have read. This is an opportunity for them to help each
other adjust schema and address any possible misinterpretations (and possibly
to discuss the significance of the words in bold).
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2
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Jigsaw reading – divide
sts into 3 groups, #, * and ! and hand out reading
|
sts read silently then
discuss within their groups
|
sts-sts
|
initial reading –
introduction to the text
|
5
|
10
|
|
3
|
Group recount: T collects jigsaw reading strips, sts
record recounts on hand
phone or similar device
|
sts in groups of 3 (each
group contains #, * and !) sts individually recount to partners what they
read, decide the best paragraph order, think of an appropriate title for the
text and decide possible source and intended audience
|
sts-sts
|
active use of new
information (text-as-vehicle-of-information)
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10
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20
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In stage 3, text strips are collected and
students are instructed to reorganize themselves in new groups of three and
recount what they have read in order to inform their group. These recounts are recorded for later
use. Here, the text takes on the form of
a TAVI, as the text becomes useful for the information in it. Thornbury states: “not only should learners be exposed to texts
designed to display pre-selected language features, that is texts-as-linguistic-objects, or TALOs,
but they should also learn to cope with
texts-as-vehicles-of-information, or TAVIs.” (Thornbury, 2005: 121)
Groups are additionally asked to decide the best paragraph order, think
of an appropriate title for the text and decide possible source and intended audience. In their processing of the text, “three types
of background knowledge are potentially activated: “(1) linguistic
information …(2) knowledge of the
world …(3) knowledge of discourse
structure” (Omaggio, 2001: 145).
These tasks serve to further activate and employ all three types of
knowledge, hence their usefulness.
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4
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class discussion +
opportunity to address any lexis / other issues
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each group shares with the
class their ideas on stage 3 tasks
show 3 paragraphs on OHT
|
sts-T-sts
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consolidation
|
20
|
40
|
|
5
|
writing a conclusion
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groups of 3 work together
to write a concluding paragraph
|
sts-sts
|
exercise students ability
to draw inferences and conclusions
|
10
|
50
|
|
6
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sharing
|
post concluding paragraphs
on walls and allow all students to walk around and read
|
sts-sts
|
exposure to new language
input and ideas. opportunity to get feedback
|
10
|
60
|
|
7
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grammaring :
provide sts with worksheet
‘Text Reconstruction (A)’
|
sts to complete worksheet
with grammar words, then sts check with original group of 3 (*,# and !)
|
sts-sts
|
raise sts’ grammar
awareness, push sts’ ZPD
|
15
|
75
|
Stage 4 allows learners an opportunity to
share and consolidate their knowledge, and to deal with any issues of
lexis. In stage 5, learners again draw
on discourse knowledge in exercising their ability to draw inferences and
conclusions. Both stages 3 and 5 make
use of the text-based learning principle in which “learners are expected to
become to some degree, language analysts”
(Knight, 2001: 163) Stage 6, in
which learners share their concluding paragraphs, allows learners exposure to
new language input and ideas and opportunity to get feedback.
Stage 7, while still remaining
communicative in that it encourages learners to check and discuss their work
with each other, is much more text and grammar focus. This stage uses a cloze version of the text,
requiring learners to reinsert most of the ‘grammar’ words (articles, some
prepositions, infinitive ‘to’, adverb ‘as’, and relative pronouns). As stated in the introduction to this
project, this exercise will be much facilitated, and bring greater focus to the
function of relative pronouns, if learners already have some fluency in use of
all the other grammar words. At first sight, this may seem an exceedingly
difficult cloze exercise. However, it
should be kept in mind that learners have already had a first exposure to at
least a portion of this text.
Furthermore, they are working in their groups of three, and so their
efforts at inserting the grammar are aided by memory and cooperation. This cloze activity serves as a
consciousness-raising activity, in which “…the discovery of regularities in the
target language …will always be self-discovery” (Sharwood-Smith, 1988: 53), and
provides implicit instruction in grammar.
Furthermore, it meets all but one of Candlin’s (1987) features of good
tasks – it encourages learners to focus on meaning, involves learners,
challenges learners at the appropriate level, and raises learners’ awareness.
(Batstone, 1994: 74)
In stage 8, class revision and discussion,
both learners and teacher have an opportunity to assess learners’
understanding. At this point, the
teacher explicitly introduces the use of relative pronouns. In this sense, the methodology here is
clearly product grammar teaching, which “can help learners to structure their knowledge of the
language system” (Batstone, 1994:51).
This should not be discounted.
“Research suggests that product teaching can promote quite rapid
learning of explicit grammatical forms, and in so doing can contribute to a high
level of ultimate achievement.”
(Batstone, 1994: 71) This is also
clearly a text-based approach, in that it is teacher and text centered, with “the
role of the teacher as ‘expert’” (Knight, 2001:
163). It is at this stage that
the teacher may wish to examine the text from a discursive approach. Of particular interest may be the way in
which the author has occasionally used the relative pronoun ‘who’ with
reference to animals. Learners may
wonder if this is merely incorrect, or intentional, and if so, to what purpose
the author has chosen this particular discourse feature. Also of importance here is the sequencing of
paragraphs. Is it random, or does it
follow a pattern, perhaps one of magnitude?
What type of title and conclusion does it point towards?
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8
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class revision /
discussion
T introduces rules for use
of relative pronouns: who, that,
which, when, where
|
using (cloze) OHT, elicit
and revise answers to worksheet, offering explanation or example as required
|
sts-T-sts
T-sts
|
consolidation
explicit product grammar
teaching
|
20
|
95
|
|
9
|
relative pronouns focus
(using ‘Text
Reconstruction (A)’ worksheet)
teacher then collects this
worksheet
|
sts to underline or
highlight each clause introduced by a relative pronoun. sts then check in
pairs
|
sts-sts
|
awareness-raising
|
5
|
100
|
|
10
|
grammaring :
provide sts with worksheet ‘Text
Reconstruction (B)’
|
sts complete worksheet individually,
then sts check with a partner and
discuss
|
sts-sts
|
apply sts’ grammar awareness, push sts’
ZPD, particularly re. subordinate clause formation
|
20
|
130
|
|
11
|
class revision / discussion
provide handout of complete reading,
including title and conclusion
|
using OHT, elicit and revise answers to
worksheet, offering explanation or example as required
revise and discuss entire text
|
sts-T-sts
|
consolidation
|
20
|
150
|
|
12
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listening
|
in original groups of 3, sts listen to
recordings of their recount, noticing differences between their language and
the text
|
sts-sts
|
noticing
|
10
|
160
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After initiating and checking activity in
stage 9 (again a consciousness-raising activity) the teacher may additionally
wish to work through one or two of the reconstruction activities in stage 10 with
the learners. Again, this model follows
the text-based learning approach, where “teacher and learners jointly construct
a text, followed by sole production by the learners.” (Knight, 2001: 163)
Stage 11 is again a consolidation activity, where learners first check
their ability with each other, and then as a class with the teacher.
Up to this point, learners have engaged in
both noticing and controlled production of grammar. It should be noted at this point that use of
the subordinate clause is primarily an aspect of written language, and only to
a lesser degree an aspect of spoken discourse.
Also, the use of subordinate clauses does not accomplish the conveyance
of meaning which cannot be achieved with simple sentence structure. What it does accomplish is a level of
cohesion and variety not found in an utterance or text comprising only simple
sentences. In this sense, controlled
production of complex sentences may be a goal in and of itself. Furthermore, information-gap activities do
not in and of themselves require learners to produce complex sentences. It is in the interest of learning grammar in
a process manner that learners are then encouraged to listen to their fist
recount, noticing differences with the target text, and to repeat stages 2 and
3.
“Learning grammar means learning to deploy
language flexibly, combining elements from grammar and lexis in productive
ways.” (Batstone, 1994: 61) At this point, learners have been well
prepared ‘to deploy language flexibly.’
Potential adjustment in the lesson plan may be in order here. For lower ability learners, the teacher may
prefer that they use the same text as previously, focusing on fluent production
of content while attending to correct production of complex speech. The teacher may additionally give them ample
preparation time, as studies have shown that “giving learners planning time led
them to produce language with a much wider range of vocabulary and more varied
grammatical patterns than was the case when no planning time was permitted”
(Batstone, 1994: 80), or ask them to speak on the same topic with a number of
different partners. At this stage, the
achievable goal is that learners “deploy grammar while for the most part
concentrating their attention on meaning.” (Batstone, 1994: 51) For more advanced learners, the teacher may
prefer to introduce a new text device.
Ideally, the teacher may have prepared two texts similar to that in
Appendix C (Thornbury, 2005: 169), (but
of greater relevance to contemporary learners), asking learners to work in
pairs, using the text as a prompt, with, or without preparation time.
|
13
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jigsaw – repeat stages 2
and 3, except that students will read and recount a different paragraph than previously (recording optional)
|
in new groups of 3,
students recount the paragraph they have read, without written prompts,
focusing on producing complex sentences
|
sts-sts
|
process use of grammar
|
10
|
170
|
|
14
|
review
provide students with
whole text, including title and conclusion
|
elicit and board new
knowledge
discuss title and
conclusion
|
sts-T-sts
|
consolidate learning
|
10
|
180
|
The final stage of the lesson is primarily
revision of what has been learned during the lesson. It is also at this point that the students
are finally exposed to the whole text, including the title and conclusion. This is an opportunity for students to
evaluate the text in its complete form.
There may be amusement at the title, surprise at the conclusion; there
may be overall incredulity, or perhaps discussion of the sad end to the tale of
Lucy the chimp, or of Paul the octopus’s astounding predictions of World Cup
finals games.
Conclusion
This project has embraced a number of
methodologies in its conception. While
primarily a communication-based approach, as evidenced by the interaction
patterns seen throughout, it is also clearly text-based lesson, which sees the
occurrence of language “as whole texts which are embedded in the social
contexts in which they are used,” and also demonstrates that learners can “learn
language through working with whole texts.”
(Feez, 1998) The focus on grammar
is facilitated by a text and topic which will be relatively familiar to
students. As Batstone has stated:
“Another way in which familiarity can be exploited is through giving learners
topics for discussion which they are already familiar with so that …[they can better]
attend to the quality of their own and each other’s language.” (Batstone, 1994:
86) The lesson plan also embraces both a
product and process approach to grammar, moving from the former towards the
latter, concluding with “tasks which learners can use to express themselves
more effectively as discourse participants.” (Batstone, 1994: 74) To paraphrase Willis, the lesson embodies
successful grammar instruction, which requires:
1. exposure to language, 2. opportunities for language use, 3. a focus
on language, and 4. activation of learners’ motivation. (Willis, 1996: 59)
References
¨ Batstone, R.
(1994). Grammar. Oxford: OUP.
¨ Candlin,
C.N. (1987). ‘Towards task-based
learning.’ In Cadlin and Murphy (Eds.) Language
Learning Tasks. Englewood Cliffs,
NJ: Prentice Hall.
¨ Ellis, Rod.
2006 (March). ‘Current Issues in the
Teaching of Grammar: An SLA Perspective.’
TESOL Quarterly 40/1: 83 –
107.
¨ Feez,
S. (1998). Text-based
Syllabus Design. Sydney: NCELTR, Macquarie University.
¨ Howatt,
A.P.R. (1984). A History of English Language Teaching. Oxford:
OUP.
¨ Knight,
P. (2001). ‘The Development of EFL Methodology.’ In Candlin, C. and N. Mercer (Eds.) English Language Teaching in Its Social
Context. London: Routledge.
¨ O’Maggio
Hadley, A. (2001). Teaching Language In Context, 3rd Ed. Boston:
Heinle & Heinle.
¨ Scrivener,
J. (2005). Learning Teaching.
Oxford: Macmillan Education.
¨
Sharwood-Smith, M. (1988).
‘Consciousness-raising and the second language learner.’ In Rutherford
and Sharwood-Smith (Eds.) Grammar and
Second Language Teaching: A Book of
Readings. Rowley, Mass: Newbury House.
¨ Thornbury,
S. (2005). Beyond The Sentence. Oxford:
Macmillan.
¨Thornbury, S.
(2002?). Uncovering Grammar.
Oxford: Macmillan.
¨ Willis,
Jane. (1996). ‘A flexible framework for task-based learning.’ In Willis, J. and D. Willis (Eds.) Challenge
and Change in Language Teaching.
Oxford: Macmillan-Heinemann.
Appendix A
Amazing Thing Animals Can
Do (full simplified text)
Just outside of Chiang Mai,
Thailand, there is an elephant camp where you can see elephants play soccer and
paint realistic paintings. The elephants’ paintings, which you can buy,
display variety and artistic spirit, and clearly represent the objects painted.
On the internet, there is a website where you can find information about a cat
that takes photographs. Search on youtube, and you can find numerous
videos of cats that play their own musical compositions on the piano.
There are also cats that know how to use the toilet, wash their paws
afterwards, and ring a small bell to request a flush.
Lucy the chimp (1964–1987),
was one of the
most interesting of this planet’s talented animals. She was owned by
the Institute for Primate Studies in Oklahoma, and she was raised by her adoptive parents,
the Temerlins, as a human child. Lucy learned to dress herself, liked to
look at magazines, had her own pet cat, and sat at the dinner table and ate
her meals with silverware. She also liked to drink straight gin
occasionally. She learned American Sign Language, and had a vocabulary of
over 140 words, which she even used in order to lie. She had a chimp
boyfriend, who frightened her at first, but eventually, as he visited more
regularly, she got used to him. When he
arrived, Lucy always hugged him. Then she went to the kitchen, where she boiled water
and made tea, which she served him. However, Lucy never fell in
love. For excitement, she preferred
Playgirl magazine and a vacuum cleaner.
Rupert Sheldrake, a British
biochemist and author, wrote a book called Dogs
That Know When Their Owners are Coming Home (1999), about
scientific experiments illustrating various psychic abilities of animals.
There are of course dogs that know when their owners are coming home, who go to
the front door or front gate of the home to begin waiting at the exact moment
their owners begin to think about going home. There are numerous stories
of animals that sensed their owner’s lives were in danger. There are
anecdotes describing animals who predicted disasters, such as
earthquakes. And most remarkable is the story of the African grey parrot
with telepathic powers. This parrot not only announced the names of
callers before calls were answered, it could also describe photographs shown to
its owner, in real time, as she viewed them in a separate room. Even more
amazingly, this parrot gave detailed accounts of dream scenes which its owner
had experienced the previous night and had recorded in a journal.
It’s quite curious to think
that we still regard ourselves as the most intelligent species on the planet,
as we ‘progress’ recklessly towards its destruction.
(Appendix A1)
(Appendix
A2)
Jigsaw Reading
#
Just
outside of Chiang Mai, Thailand, there is an elephant camp where you can see elephants play soccer and paint realistic
paintings. The elephants’ paintings, which
you can buy, display variety and artistic spirit, and clearly represent the
objects painted. On the internet, there is a website where you can find information about a cat that takes
photographs. Search on youtube, and you can find numerous videos of cats that play their own musical
compositions on the piano. There are also cats that know how to use the
toilet, wash their paws afterwards, and ring a small bell to request a
flush.
*
Lucy
the chimp (1964–1987), was one of the most interesting of this planet’s
talented animals. She
was owned by the Institute for Primate Studies in Oklahoma, and
she was raised by her adoptive
parents, the Temerlins, as a human child. Lucy learned to
dress herself, liked to look at magazines, had her own pet cat, and sat at the dinner table
and ate her meals with silverware. She also liked to drink straight gin
occasionally. She learned American Sign Language, and had a vocabulary of
over 140 words, which she even used
in order to lie. She had a chimp boyfriend, who frightened her at first, but eventually, as he visited more
regularly, she got used to him. When he
arrived, Lucy always hugged him. Then she went to the kitchen, where she boiled water and made
tea, which she served him.
However, Lucy never fell in love. For
excitement, she preferred Playgirl magazine and a vacuum cleaner.
!
Rupert Sheldrake, a British
biochemist and author, wrote a book called Dogs
That Know When Their Owners are Coming Home (1999), about
scientific experiments illustrating various psychic abilities of animals.
There are of course dogs that know
when their owners are coming home, who
go to the front door or front gate of the home to begin waiting at the exact
moment their owners begin to think about going home. There are numerous
stories of animals that sensed their
owner’s lives were in danger. There are anecdotes describing animals who predicted disasters, such as
earthquakes. And most remarkable is the story of the African grey parrot
with telepathic powers. This parrot not only announced the names of
callers before calls were answered, it could also describe photographs shown to
its owner, in real time, as she viewed them in a separate room. Even more
amazingly, this parrot gave detailed accounts of dream scenes which its owner had experienced the
previous night and had recorded in a journal.
(Appendix
A3)
Jigsaw Reading
Title______________________________________________
Paragraph
Order
1.______
2.______
3.______
Conclusion
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Possible
source _______________________________
Intended
readers _______________________________
(Appendix A4)
Text Reconstruction (A)
The words
in italics below each paragraph have
been removed from the text. Put them
back in the correct place. Then check
your work with a partner to see if you have the same ideas.
Just
outside _______ Chiang Mai, Thailand, there is an elephant camp _______ you can
see elephants play soccer _______ paint realistic paintings. _______
elephants’ paintings, _______ you can buy, display variety _______ artistic
spirit, _______ clearly represent _______ objects painted. On _______ internet,
there is _______ website where you can find information about a cat _______ takes
photographs. Search on youtube, _______ you can find numerous videos
_______ cats _______ play their own musical compositions on _______
piano. There are also cats _______ know how _______ use _______ toilet, wash their paws afterwards, _______
ring _______ small bell _______ request a flush.
|
Lucy
_______ chimp (1964–1987), was one _______ _______ most interesting
_______ this planet’s talented
animals. She
was owned by _______ Institute for Primate Studies in Oklahoma,
_______ she was raised by her adoptive
parents, _______ Temerlins, _______ _______ human child. Lucy learned _______
dress herself, liked _______ look at magazines, had her own pet cat, _______
sat at _______ dinner
table _______ ate her meals with silverware. She also liked
_______ drink straight gin occasionally. She learned American Sign
Language, _______ had a vocabulary of over 140 words, _______ she even used in
order _______ lie. She had _______ chimp boyfriend, _______ frightened
her at first, but eventually, _______ he visited more regularly, she got used
to him. When he arrived, Lucy always
hugged him. Then she went to the kitchen, _______ she boiled water _______
made tea, _______ she served him. However, Lucy never fell in love. For excitement, she preferred Playgirl
magazine and _______ vacuum cleaner.
|
Rupert
Sheldrake, _______ British biochemist _______ author, wrote _______ book called
Dogs _______ Know When Their Owners are Coming Home
(1999), about scientific experiments illustrating various psychic abilities
_______ animals. There are of
course dogs _______ know when their owners are coming home, _______ go
_______ _______ front door or front gate
of _______ home _______ begin waiting at _______ exact moment their owners
begin _______ think about going home. There are numerous stories _______
animals _______ sensed their owner’s lives were in danger. There are
anecdotes describing animals _______ predicted disasters, such _______
earthquakes. _______ most remarkable is _______ story _______ _______ African grey parrot with telepathic
powers. This parrot not only announced _______ names _______ callers before calls were answered, it could
also describe photographs shown to its owner, in real time, _______ she viewed
them in _______ separate room. Even more amazingly, this parrot gave
detailed accounts _______ dream scenes _______ its owner had experienced
_______ previous night and had recorded in _______ journal.
|
(Appendix A5)
Text Reconstruction (B)
Join the
sentences below, using the word/s in parentheses, to make a single
sentence. Note: you will have to remove
some words or move them to a different place in each sentence. You will also need to change punctuation.
1.
Just
outside of Chiang Mai, Thailand, there is an elephant camp. There you can see elephants play soccer and
paint realistic paintings. (where)
________________________________________________________________________________________________________________________________________________________________________________
2.
The
elephants’ paintings display variety and artistic spirit, and clearly represent
the objects painted. You can buy the
paintings. (which)
________________________________________________________________________________________________________________________________________________________________________________
3.
On
the internet there is a website. You can
find information about a cat that takes photographs there. (where)
________________________________________________________________________________________________________________________________________________________________________________
4.
Search on youtube, and you can find numerous
videos of cats. The cats play their own
musical compositions on the piano. (that)
________________________________________________________________________________________________________________________________________________________________________________
5.
Lucy
learned to dress herself. She liked to
look at magazines. She had her own pet
cat. She sat at the dinner table and ate
her meals with silverware. (and)
________________________________________________________________________________________________________________________________________________________________________________
6.
She
learned American Sign Language, and had a vocabulary of over 140 words. She even used sign language in order to
lie. (which)
________________________________________________________________________________________________________________________________________________________________________________
(Appendix
A6)
7.
She
had a chimp boyfriend. He frightened her
at first, but eventually, as he visited more regularly, she got used to
him. (who)
________________________________________________________________________________________________________________________________________________________________________________
8.
Then
she went to the kitchen. There she boiled water
and made tea. She served him the
tea. (where, which)
________________________________________________________________________________________________________________________________________________________________________________
9.
There
are of course dogs. They know when their
owners are coming home. They go to the
front door or front gate of the home to begin waiting at the exact moment their
owners begin to think about going home. (that, who)
________________________________________________________________________________________________________________________________________________________________________________
10.
There
are numerous stories of animals. The
animals sensed their owner’s lives were in danger. (that)
________________________________________________________________________________________________________________________________________________________________________________
11.
There
are anecdotes describing animals. The
animals predicted disasters, such as earthquakes. (who)
________________________________________________________________________________________________________________________________________________________________________________
12.
Even
more amazingly, this parrot gave detailed accounts of dream scenes. Its owner had experienced those scenes the
previous night and had recorded in a journal. (which)
________________________________________________________________________________________________________________________________________________________________________________
(Appendix
A7)
Appendix B
Amazing Thing Animals Can
Do (full unsimplified text)
Four years
ago I came to Chiang Mai and went to see elephants paint realist paintings and
play soccer. The elephants’ paintings were varied, recognizable as
distinct objects, and rather artistic. Today on MSN I see information about a
cat who takes photographs. Search on U tube and you can find numerous
videos of cats playing their own musical compositions on the piano. I
have a friend in California who has taught her cats to use the toilet, wash
their paws afterwards, and ring a small bell to request a flush.
Lucy the
chimp (1964–1987), was one of the
most interesting of this planet’s talented animals. Owned by
the Institute for Primate Studies in Oklahoma, she was raised by her adoptive parents,
the Temerlins, as a human child, and learned to dress herself, browse
through magazines, raise her own pet cat, and to sit at the dinner table and eat
her meals with silverware. She was also known to guzzle straight gin on
occasion. She learned American sign language, mastering a vocabulary of over
140 words, which she even used in order to lie. When she was eventually
courted by a male chimp, she was at first frightened, but eventually, as his
visits became routine, she would, upon his arrival, hug him and then proceed to
boil water
and to make and serve tea. However, Lucy never did warm to him,
preferring Playgirl magazine and a vacuum cleaner for excitement.
Rupert
Sheldrake, a British biochemist and author, has detailed in his book Dogs That Know When Their Owners are
Coming Home (1999), scientific experiments illustrating various
psychic abilities of animals. There are the predictable dogs that know
when their owners are coming home, who go to the front door or front gate of
the residence to begin waiting at the exact time the owners merely form the
intention to
return home. There are numerous stories of animals that
sensed their owner’s lives being endangered. There are anecdotes
describing how animals have predicted calamitous events, such as
earthquakes. And most remarkable is the story of the African grey parrot
with telepathic powers. This parrot not only announced the names of
callers before calls were answered, it could also describe photographs being
shown to its owner, in real time, as she viewed them in a separate room.
Even more amazingly, this parrot gave detailed accounts of dream scenes which
its owner had experienced the previous night and had recorded in a
journal.
It’s quite
curious to think that we still regard ourselves as the most intelligent species
on the planet, as we hurl ourselves headlong towards its destruction.
Sources:
