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Consider the following statements:I. The spaces in lines 04...
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Instruction: Answer questions 31 to 40 based on the following text.
Matilda: an extra-ordinary bookworm! – Lesson Plan
- STARTER ACTIVITY: MY FAVOURITE BOOKS TO READ
- Ask children to bring in their favourite book. They have 5 minutes at the start of the lesson to
- share it with a classmate and persuade him or her to read it. Children should be encouraged to
- use as ____ persuasive techniques as possible (e.g. emotive language, passionate speech).
- They should also remember to talk about the key reasons that they love the book that they
- have chosen. For example, do they identify with the main character? Do they find it funny? Do
- they like the tone of the story? The most persuasive pupil should present his or her book to the
- whole class!
- TASK 1: MATILDA’S READING HABITS
- Read the extract aloud together. Use the information about Matilda’s reading habits to come up
- with some mathematical word problems. For example, if she reads 411 pages in one week, how
- ____ pages does she read in one year? If Matilda reads one book every week, what is the
- average number of books she reads in a month? Can children write word problems for their own
- reading habits? Encourage them to use the words, “average”, “mean” and “range” in their
- problems.
- TASK 2: DIFFERENT TYPES OF BOOKS
- Ask children to cut out the genre cards. For each of them, they should think of an example of a
- book that fits into that particular genre. Can they also slot each of the books that Matilda has
- read (page 12) into a genre? One of the cards has been left blank for children to come up with
- their category. They should consider the question if it’s possible for a book to fit into more than
- one genre.
- TASK 3: INGREDIENTS
- Different genres have different features or ‘ingredients’ – like a food recipe. For example,
- ‘adventure’ stories often include a journey to a faraway place and a heroic central character.
- Can children list three features or ‘ingredients’ for each genre based on their knowledge from
- prior reading, or even from their knowledge of films and games using the ingredients sheet?
- TASK 4: RECOMMENDATIONS FOR MATILDA
- Using the recommendations sheet, children should recommend four books (from different
- genres) for Matilda to read! They should include a drawing of the cover along with the genre
- and any important information. Can they tailor their recommendations to match Matilda’s taste?
- What books do they think she would enjoy? Why?
- TASK 5
- Using their recommendations from Task 4, children should create a poster for their school
- library that advocates the importance of reading. Their posters should highlight the benefits of
- reading a variety of books and the concept of reading for pleasure. Children should be
- encouraged to use any relevant quotations or inspirational advice from Matilda to make their
- posters stand out!
- PLENARY:
- Ask children to pick their favourite genre from the lesson. They should write the first 2–3
- sentences of a story in that genre. When they’ve finished, ask them to read them out to the rest
- of the class. Can their classmates guess the genre from the sentences? Finally, have a
- classroom discussion about how they have been inspired by reading Matilda. What book will
- they read next…?
Source: https://www.roalddahl.com/docs/MatildaLessonPlan201_1567179949.pdf
Consider the following statements:
I. The spaces in lines 04 and 12 should be filled in by many.
BECAUSE
II. They are followed by uncoutable plural nouns.
Considering the sentences above:
A
I and II are true, and II is a correct explanation of I.
B
I and II are true, but II is not an explanation of I.
C
I is true, but II is false.
D
I is false, but II is true.
E
I and II are false.