Prefeitura de Coronel Bicaco 2019 — Questão 40 · Língua Inglesa - Compreensão e Interpretação de Texto

Instruction: Answer questions 31 to 40 based on the following text.

Matilda: an extra-ordinary bookworm! – Lesson Plan

1. STARTER ACTIVITY: MY FAVOURITE BOOKS TO READ
2. Ask children to bring in their favourite book. They have 5 minutes at the start of the lesson to
3. share it with a classmate and persuade him or her to read it. Children should be encouraged to
4. use as ____ persuasive techniques as possible (e.g. emotive language, passionate speech).
5. They should also remember to talk about the key reasons that they love the book that they
6. have chosen. For example, do they identify with the main character? Do they find it funny? Do
7. they like the tone of the story? The most persuasive pupil should present his or her book to the
8. whole class!
9. TASK 1: MATILDA’S READING HABITS
10. Read the extract aloud together. Use the information about Matilda’s reading habits to come up
11. with some mathematical word problems. For example, if she reads 411 pages in one week, how
12. ____ pages does she read in one year? If Matilda reads one book every week, what is the
13. average number of books she reads in a month? Can children write word problems for their own
14. reading habits? Encourage them to use the words, “average”, “mean” and “range” in their
15. problems.
16. TASK 2: DIFFERENT TYPES OF BOOKS
17. Ask children to cut out the genre cards. For each of them, they should think of an example of a
18. book that fits into that particular genre. Can they also slot each of the books that Matilda has
19. read (page 12) into a genre? One of the cards has been left blank for children to come up with
20. their category. They should consider the question if it’s possible for a book to fit into more than
21. one genre.
22. TASK 3: INGREDIENTS
23. Different genres have different features or ‘ingredients’ – like a food recipe. For example,
24. ‘adventure’ stories often include a journey to a faraway place and a heroic central character.
25. Can children list three features or ‘ingredients’ for each genre based on their knowledge from
26. prior reading, or even from their knowledge of films and games using the ingredients sheet?
27. TASK 4: RECOMMENDATIONS FOR MATILDA
28. Using the recommendations sheet, children should recommend four books (from different
29. genres) for Matilda to read! They should include a drawing of the cover along with the genre
30. and any important information. Can they tailor their recommendations to match Matilda’s taste?
31. What books do they think she would enjoy? Why?
32. TASK 5
33. Using their recommendations from Task 4, children should create a poster for their school
34. library that advocates the importance of reading. Their posters should highlight the benefits of
35. reading a variety of books and the concept of reading for pleasure. Children should be
36. encouraged to use any relevant quotations or inspirational advice from Matilda to make their
37. posters stand out!
38. PLENARY:
39. Ask children to pick their favourite genre from the lesson. They should write the first 2–3
40. sentences of a story in that genre. When they’ve finished, ask them to read them out to the rest
41. of the class. Can their classmates guess the genre from the sentences? Finally, have a
42. classroom discussion about how they have been inspired by reading Matilda. What book will
43. they read next…?

Source: https://www.roalddahl.com/docs/MatildaLessonPlan201_1567179949.pdf

Consider the following questions:

I. What is the plot of Matilda?

II. Does different genres have different characteristics?

III. How do reading and thinking about reading differ?

Which ones can be answered by the text?