http://www.standards.dfes.gov.uk/keystage3/
http://www.wiseman.com.hk/topics/useful_sites.htm
http://www.standards.dfes.gov.uk/keystage3/respub/ws_lil_ts
You might consider identifying some key phrases to introduce to pupils, perhapsdisplaying them for pupils’ reference as a way of encouraging them to extend therange of language structures they use to discuss the thinking they have beendoing. Here are some examples:
Thinking words
adapt evidence predict analogy examine prioritise apply experience realisation assess experiment recall assumption explain recognise attitude extrapolate reconstruct belief formulate refine clarify hypothesise reflect classify identify reorganise combine image response compare imagine scan compose implement sequence consider interpret short-term memory context interrelate skim contradict(ion) judge specification contrast justify stereotype convert juxtapose stimulus/stimulate decide link structure decipher long-term memory summarise decode meaning symbol define metaphor synthesise design model transform develop negotiate translate differentiate organise trigger distinguish paraphrase visualise evaluate plan
Thinking phrases
I think this…because…’‘We could use this strategy in…’‘Another reason for this is…’‘As I did this, I was thinking about…’‘If...then...’‘What I have learned is...’‘The most difficult part was...because...’‘The most challenging part was...’‘I found the strategy helpful because...’‘At first we thought...but later decided...’‘Although I thought...Sam made the point that...’‘We couldn’t agree about...but eventually decided...’‘We found...puzzling because...’‘We had to change our ideas because...’‘It didn’t make sense until we...’‘What made the difference was when...’‘There were three components to the task...’‘We tried three different ways of...before...’‘When we compared our ideas with...’

Working at the texts:

Rubric for Group Investigative Roles
http://www.readwritethink.org/lesson_images/lesson238/rubric_stage1.html

Rubric for Individual Characterization
http://www.readwritethink.org/lesson_images/lesson238/rubric_stage2.html

Rubric for Presentations
http://www.readwritethink.org/lesson_images/lesson238/rubric_stage3.html


a christmas Carol:
http://www.coollessons.org/Dickens.htm

One star readers

Print Fiction

1. A Christmas Carol by Charles Dickens (Oxford Bookworms, Stage3)

2. Down the River by Donn Byrne (Longman Originals Stage3)

3. Dracula by Bram Stoker (Macmillan Guided Readers, Intermediate)

4. Ghost in the Guitar by P Shipton (Penguin, Readers Level 3)

5. The Maze by Peter David (Random House)

6. Romeo and Juliet by W. Shakespeare (Penguin, Readers Level 3)

7. The Speckled Band and other stories by A Conan Doyle (Macmillan Readers, Intermediate Level)

8. Striker by P. K. Viney (Penguin, Readers Level 3)

9. Superbird by Brian Tomlinson (CAmbridge, English Readers Level 2)

Print Non-Fiction

1. Albert Einstein: A Life of Genius by E Macleod (Kid Can Press)

2. Free at Last: The Story of Martin Luther King by Angela Bull (DK, Readers Level 4)

3. Great Football Stories by Russ Williams (Penguin Readers, Level 3)

4. Louis Braille: The Boy who invented books for the blind by Margaret Davidson (Scholastic)

5. Princess Diana by C. Gilchrist (Penguin, Readers Level 3)

6. Ring of Bright Water by Gavin Maxwell ( Penguin, Readers Level 3)

7. Stories of Courage by Claire Swain (Penguin Readers Level 3)

http://www.filmref.com/siteinfo.html

What guys should do for theme based papers

guess
students should know
how to make use of google
to type in theme-related words
like I always do
and do papers based on a few pieces of articles
and do a massive amount of reading and copying
like I did
this morning.
Copying of non-fiction helps improve their vocabulary
copying of fiction
helps improve their style
and vocabulary
both are important
but seldom done
we bought in
the communicative approach
and couldnt do it
because we never speak to each other
we can't teach others to speak
even if we speak a lot
but since we'd rather have students listen
than talk
we are doubly maimed
but seems
we have to think of ways to put speaking back in
as they are required to do it
in their exams
two years later
HOW?

Could anybody tell me
how to teach those
who never discuss much
or read much literature
to pass the exam?

critical reading

It is just a website:
http://www.brocku.ca/english/jlye/criticalreading.html
I haven't even read

when did I find it?
I was hunting for theme sites
and clicked
cool site for teens
in google
and got it
and thought
why not
introduce all sba related sites
to others
so build this blog