【正文】 n the group will get a line from a poem. They can read it aloud but they must not show it to the other eight members of the group. The task of the group is to put the lines in the right order for the poem. He then hands out the following lines (at random) to the nine members of the group. And would suffice. But if it had to perish twice From what I‘ve tasted desire I think I know enough of hate Ice is so nice I hold with those who favour fire. Some say in ice. To sat that for destruction Some say the world will end in fire. They read their lines out to each other and see if they can put them in the right order. Ideally, the groups will be standing up in circles so that the members can change position when the group have decided where their lines e in the poem. As the activity goes on, the teacher goes round the groups listening to how they are getting on. If they are not making any headway, he may prompt them by saying ―Shall I tell you what the first line is?‖ or ―Think of the sounds of the last word in each line‖ etc. When the students( think they) have finished the task, the teacher reads the poem aloud for them to check their version. This is what he reads: Some say the world will end in fire, Some say in ice. From what I‘ve tasted of desire I hold with those who favour fire. But if it had to perish twice I think I know enough of hate To say that for destruction Ice is nice And would suffice. The groups have to decide on a good title for the poem which they can them pare with the original (which is ―Fire and Ice‖—the poem is by Robert Frost). The teacher can then ask students to say whether they like the poem and whether they think it is funny, sad, serious or tragic. He then gets them to describe the rhyme scheme of the last words in each line (, B, A, A, B, C, D, B, B). The teacher then gives students first lines of poems and tells them to write down their own (he can make it ―the worst poem in the world‘s petition to bring in humor) using a particular rhyme scheme, for example. This reading activity works because students really have to engage with the meaning and construction of the poem. When they are trying to put the poem in order, you will hear them discussing rhymes, punctuaton, logic and word meaning. It is popular with students (if used only occasionally), even with those who are not natural fans of poetry. Interestingly, after an initial Engage session, it quickly bees a perfect mixture of Study and Activation—studying the poem‘s construction whilst still activating all the language they know. More reading suggestons 1. Students read small ads for holidays, partners, things for sale etc., to make a choice. They amplify the ads into descriptions. (intermediate/advanced) 2. Students read jumbled instructions for a simple operation (using a public phonebox etc.) and have to put the instruction in correct order. (elementary/intermediate) 3. Students read a recipe and after matching instructions with pictures, they have to cook the food! (elementary/intermediate) 4. Students are given a number of words from a text. In groups, they have to predict what kind of a text they are going to read. They then read the text to see if their original predictions were correct. (elementary/intermediate) 6. Students have to match topic sentences with the paragraphs they e from. (intermediate and uper intermediate) 7. Students read a text and have to guess which of the group of people they think wrote the text (using the picture provided). (lower intermediate/advanced) 8. Students read a narrative with the end missing. In groups, they have to supply their own ending. (intermediate/advanced) 9. Students read a ―factfile‖about a country, population, machine or process etc. They have to convert the information into bar graphs（條線圖） or pie charts(餅狀圖） . (intermediate/advanced) The End Thank you!