PARAGRAPH ONE:
1. |
start a new |
a. |
grades |
2. |
sleep |
b. |
functioning well |
3. |
a 1.30 to 7pm |
c. |
increases |
4. |
students get higher |
d. |
longer |
5. |
student productivity |
e. |
our community |
6. |
they can get quality |
f. |
timetable |
7. |
their bodies are |
g. |
sleep |
8. |
what works in |
h. |
policy |
MY e-BOOK
PARAGRAPH TWO:
1. |
based on |
a. |
clock |
2. |
train |
b. |
practical time |
3. |
get up at a |
c. |
systems of your body |
4. |
having no control |
d. |
research |
5. |
change the rhythmic |
e. |
ill |
6. |
people get |
f. |
your system |
7. |
an alarm |
g. |
the idea |
8. |
welcomed |
h. |
over our heartbeat |
A high school in England will (1) ___________________ for students to sleep longer in the mornings. The private Hampton Court House school is starting a 1.30 to 7pm timetable in September. (2) ___________________ school in Britain to do this. Head teacher Guy Holloway said the new hours should help students (3) ___________________. He said research shows student (4) ___________________ they can sleep in the mornings. He added: "We want to get students (5) ___________________ where they can get quality sleep and their bodies are functioning well." He added: "It's about what (6) ___________________."
The afternoon start is (7) ___________________ by Oxford University. Researcher Dr Paul Kelley said: "You can't (8) ___________________ to get up at a practical time." He said it's the same as having no control over our heartbeat (9) ___________________. He added: "Anything you do to change the rhythmic systems of your body (10) ___________________ become desynchronised…and people get ill….There is no fixing it by giving someone an alarm clock." A student at the school (11) ___________________. He said students are tired all day, "but as soon as 10 o'clock hits, that's when we…(12) ___________________ ".
Write five GOOD questions about teenagers in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
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STUDENT 1
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STUDENT 2
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STUDENT 3
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Q.1.
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Q.2.
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Q.3.
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Q.4.
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Q.5.
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- Now return to your original partner and share and talk about what you found out. Change partners often.
- Make mini-presentations to other groups on your findings.
Student A: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
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Student B: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
Write about teenagers for 10 minutes. Comment on your partner's paper.
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