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How to use STUNT - The Textbook


In relation to reading texts in the textbook Stunt, there is a set structure based on the idea of using multiple reading strategies when working with a text. “Starting Point” is a pre-reading task where the students can activate their ideas, imagination and knowledge before they begin to read. This is meant as a door-opener for the students, to spark their interest – to make them curious about the unknown text they are about to read.

Many texts have questions throughout, placed in the margin of the book. These checkpoints will help students interact with the text as they read. Sometimes the questions are asking what the students think or believe. Such questions will hopefully help students make connections between themselves and the text they read. Making such links is a useful reading strategy.

There are two categories of questions that are placed after each text in this textbook: checkpoints and viewpoints. “Checkpoints” will check the content of the text focusing on facts and details, whereas “viewpoints” will help students think about different issues to deepen their understanding.

In addition to the questions, exercises labeled “Creative Stunts” are included. These tasks are inspired by the following curriculum aims:
  • “prepare and assess his or her own written or oral texts inspired by literature and art”
  • “produce texts with complex content using digital media”
  • “express himself/herself in writing and orally with subtleness, proper register, fluency, precision and coherence”
When students work creatively with tasks related to texts, they will experience that they need to use themselves as a resource to solve these tasks. By doing so, the text will appear more meaningful and understandable for the students.

The ”Research and Discover” tasks are meant to inspire students to do further work on topics related to the original text. Many of these topics are interdisciplinary and the following aim may easily be implemented:
  • “choose an interdisciplinary topic for in-depth studies within his or her own programme area and present this”
Different levels are included in the “Research and Discover” tasks – the first one is the easiest whereas the last one is more complex. This division maintains differentiating. In any type of task in English there is a certain aspect of differentiating because one can always give short simple answers or long intricate ones. Different perspectives when working with a text may improve the student‘s comprehension.

The tasks called “Do Some Maths” are included to incorporate the aim:
  • “use technical and mathematical information in communication”
It also gives the students a different perspective that may provide a new awareness and insight.