Activities for the text

Mål for opplæringen er at eleven skal kunne ...
velge og bruke egnede lese- og lyttestrategier til å finne informasjon i muntlige og skriftlige tekster

(Kompetansemål i læreplan for engelsk - Kompetansemål etter Vg2 – yrkesfaglige utdanningsprogram, fastsatt 24. juni 2010)

 

Remember these steps when reading:

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    Step 1
    : Skim read the text to get a quick overview. Look at the pictures and read the headings, perhaps also the first sentence of each paragraph. Write down what you think the article is mainly about.
  • Step 2: Scan the text to find specific information, for example names of people and places, numbers and years, and words that are repeated. Write them down. When you see a difficult word, just read on, do not use a dictionary yet.
  • Step 3: Read the text closely, as many times as you need to understand the main ideas and some of the details. Make notes, for example in a mind map or on a timeline. Use a dictionary if necessary, or use the context to understand.

 

ACTIVITIES

1) SKIMMING

Skim read the text. Then choose the correct alternative:

a) The text is mainly about the different types of schools in Norway.

b) The text is mainly about the differences between Norwegian and British vocational education.

c) The text is mainly about the vocational education programmes in Norwegian schools.

d) The text is mainly about health and safety in the workplace.


2) SCANNING

Scan the text quickly to find out which vocational education programme would qualify you to become a ...

a) photographer

b) ambulance worker

c) butcher

d) floral designer

e) vehicle body repairman

f) security guard

g) plumber

h) gardener

i) lift fitter


3) CLOSE READING

Read the text closely. Make notes as you read. Look up words you don't understand.

The text mentions some important personal qualities for each education programme. Imagine that you are a school councellor ('rådgiver') at a secondary school ('ungdomsskole'). Some 10th grade students come to you to get advice. They all want to take vocational education, but they are not sure which education programme to choose. Write down the advice you would give each of them.

a) Theodor likes to work in a team. He has had his own computer since the age of seven, and he enjoys programming and playing video games.

I think Theodor should choose ... (or maybe ...) because ...

His future job might be as a ... or a ...

b) Mari has always spent a lot of time in the kitchen. She started cooking dinner for her family when she was twelve. However, her favourite activity is making delicious cakes that her little brothers love.

I think Mari should choose ... (or maybe ...) because ...

Her future job might be as a ... or a ...

c) Jonas has always wanted to spend as much time as possible on the open road. Big trucks have always fascinated him. He is quite restless and doesn't like to spend too much time in one place.

I think Jonas should choose ... (or maybe ...) because ...

His future job might be as a ... or a ...

d) Yvonne buys a lot of fashion magazines and watches TV programmes like Top Model USA as often as possible. She is always critical about the clothes and hairstyles of the models and is always sketching in her notebook.

I think Yvonne should choose ... (or maybe ...) because ...

Her future job might be as a ... or a ...

e) Thomas is interested in modern technology, but he wants to combine that interest with practical work. He doesn't want to spend his days in front of a computer. A garage or a workshop is far better, he thinks. His great hobby is the old Ford Escort his uncle gave him. He can't drive it yet, but he has taken it apart and put it back together at least seven times.

I think Thomas should choose ... (or maybe ...) because ...

His future job might be as a ... or a ...

f) Jon likes to work with people, and especially to help people in need. He is a calm person who is good at tackling stressful situations and emergencies. He is a member of the local Red Cross youth organization and is an expert at first aid.

I think Jon should choose ... (or maybe ...) because ...

His future job might be as a ... or a ...

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