How Was School?

How Was School?

Unit 2 Lesson 2

Before Reading

The following sentences recur as teens and parents interact.

Label each sentence teen or parent, and then comment on the overall tone the sentences reveal.

Multiple Choice

1. Why can’t you get up on time?

• Teen

• Parent

Multiple Choice

2. What’s the point of trying to

explain myself?

• Teen

• Parent

Multiple Choice

3. You are so disrespectful!

• Teen

• Parent

Multiple Choice

4. God, you just don’t understand!

• Teen

• Parent

Multiple Choice

5. Why don’t you listen to me?

• Teen

• Parent

Multiple Choice

6. What kind of future will you have?

• Teen

• Parent

Multiple Choice

7. I am old enough, and I know what I am doing.

• Teen

• Parent

Multiple Choice

8. What’s wrong with you?

• Teen

• Parent

Multiple Choice

9. Leave me alone!

• Teen

• Parent

Multiple Choice

10. Do I have to fight you on everything?

• Teen

• Parent

Multiple Choice

1. Some students consider school difficult, but the majority find it a source of vitality and enthusiasm.

• True

• False

Multiple Choice

2. At school, teens can choose their friends, but they cannot choose their peers.

• True

• False

Multiple Choice

3. Adults know how stressful school can be, so they persuade their kids into talking about their school days.

• True

• False

Multiple Choice

4. In the afternoon, many students would rather go home, leaving their demanding school day behind them.

• True

• False

Open Ended

1. List the alternatives the writer suggests to “How was school?” If you can't remember, think of your own.

Open Ended

2. When does the conversation between parents and teens become heated?

Open Ended

3. What in specific do teens need?

A.

Scan the designated paragraphs to identify expressions closest in meaning to the explanations given.

1. immediate contact or close range (paragraphs 7 and 8)

Fill in the Blanks

1. immediate contact or close range

2. a state in which something is in the past and no longer on one’s mind(paragraphs 8 and 9)

Fill in the Blanks

2. a state in which something is in the past and no longer on one’s mind

3. talk briefly to someone (paragraphs 9 and 10)

Fill in the Blanks

3. talk briefly to someone

4. do what someone wants you to do to show that you want to improve the relationship with him or her (paragraphs 10 and 11)

Fill in the Blanks

4. do what someone wants you to do to show that you want to improve the relationship with him or her

5. do or say something that helps you get rid of strong feelings

(Paragraphs 11 and 12)

Fill in the Blanks

5. do or say something that helps you get rid of strong feelings

B.

Use context clues to figure out the meaning of each word in blue. Then, fill in the chart with

perennial (paragraph 6

Multiple Choice

perennial

• complain

• dull

• recurrent

• tolerated

• geared up

brooked (paragraph 9)

Multiple Choice

brooked

• complain

• dull

• tolerated

• geared up

brooked (paragraph 9)

Multiple Choice

tedious

• dull/boring

• complain

• approving

• outburst

rant (paragraph 12)

Multiple Choice

rant

• complain

• tolerated

• approving

• outburst

primed (paragraph 12)

Multiple Choice

primed

• tolerated

• geared up

• approving

grouse (paragraph 14)

Multiple Choice

grouse

• approving

• complain

• recurrent

endorsing (paragraph 14)

Multiple Choice

endorsing

• approving

• complain

• recurrent

C.

Identify the referent to each word in blue.

1. none (paragraph 6)

Fill in the Blanks

1. none

2. this (paragraph 8)

Fill in the Blanks

2. this

3. it (paragraph 10)

Fill in the Blanks

3. it

4. so (paragraph 12)

Fill in the Blanks

4. so

5. here (paragraph 13)

Fill in the Blanks

5. here

Open Ended

D. Explain the interrelation between family structure and the quality of parent-child relation.

E.

Answer the following questions based on the text:

Multiple Choice

1. How do most parents start a conversation with their teens when the latter come back from school, and how successful are they in their attempt?

• Parents as, "how was school?"

  Teens generally answer with a lot of enthusiasm and excitement.

• Parents as, "how was school?"

  Teens are too tired and don't have the energy to answer the question.

• Parents don't ask anything and teens are the ones that open up about their school day.

2. Identify the analogy used in paragraph 7, and explain the purpose behind using it.

Multiple Choice

2. Identify the analogy used in paragraph 7, and explain the purpose behind using it.

• The writer compares teens spending time at school to adults spending time at work.

• The writer compares teens being tired to fish swimming in the sea.

• The writer compares school to a prison.

3. State the main ideas in paragraphs 10 and 11 (orally), and then highlight the thematic relation between them (question on next slide).

Multiple Choice

3. Thematic relation...

• Cause and effect

• comparison

• contrast

• problem and solution

• statement and support ot illustration

4. Describe the tone in paragraph 15.

Multiple Choice

4. Tone in paragraph 15...

• Angry and cruel

• Serious and instructive

• Sympathetic and compromising.

• calm and confused.

5. How does the writer wrap up the text?

Multiple Choice

5. She uses...

• facts and statistics

• an anecdote

• expert opinion

• argument

Open Ended

6. List two types of audiences interested in reading the text, and identify the interest of each.

Poll

7. Rate you relationship with your parents on a scale of 1 to 5: 1 being very bad, and 5 being best friends.

• 1

• 2

• 3

• 4

• 5

8. Oral discussion

What insight has this text given you into your relation with your parents?