Good readers make good learners Jack Scholes Email: firstname.lastname@example.org OVERVIEW 1. Intensive x extensive reading 2. Why? Research studies 3. How? Ground rules 4. Getting started 5. Time to read – DEAR 6. After reading INTENSIVE EXTENSIVE In class Outside class T chooses what & how Ss choose what & how Concerned with form Concerned with content To develop reading skills To develop habit of reading Text for language learning Reading for pleasure Maximum comprehension General comprehension Ss do detailed exercises Exercises not focused on details 2. Why? Research studies show that extensive reading improves: 1. Reading skills 2. Writing skills 3. Vocabulary 4. Grammar 5. Listening & speaking skills 6. Exam results 3. Ground Rules 1. Ss choose what to read 2. Variety of material 3. Wide range of topics 4. Materials within Ss competence Bruno prgiab what he lur mtswt for a pzcndi and fst knbe on a kiv mbyr in jbyat of the gutrf. He ztiyrd out to gst with a lhyag sruio on his face, jlaur in ttuagt ki he mtishjg a kerbdygft’d yusr. It gru a hot, sjyiar day miry dfit summer days in Rio de Janeiro. Bruno stopped what he was doing for a moment and sat down on a low wall in front of the beach. He stared out to sea with a katif smile on his face, lost in thought as he enjoyed a moment’s rest. It was a hot, leyrok day like most summer days in Rio de Janeiro. 5. Reading is individual & silent 6. Ss read as much as possible, and at their own pace 7. Reading is for pleasure 8. Purpose is general understanding 9. Reading is its own reward 10. T’s role: • Explain aims, methodology, importance • Discuss Ss worries, fears beforehand • Guide Ss to get most out of reading • Motivate and encourage with before, during & after reading activities 4. Getting started “My students don’t read in their own language. How on earth can I get them to read in English?” To arouse curiosity / get students ready and eager to read 1. Use the cover Ss predict what book is about from title, cover picture, back cover blurb Ss choose book and introduce to others What genre - adventure, thriller, love story? • Copy titles and blurbs on to separate cards Ss match title and blurb Ss can prepare cards for each other Bruno, a poor coconut seller from the favela, meets Clara, a beautiful rich girl from Rio de Janeiro’s wealthy Ipanema area, and they fall in love. But Clara’s father doesn’t approve and stops the realtionship. Then Zeca, a criminal from Bruno’s past, tries to blackmail Bruno into helping him make some easy money. Can Bruno stop Zeca, save Clara and convince Clara’s father that he is right for his daughter? • Write 3 questions about the book • Complete the sentences from the book 1. He was slim and good-looking with…… 2. Bruno lived in a favela… 3. Soon after the police raid, Bruno and Clara… • How far do you agree with the following statements? Things are not the way they are just because that’s the way they are. We can change things. We can live the life we want. A movie or a book can really impress you and completely change your way of thinking? You should only date people of the same race or from the same socio-economic background as yourself. It’s okay to bully people who are smaller or weaker than yourself. ‘The end justifies the means.’ 2. Use the title • Read out first paragraph of 3 books Ss make up suitable titles or Guess which title goes with which extract • Copy titles and extracts from books on to separate cards Ss match title and extracts Ss can prepare cards for each other 3. Use the pictures • Pick out main characters – what do illustrations tell us about them? Write down + description of characters appearance/ personality – discuss Keep / check after reading poor tough bad-tempered optimistic rich menacing enthusiastic muscular gorgeous thug hard-working fair-skinned anxious criminal shy • What’s happening in picture? • Write dialogue / act out • Write captions for the pictures • Photocopy illustrations – put in order Tell / write story – check after reading 4. Reflection Boxes Draw links between the themes explored and readers’ own lives and experiences. Simple, everyday subjects More personal, tricky issues 5. Use the text • Ss read book in 2 minutes Cover, blurb, pictures, first and last paragraph, plus quick flick through Ss then tell each other what they think book is about • Copy first and last paragraphs of several books on to cards identified with numbers and letters Mix up cards Ss match beginnings and endings Ss make up story to connect • Mix up sentences from first paragraph Ss sort them out Variation - mix up sentences from first paragraphs of two books Then he took a couple of deep breaths. He had never been anywhere like this before in his life. At five minutes to eight, Bruno was standing outside the restaurant. Okay, here we go, he said to himself and he opened the main door. Beads of sweat started to roll down his face as he stood petrified between two large marble pillars, staring at the door. At five minutes to eight, Bruno was standing outside the restaurant. He had never been anywhere like this before in his life. Beads of sweat started to roll down his face as he stood petrified between two large marble pillars, staring at the door. Then he took a couple of deep breaths. Okay, here we go, he said to himself and he opened the main door. • Chain stories - sentence from book “This was the day Bruno’s life was going to change forever.” Each S adds a sentence to continue story If difficult, can say ‘Pass’ To vary order, each S chooses next person In large class, do in groups and compare Record on small tape recorder + play back 5. Time to read – DEAR In-class activities • Free time – reading, browsing, writing • T reads aloud to Ss or Ss listen to recordings Ss can silently read text Read in instalments – create suspense • Repeated timed readings Ss read silently – mark where start Stop after 2-3 minutes – mark where stopped Return to beginning, mark, repeat 3X Individualized, non-competitive challenge Builds confidence Good way to start silent reading • Sustained silent reading – regular 20 minutes – Ss + T (or checks doubts) • DEAR TIME = Drop Everything And Read Clap hands, shout, ‘DEAR time!’ Ss & YOU read for about 10 minutes 6. After reading Personal Response • Did you like the story? Why /why not? • Is there anything you would like to change in the story? Give details. • Suggest other ways in which the story could end. Comprehension True / false / doesn’t say Answer questions Write a 150-word summary, but deliberately include 3 incorrect pieces of information. Exchange with a partner and try to discover the mistakes Characters • Who is your favourite character? Explain why Plot and theme • Write a short summary of the events in the story by retelling it from the point of view of one of the characters Language Grammar, vocabulary, collocations Projects With links to websites • Cyber-bullying • Favelas The Virtuous Circle of Reading The more students read, The better they get at it. And the better they are at it, The more they read. Helbling Readers Red Series – 11-14 year-olds Blue Series – Teens / young adults Accompanying audio CD Rich variety of before and after activities Reflection boxes throughout story, make parallels with student’s own life & experiences Audio books – full version of story on MP3 Downloadable worksheets for each book Downloadable teacher’s guide www.helblinglanguages.com Enjoy!
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