Home Reading or reading beyond the textbook What is the aim? What do I want from this book? How much time? Reading Intensive Deconstructing of the text, with the goal of absorbing as much meaning from it as possible Extensive reading as much as possible, without concerning oneself with the minutia of meaning and the occasional unknown word. While intensive reading requires a high level of focus and deliberate effort, extensive reading is meant to be a fun and pleasurable experience, requiring a low expenditure of mental effort. Why is extensive reading important? • develops fluency • helps to extend learner’s vocabulary • consolidate previously learned language • gives them a sense of common word partnerships • develops their understanding of grammar by allowing them to see all sorts of grammatical structures in use • leads to improvement in writing • develops prediction skills • creates a more positive attitude towards reading and language learning • makes them independent readers and more effective language users. Why is extensive reading important? • The focus in extensive reading is on input rather than output, and its success depends upon the quantity and level of that input. How to choose books to read? • Interesting for students • Easy to read (2-5% unknown words / 2-3 words per page) • Readers (give them a page to read) • Not too long/difficult (sense of achievement) • To buy? • Share the sites Pre-reading While reading Post reading Pre-reading stage • Find out each others’ reading history. What do they read? How different / similar is reading in L1 and L2? (Discussion or questionnaire) • Discuss their beliefs about reading. Is it best to read slowly and carefully or quickly? Do you have to understand everything? Is it ok to use a dictionary? Where’s the best place to read? Who should decide what I read? etc. • Give learners a questionnaire about their reading history and preferences (even in their mother tongue). • Discuss the best ways to learn a foreign language. Ask them what they need to do to read well in English. • Discuss genres of writing, such as drama, thriller, detective, etc. Explain the difference between fiction and non-fiction. • Ask students to bring in a sample of what they read in L1 (or L2). Discuss the genres and guess who the books belong to • Familiarize learners with the library. Point out features of books, blurbs, glossaries, comprehension sections etc. Ask learners to sort the books into categories.. • Talk about the author of the book. Prediction • Ask students to predict the story genre from the cover. • Use the pictures in the book to predict. (picture walk) • Listen to the recording and predict what will happen next. • Predict the story by looking only at chapter headings • If the book is a movie, show a trailer for the movie. • Teacher puts key words on the board and learners try and guess what the story is about. • . ü I predict that… ü I think …happen because ü When I read…it makes me think that… ü I bet the character will… ü I wonder if …. Happen next. CORNFIRMATION ü I was right to predict… ü I didn’t expect that ü I was quite close ü I couldn’t even imagine saying that…. may/might … ü They are going to… ü It was unexpected … ü I guessed … ü It turned out that … ü As I thought …. ü Surprisingly, … ü I was on the right track ü I guess I will learn … ü The character(s) INCORRECT MY PREDICTINS My Prediction Folder PREDICTION PHRASES MY PREDICTIONS Make predictions based on your reading and clues from the author CORRECT Confirm your predictions with evidence from the text MY PREDICION FOLDER INCORRECT After reading write which of your predictions were incorrect Pre-reading While reading Post reading Language work • Ss write their words on the board to use them while retelling the text. • Highlight new vocab or write them on pieces of paper • Students make up true / false statements, swap the tasks and do them in class. • Chain story: guess my word and continue my story • Pile up the cards • Quizlet ANALYSING CHARACTER Text Evidence Text Evidence trait trait Text Evidence Text Evidence trait trait Reading Aloud • Read in turns. • Shadowing • Record your reading in viber Listening activities • Some students read the chapter, the others listen to the CD and then compare understanding. • Listen and say what’s going on Mystery Prize • A teacher reads a short story with learners, but does not set them any tasks except to read and listen. Pre-reading While reading Post reading Speaking • 10 questions. If students have read the same book then one student thinks of a character or place, the other guesses using yes/no questions only. Are you old? Do you have a sister? They have only 10 guesses. • Retelling Students draw a picture of a scene or two and re-tell what they are about • Summarising • Drama Ss enact a scene from the story, the others describe what is happening and what the actors are saying. Who am I? Play ‘who am I?’ as students guess who others are talking about. This could be yes / no questions only. Ольга Никонова Retelling Questions Pick out key sentences from the story. Who said it and why? Listening What is he writing about? • В начале урока, в качестве разогрева, можно показать студентам фотографию автора книги. Желательно найти фотографию, где автор изображен в процессе работы. • Обсудите со студентами автора книги, его внешность, возможно характер. Если автор изображен в процессе работы, то спросите у студентов, как они думают, какой фрагмент книги сейчас пишет автор. Просто предположения высказывают (эти предположения совсем не обязательно должны быть правдивыми), зато вы уже обсуждаете с ними содержание книги. • Вот, например, я наткнулась в интернете на фотографию Элвина Брукса Уайта - автора книги "Стюарт Литтл", которую мы со студентами читали. Предположений о том, какую часть книги он писал в этот момент, было очень много! Writing • Summarising • Write a different ending to the story • Re-tell the story as if it were a character’s diary • Write an imaginary day with one of the characters. • Write a letter / email to one of the characters • Write to the publisher / author telling them what you think of the book • Students write a summary of the story – one event per line. They cut between each line and other students have to reorder the pieces of paper. Simple summary https://www.storyjumper.com/book/index/201/The-Legend-of-Momotaro#page/5 7-word summary • River • Peach • Boy • Grandparents • Fight • Demons • animals Summary There was a river and in the river there was a peach. Out of the peach came a boy. Не was a great joy for the grandparents, who found him. He grew up and became a strong boy and he decided to go and fight. He fought demons with animals. Video tutorial 5-finger summary This story is about a hare and a tortoise who lived in a forest. It was a hot summer day. The tortoise was very upset because the hare was teasing him that he was very slow. So the tortoise offered the hare to run a race. Then the hare took a nap at the finish line and the tortoise passed him when he was still asleep. In the end the tortoise won the race. I like the story because it teaches a lesson: slow and steady always gets you where you want to go! Link to the video Bubble Writing • Summarising The story tells us about… Summary with mistakes A Letter to Santa Clause from Mr Scrooge Link Reading different books Reading different books Ссылка на вебинар 900 руб 700 руб
