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Good readers make good learners. Jack Scholes Email: [email protected] OVERVIEW Intensive x extensive reading Why? Research studies How? Ground rules Getting started Time to read – DEAR After reading. 2. Why? Research studies show that extensive reading improves:

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slide2
OVERVIEW
  • Intensive x extensive reading
  • Why? Research studies
  • How? Ground rules
  • Getting started
  • Time to read – DEAR
  • After reading
slide4
2. Why?

Research studies show that extensive

reading improves:

  • Reading skills
  • Writing skills
  • Vocabulary
  • Grammar
  • Listening & speaking skills
  • Exam results
slide5
3. Ground Rules
  • Ss choose what to read

2. Variety of material

3. Wide range of topics

4. Materials within Ss competence

slide6
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.

slide7
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.

slide8
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

slide9
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
slide10
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

slide11
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?

slide12
Copy titles and blurbs on to separate

cards

Ss match title and blurb

Ss can prepare cards for each other

slide14

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?

slide15
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…

slide16
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?

slide17
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.’

slide18
2. Use the title
  • Read out first paragraph of 3 books

Ss make up suitable titles

or

Guess which title goes with which

extract

slide19
Copy titles and extracts from books

on to separate cards

Ss match title and extracts

Ss can prepare cards for each other

slide20
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

slide21

poor tough bad-tempered

optimistic rich menacing

enthusiastic muscular gorgeous

thug hard-working fair-skinned anxious criminal shy

slide23
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

slide24
4. Reflection Boxes

Draw links between the themes

explored and readers’ own lives and

experiences.

slide27
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

slide28
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

slide29
Mix up sentences from first paragraph

Ss sort them out

Variation - mix up sentences from first

paragraphs of two books

slide30
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.

slide31
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.

slide32
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

slide33
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

slide34
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

slide35
Sustained silent reading – regular 20

minutes – Ss + T (or checks doubts)

  • DEARTIME

= Drop Everything And Read

Clap hands, shout, ‘DEAR time!’

Ss & YOU read for about 10 minutes

slide36
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.

slide37
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

slide38
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

slide39
Language

Grammar, vocabulary, collocations

Projects

With links to websites

• Cyber-bullying

• Favelas

slide40
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.

slide44
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

slide45
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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