Good readers make good learners. Jack Scholes Email: firstname.lastname@example.org. 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:
Research studies show that extensive
2. Variety of material
3. Wide range of topics
4. Materials within Ss competence
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.
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.
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
“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
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?
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?
1.He was slim and good-looking with……
2. Bruno lived in a favela…
3. Soon after the police raid, Bruno and Clara…
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
A movie or a book can really impress you
and completely change your way of
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.’
Ss make up suitable titles
Guess which title goes with which
on to separate cards
Ss match title and extracts
Ss can prepare cards for each other
what do illustrations tell us about them?
Write down + description of characters
appearance/ personality – discuss
Keep / check after reading
optimistic rich menacing
enthusiastic muscular gorgeous
thug hard-working fair-skinned anxious criminal shy
Tell / write story – check after reading
Draw links between the themes
explored and readers’ own lives and
Cover, blurb, pictures, first and last
paragraph, plus quick flick through
Ss then tell each other what they think
book is about
several books on to cards identified
with numbers and letters
Mix up cards
Ss match beginnings and endings
Ss make up story to connect
Ss sort them out
Variation - mix up sentences from first
paragraphs of two books
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.
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.
“This was the day Bruno’s life was going to
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
Ss can silently read text
Read in instalments – create suspense
Ss read silently – mark where start
Stop after 2-3 minutes – mark where
Return to beginning, mark, repeat 3X
Individualized, non-competitive challenge
Good way to start silent reading
minutes – Ss + T (or checks doubts)
= Drop Everything And Read
Clap hands, shout, ‘DEAR time!’
Ss & YOU read for about 10 minutes
• 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
True / false / doesn’t say
Write a 150-word summary, but
deliberately include 3 incorrect pieces of
information. Exchange with a partner and
try to discover the mistakes
• Who is your favourite character?
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
Grammar, vocabulary, collocations
With links to websites
The more students read,
The better they get at it.
And the better they are at it,
The more they read.
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 &
Downloadable worksheets for each book
Downloadable teacher’s guide