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Reading & Vocabulary GUY ELDERS www.elt2000.com.

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Presentation on theme: "Reading & Vocabulary GUY ELDERS www.elt2000.com."— Presentation transcript:

1

2 Reading & Vocabulary GUY ELDERS

3 www.elt2000.com

4 Who Am I? Guy Elders English A Father A Dreamer A Risk Taker A Child At Heart

5 Aoccdrnig to rscheearch at Cmabrigde uinervtisy, it deosn't mttaer waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteres are at the rghit pclae. The rset can be a tatol mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

6 JUST TO GET YOU THINKING………. YOU HAVE ONE MINUTE TO LIST AS MANY THINGS TO READ AS POSSIBLE NOW THINK ABOUT WHY YOU READ THEM!

7 Why is reading so important? ANY IDEAS? IN ORDER TO LEARN A LANGUAGE WE NEED TO BE EXPOSEDIN ORDER TO LEARN A LANGUAGE WE NEED TO BE EXPOSED TO IT – WE NEED A MODEL SOMETHING TO COPY – BOOKS TO IT – WE NEED A MODEL SOMETHING TO COPY – BOOKS PROVIDE US WITH THIS PROVIDE US WITH THIS WE NEED TO BE CHALLENGED – TO PUSH OURSELVESWE NEED TO BE CHALLENGED – TO PUSH OURSELVES STUDENTS DO NOT NEED TO KNOW EVERY WORD OR RECOGNIZESTUDENTS DO NOT NEED TO KNOW EVERY WORD OR RECOGNIZE EVERY GRAMMATICAL STRUCTURE IN ORDER TO UNDERSTAND EVERY GRAMMATICAL STRUCTURE IN ORDER TO UNDERSTAND THE GIST OF THE STORY THE GIST OF THE STORY READING IS SOMETHING THAT WE (OR MOST OF US DO) IN OURREADING IS SOMETHING THAT WE (OR MOST OF US DO) IN OUR MOTHER TONGUE – WE ARE NOT ASKING STUDENTS TO DO SOMETHING MOTHER TONGUE – WE ARE NOT ASKING STUDENTS TO DO SOMETHING NEW OR UNNATURAL BUT RATHER TO TRANSFER A SKILL THEY NEW OR UNNATURAL BUT RATHER TO TRANSFER A SKILL THEY ALREADY HAVE. ALREADY HAVE.

8 READING IS SOMETHING THAT WE DO ALL THE TIME – IT IS A FAMILIAR EXERCISE – FAMILIARITY IS GOOD – IT IS A FAMILIAR EXERCISE – FAMILIARITY IS GOOD – UNTHREATENING – UNTHREATENING IT IS A SATISFYING EXERCISE – THERE IS A BEGINNING AND AN END AND AN END STORIES ARE A PART OF OUR LIVES – WE ALL GREW UP BEING TOLD STORIES WHETHER THESE BE FORMAL STORIES OR STORIES / MEMORIES FROM OLDER RELATIVES

9 WHY DO WE READ? FOR PLEASUREFOR PLEASURE TO FIND SOMETHING OUTTO FIND SOMETHING OUT ANY IDEAS?

10 CHOOSE BOOKS THAT THEY WILL ENJOY NOT YOU WRITERS WRITE FOR SPECIFIC AUDIENCES ENJOY WE ALL ENJOY DIFFERENT KINDS OF STORIES ENJOY WHAT YOUR STUDENTS WILL ENJOY IS NOT NECESSARILY THE SAME AS WHAT YOU WOULD ENJOY REMEMBER YOU ARE USING THE READERS AS A TEACHING TOOL i.e. YOU ARE TEACHING LANGUAGE AND NOT TRYING TO TEACH LITERATURE NOW A QUESTION

11 A N Y I D E A S ?

12 TITLE HERO / HEROINE (S) VILLAIN BEGINNING MIDDLE END CHARACTERS PLOT SETTING

13 WHAT HELPS US TO READ? O OUR KNOWLEDGE OF THE WORLD – SCHEMATA W WE KNOW HOW CERTAIN THINGS WORK OR ARE SUPPOSED TO BE – WHEN READING THIS HELPS US TO MAKE PREDICTIONS – OUR STORY SCHEMATA AIDS IN OUR UNDERSTANDING OF WHAT WILL HAPPEN S STORIES THAT CONTAIN SUBJECT AREA THAT OUR STUDENTS ARE FAMILIAR WITH WILL BE EASIER TO UNDERSTAND THAN THOSE THAT DONT

14 HELPING THEM FEEL COMFORTABLE READING IN L2 YOUNGER STUDENTS ESPECIALLY WILL FEEL MORE YOUNGER STUDENTS ESPECIALLY WILL FEEL MORE COMFORTABLE WITH STORIES THEY ARE FAMILIAR WITH COMFORTABLE WITH STORIES THEY ARE FAMILIAR WITH FAIRY TALES AND STORIES THAT THEY ARE ALREADY AWARE FAIRY TALES AND STORIES THAT THEY ARE ALREADY AWARE OF IN THEIR NATIVE LANGUAGE OF IN THEIR NATIVE LANGUAGE YOUNG LEARNERS DO NOT GET BORED OF HEARING/READING YOUNG LEARNERS DO NOT GET BORED OF HEARING/READING A STORY MORE THAN ONCE A STORY MORE THAN ONCE FOR OLDER STUDENTS WHO MAY GET BORED – FAMILIARITY FOR OLDER STUDENTS WHO MAY GET BORED – FAMILIARITY CAN BE ACHIEVED BY USING STORIES THAT HAVE BEEN ADAPTED CAN BE ACHIEVED BY USING STORIES THAT HAVE BEEN ADAPTED FROM FILMS FROM FILMS

15 APPROPRIACY – IS IT SUITED TO YOUR STUDENTS? 1.LEVEL – THIS IS OBVIOUSLY IMPORTANT, IF YOUR STUDENTS DONT UNDERSTAND THE MAJORITY OF THE VOCABULARY DONT UNDERSTAND THE MAJORITY OF THE VOCABULARY THEN THEY WILL TAKE NO PLEASURE FROM THE STORY THEN THEY WILL TAKE NO PLEASURE FROM THE STORY CONVERSLY, IF IT IS TOO SIMPLE THEN THEY WILL NOT CONVERSLY, IF IT IS TOO SIMPLE THEN THEY WILL NOT LEARN ANYTHING NEW! LEARN ANYTHING NEW! 2. CONTENT – THIS CAN BE EVEN MORE IMPORTANT THAN LEVEL THE STORY MUST BE AGE APPROPRIATE – THEY MUST BE ABLE TO RELATE TO THE CHARACTERS AND EVENTS

16 A QUESTION WHY IS HARRY POTTER SO SUCCESSFUL? ANY IDEAS? IT IS ABOUT CHILDREN: CHILDREN LIKE STORIES ABOUT CHILDREN IT IS SET IN A SCHOOL: FAMILIAR - ACTIVATES THEIR SCHOOL SCHEMATA SCHOOL SCHEMATA IT HAS TEACHERS BOTH GOOD & BAD: REFLECTS REAL LIFE IT HAS ELEMENTS OF FANTASY: YOUNG LEARNERS HAVE GREAT IMAGINATIONS IMAGINATIONS

17 What makes reading difficult for students? What makes reading difficult for students? ANY IDEAS? V VOCABULARY S STRUCTURE L LENGTH S SUBJECT

18 PRE-READING TASKS BEFORE READING THERE ARE CERTAIN TASKS THAT MUST BE ACCOMPLISHED: VOCABULARY – TO PRE-TEACH OR NOT TO PRE-TEACH AWAKEN INTEREST – STUDENTS MUST WANT TO READ THE BOOK

19 HOW MUCH VOCABULARY WILL YOU TEACH? IF YOUR ROAD THROUGH THE BOOK LOOKS LIKE THIS NEW WORD NNNN EEEE WWWW WWWW OOOO RRRR DDDD NEW WORD NEW WORD NEW WORD NNNN EEEE WWWW WWWW OOOO RRRR DDDD NEW WORD NEW WORD THEN YOU HAVE A PROBLEM

20 IF THERE ARE TOO MANY OBSTACLES IN THEIR PATH THEN THEY WILL EVENTUALLY GIVE UP! IF YOU TEACH TOO MUCH THEN STUDENTS WILL NOT HAVE TO ACTIVATE READING SKILLS SUCH AS PREDICTION GUESSING MEANING IS AN IMPORTANT SKILL THAT STUDENTS NEED TO LEARN! AS A GENERAL RULE UNKNOWN VOCABULARY SHOULD NOT NUMBER MORE THAN ONE WORD OUT OF SEVEN. NEW WORD

21 Vocabulary game Enormous Horrible Exciting Red Incredible Breathtaking Tiny Famous Inspirational Ugly Magnificent Boring Powerful Pathetic See how many pairs you can make – e.g. Guy is incredible and inspirational

22 Vocabulary Monster

23 Hot seat First, split your class into different teams (two is best, but if you have a large class, any number could be used). Sit the students facing the board. Then take an empty chair - one for each team - and put it at the front of the class, facing the team members. These chairs are the 'hot seats' Then get one member from each team to come up and sit in that chair, so they are facing their team-mates and have their back to the board. As the teacher, have a list of vocabulary items that you want to use in this game.

24 VOCABULARY DRAGON

25 TIME TO DO SOME WRITING! You are going to describe your friend! 1.If your friend was a colour what colour would she be? 2.If your friend as a food what would she be? 3.If your friend was a drink what would she be? 4.If your friend was a musical instrument what would she be? 5.If your friend was an animal what would she be?

26 AWAKENING INTEREST IN THE BOOK AS WE SAID EARLIER STUDENTS MUST WANT TO READ THE BOOK – THEY MUST WANT TO OPEN IT FOR THEMSELVES AND NOT JUST BECAUSE IT IS THE READING LESSON! USE THE TITLE OR THE PICTURE ON THE FRONT OF THE BOOK! FOR EXAMPLE HOW CAN WE MAKE THEM WANT TO READ THE BOOK? ANY IDEAS?

27 Raising Interest WHERE ARE THEY GOING? WHY ARE THEY FRIENDS? WHY WILL THEIR JOURNEY BE INCREDIBLE? RELATE TO STUDENTS PERSONAL EXPERIENCE IS THERE A JOURNEY THEY ESPECIALLY REMEMBER? DO THEY HAVE PETS? ANY STORIES ABOUT THEIR PETS? WHAT WOULD THEY CALL THE ANIMALS?

28 NOW YOU TRY…….. WHAT QUESTIONS COULD YOU ASK?

29 MORE PRE-READING SUGGESTIONS:- GET STUDENTS TO SKIM BEFORE READING TO FIND OUT NAMES OF CHARACTERS THE INCREDIBLE JOURNEY WHAT ARE THE NAMES OF THE ANIMALS IT IS MORE INTERESTING TO FIND OUT ABOUT CHARACTERS WHEN YOU CAN CALL THEM BY NAME

30 UPSIDE DOWN COMPREHENSION QUESTIONS INSTEAD OF THE TRADITIONAL WAY OF HAVING STUDENTS READ AND THEN ANSWER COMPREHENSION QUESTIONS – HAVE THEM WRITE THEIR OWN COMPREHENSION QUESTIONS BEFORE READING – CAN BE DONE IN GROUPS OR INDIVIDUALLY THIS EXERCISE WILL ENCOURAGE THEM TO THINK ABOUT WHAT THEY WANT TO LEARN FROM THE CHAPTER AS WELL AS THEN GIVING THEM A REASON TO READ THEY CAN EVEN ANSWER THEM (OR ANOTHER GROUPS) BEFORE READING – SEE HOW GOOD THEY ARE AT PREDICTING ITS MORE FUN TO ANSWER YOUR OWN QUESTIONS THAN THOSE GIVEN BY SOMEONE ELSE

31 WHILE READING ASSUMING WE HAVE GOT THEM INTERESTEDASSUMING WE HAVE GOT THEM INTERESTED ENOUGH TO WANT TO READ THE BOOK WE NEED ENOUGH TO WANT TO READ THE BOOK WE NEED TO MAKE SURE THEY ARE KEPT BUSY WHILE READING! TO MAKE SURE THEY ARE KEPT BUSY WHILE READING! JUST READING THE STORY IS OFTEN NOT ENOUGHJUST READING THE STORY IS OFTEN NOT ENOUGH SOME STUDENTS WILL NEED TO BE KEPT FOCUSSED HOW CAN WE KEEP THEM FOCUSSED? ANY IDEAS?

32 REASONS TO READ AS MENTIONED EARLIER – HAVING QUESTIONS TO ANSWER WHILE READING WILL GIVE THEM SOMETHING TO CONCENTRATE ON GROUP STUDENTS AND GIVE THEM DIFFERENT TASKS e.g. ASK A GROUP TO FOLLOW THE PROGRESS OF ONE CHARACTER THROUGH THE CHAPTER – WHERE DID HE GO? WHO DID HE TALK TO? WHAT WAS HE WEARING? ETC. (especially weaker students will benefit from this type of focussing)

33 THEYTHEY CAN LOOK FOR DETAILS RELATED TO SETTING STOPSTOP THE STORY AND ASK THEM TO PREDICT LETLET THEM PUT THEMSELVES IN THE PLACE OF THE CHARACTERS – HOW DO YOU FEEL? MAKE IT PERSONAL ROLEROLE PLAY SCENES THIS HELPS YOU CHECK IF THEY HAVE UNDERSTOOD OR NOT AND IS A CHANCE FOR THEM TO USE THEIR IMAGINATION DONTDONT ASK THEM TO UNDERLINE ALL THE WORDS THEY DONT KNOW!

34 ASK STUDENTS TO KEEP A RECORD OF CHARACTERS WHAT HAPPENS TO THEM? WHEN DO THEY ENTER OR LEAVE THE STORY? WHAT DO THEY LOOK LIKE? AT CERTAIN POINTS GET THEM TO CONDUCT IMAGINARY INTERVIEWS WITH THE CHARACTERS ASK THEM TO REWRITE SCENES FROM THE POINTS OF VIEW OF DIFFERENT CHARACTERS CHAPTER OR STORY ENDINGS CAN BE REWRITTEN – IMAGINATION ALLOCATE THEM A CHARACTER AND ASK THEM TO KEEP HIS DIARY SIMILARLY THEY CAN WRITE LETTERS TO EACH OTHER AS DIFFERENT CHARACTERS

35 WHAT TO DO WHEN THE STORY IS FINISHED CLASSICS INCLUDE WRITING A SUMMARY! (KEEPS THEM QUIET!) CHANGE THIS! IF YOU WANT THEM TO WRITE A SUMMARY TRY GETTING THEM TO DO THIS IN PICTURES OR AS A CARTOON ASK THEM TO USE THE MAIN EVENTS AND CHARACTERS TO WRITE A NEWSPAPER REPORT BASED ON THE STORY BOOK REVIEWS A DETAILED BOOK REPORT WILL ENCOURAGE THEM TO THINK ABOUT WHY THEY LIKE OR DISLIKE A STORY – WILL ALSO HELP YOU WHEN DECIDING WHETHER OR NOT TO USE THE BOOK AGAIN ANY IDEAS?

36 THEY CAN ACT OUT THE STORY – MAKE A PLAY OR A PUPPET SHOW

37 FINAL WORDS REMEMBER THEY MUST WANT TO READ THE STORY AGE APPROPRIACY CAN BE MORE IMPORTANT THAN LEVEL MAKE THE READING LESSON SOMETHING DIFFERENT ENJOY YOURSELVES ALWAYS HAVE SOMETHING FOR THE STUDENTS TO DO

38 Thank you for listening Thank you for listening guy.elders@pearson.com www.elt2000.com


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