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Graded readers is a file that tries to help teachers in teh use of a graded reader

Graded readers is a file that tries to help teachers in teh use of a graded reader

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  • 1. Graded Readers • Models in literature teaching • Benefits in using graded readers • Disadvantages in using graded readers • How to use graded readers in the English lessons
  • 2. Reasons for not using readers • Students are lazy to read • They will not understand the • text • They are not able to concentrate on a text for too long • There is no time for reading in the lessons
  • 3. Models in literature reading Models The language model The cultural model The personal growth model
  • 4. Process of reading • People are reading when the words understood become thoughts and ideas • Comprehension is the capacity for understanding those thoughts and ideas • Readers relate the text they read to their own personal experiences, they compare and evaluate.
  • 5. Questionnaire for teachers • Do you use Graded readers in your lessons? • Do you use any other reading material? • How do you choose the material to be read? • What goals do you set for reading activities? • How do you motivate your students to read? • Do you believe that a teacher can influence the learner´s attitude to reading?
  • 6. Why do we read? •For information •For pleasure •(We ALWAYS read with a purpose)
  • 7. Definition of a graded reader • A graded reader is one of a series of books ranked by grade level, reader level or another level of difficulty. • Graded readers are used by learners at specific stages of their foreign language learning and whose purpose is to practice reading and to gain reading fluency.
  • 8. • “The literary language which is unique to the original is “translated” into something else. It is claimed that by transforming the literary work into a simplified version, it loses the texture of the original and the language shifts from literary to non-literary” (Carter and Long)
  • 9. Example • Stand: the opposite of sit • Stand: take a position (I ll stand by your side) • Mantain a certain position (Stand first in class) • Occupy a place (The house stands on a hill) • Remain valid (The order still stands)
  • 10. Graded readers: a flexibe tool for language teachers
  • 11. Creating the basic motivational conditions • Appropriate teacher behaviour • Pleasant and supportive atmosphere in the classroom • A cohesive learner group with appropriate group norms.
  • 12. Generating initial motivation • The learners should be prepared for the task • Learners have to know the teacher is ready to help them • It is essential to support the learner´s cooperation. • Learners should know the purpose of the reading. • The material should be relevant for the learners
  • 13. Maintaining and protecting motivation • Presenting tasks in a motivating way • Setting goals • Protecting the learners´self esteem and increasing their self-confidence • Promoting cooperation among the learners • Creating learner autonomy
  • 14. • Selecting a book • Presenting the work • Maintaining momentum • Deciding on activities and group work Organizing a literature lesson
  • 15. Stages in the lesson •Pre-reading activities •While reading activities •Post reading activities
  • 16. Pre-reading activities •Guess the story from the cover •Jumbled chapter titles •Working with pictures
  • 17. While reading • Answering broad questions • Comparing commentaries • Making questions • Listing main events • Completing paragraphs • Choosing vocabulary • Horoscopes
  • 18. After reading • Comic strips • Radio articles • News Articles • In the character´s shoes • Book reviews
  • 19. Pre-reading activities (The Picture of Dorian Gray) • In groups, plan two activities you´d give a group of eleven/ twelve- year-old students before reading the story.
  • 20. Using The Portrait of Dorian Gray • Pre-reading activities: • Getting in the mood: ask students to discuss how they choose their friends • Keep a record of their commentaries • Then, ask them if they like portraits and if they´d like to have one of their own • Photocpy the cover of the book; make groups, give a copy to each group and ask them to describe the picture as much detailed as they can.
  • 21. While reading activities • Worksheets: • Say whether some sentences are true or false • Put events in the right order • Make an oral presentation defending/ opposing Dorian´s decision of not showing the portrait.
  • 22. • Establishing the characters: • As you read, complete the diagram • Character 1 (Dorian) • Character 2 (Basil) Character 3 (Lord Henry) • Character 4 (Sybil) Character 5 (James Vane)
  • 23. After reading activities (to be done in groups) • Using the imagination: • A- Imagine you are one of Dorian´s servants and tell your mates what you have seen in his house. • B- Imagine you spent a day as one of the characters in the story.Describe the events that happened to you. • Describe a situation you found frightening. • Describe the character you found more interesting in the book. • Write a report after Dorian´s death as if you were Lord Henry. • Write a commentary making clear whether you feel pity/ sad/anger for Dorian.
  • 24. Worksheet for chapter two • Dorian never saw Lord Henry again. He devoted his time to have pleasure; he went to parties, to expensive restaurants and to the theatre. One day, Dorian met a very beautiful girl; she was Sybil Vane, she was the leading actress in the play Dorian had decided to watch. She was not a very good actress but she was the most beautiful woman Dorian had ever seen. • Sybil fell in love with Dorian, she did not know if he was rich or poor, she only knew she loved him with all her heart. Sybil´s mom was not happy with this love, she said Sybil was too young and that she´d be alone as her son, Sybil´s brother, was going to Africa.
  • 25. Helping students with activities: • Students can work with the following link in order to have more information on the literary work: • • http://cregocristina.edu.glogster.com/the- portrait-of-dorian-grey
  • 26. Expanding the story We can ask students to watch the video at: http://www.youtube.com/watch?v=x4 Umh-intCQ
  • 27. Favourite scenes • Work in a small group. Make a list of all the scenes in the film that people in your group liked. Each person should suggest one or two of their favourite scenes. • Number these scenes in order of most to least preferred by the whole group. • Report back to the whole class
  • 28. Watching one scene  Watch one scene (maybe chosen by the teacher) and write notes on the topic below:  Setting  Film  Book  Character  Film  Book
  • 29. Comparing • Problem: • What is the main problem the story deals with? • How is it presented in the film? • Climax: • What happens to bring about the ending? • How does the film show the climax?