• Models in literature teaching
• Benefits in using graded readers
• Disadvantages in using graded
• How to use graded readers in the
Reasons for not using readers
• Students are lazy to read
• They will not understand the
• They are not able to concentrate on a
text for too long
• There is no time for reading in the
Models in literature reading
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
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?
Why do we read?
•(We ALWAYS read with a
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
• “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)
• Stand: the opposite of sit
• Stand: take a position (I ll stand by your
• Mantain a certain position (Stand first in
• Occupy a place (The house stands on a
• Remain valid (The order still stands)
Graded readers: a flexibe tool for
Creating the basic motivational
• Appropriate teacher behaviour
• Pleasant and supportive
atmosphere in the classroom
• A cohesive learner group with
appropriate group norms.
Generating initial motivation
• The learners should be prepared for the task
• Learners have to know the teacher is ready to
• It is essential to support the learner´s
• Learners should know the purpose of the
• The material should be relevant for the
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
• Selecting a book
• Presenting the work
• Maintaining momentum
• Deciding on activities and group
Organizing a literature lesson
Stages in the lesson
•While reading activities
•Post reading activities
•Guess the story from the
•Jumbled chapter titles
•Working with pictures
• Answering broad questions
• Comparing commentaries
• Making questions
• Listing main events
• Completing paragraphs
• Choosing vocabulary
• Comic strips
• Radio articles
• News Articles
• In the character´s shoes
• Book reviews
(The Picture of Dorian Gray)
• In groups, plan two activities
you´d give a group of
eleven/ twelve- year-old
students before reading the
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.
While reading activities
• Say whether some sentences are true or
• Put events in the right order
• Make an oral presentation defending/
opposing Dorian´s decision of not
showing the portrait.
• 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)
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
• Write a report after Dorian´s death as if you were Lord
• Write a commentary making clear whether you feel pity/
sad/anger for Dorian.
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.
Helping students with activities:
• Students can work with the following link in
order to have more information on the literary
Expanding the story
We can ask students to watch the
• 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
Watching one scene
Watch one scene (maybe chosen by the
teacher) and write notes on the topic below:
• What is the main problem the story deals
• How is it presented in the film?
• What happens to bring about the ending?
• How does the film show the climax?