RC Role Cards

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RC Role Cards

  1. 1. © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE BO OKWORMS CLUB READING CIRCLES SCHEDULE 1st meeting 2nd meeting 3rd meeting 4th meeting 5th meeting 6th meeting 7th meeting DATE STORY TITLE ROLE NAMES NAMES NAMES NAMES NAMES NAMES NAMES DISCUSSION LEADER “ 13 SUMMARIZER S CONNECTOR © Oxford University Press www.oup.com/elt C WORD MASTER BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK W PASSAGE PERSON CULTURE COLLECTOR
  2. 2. READING CIRCLES ROLE SHEETS In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master, Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom. Discussion Leader STORY: ___________________________________________________________________________________________ N A M E : ___________________________________________________________________________________________ “ The Discussion Leader’s job is to . . . • read the story twice, and prepare at least five general questions about it. • ask one or two questions to start the Reading Circle discussion. • make sure that everyone has a chance to speak and joins in the discussion. • call on each member to present their prepared role information. • guide the discussion and keep it going. Usually the best discussion questions come from your own thoughts, feelings, and questions as you read. (What surprised you, made you smile, made you feel sad?) Write down your questions as soon as you have finished reading. It is best to use your own questions, but you can also use some of the ideas at the bottom of this page. MY QUESTIONS: 1 ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ Other general ideas: • Questions about the characters (like / not like them, true to life / not true to life ...?) • Questions about the theme (friendship, romance, parents/children, ghosts ...?) • Questions about the ending (surprising, expected, liked it / did not like it ...?) • Questions about what will happen next. (These can also be used for a longer story.) PHOTOCOPIABLE 14 © OXFORD UNIVERSITY PRESS BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  3. 3. READING CIRCLES ROLE SHEETS In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master, Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom. Summarizer STORY: ___________________________________________________________________________________________ N A M E : ___________________________________________________________________________________________ S The Summarizer’s job is to . . . • read the story and make notes about the characters, events, and ideas. • find the key points that everyone must know to understand and remember the story. • retell the story in a short summary (one or two minutes) in your own words. • talk about your summary to the group, using your writing to help you. Your reading circle will find your summary very useful, because it will help to remind them of the plot and the characters in the story. You may need to read the story more than once to make a good summary, and you may need to repeat it to the group a second time. MY KEY POINTS: Main events: __________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ Characters: __________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ MY SUMMARY: _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ © OXFORD UNIVERSITY PRESS 15 PHOTOCOPIABLE BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  4. 4. READING CIRCLES ROLE SHEETS In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master, Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom. Connector STORY: ___________________________________________________________________________________________ N A M E : ___________________________________________________________________________________________ C The Connector’s job is to . . . • read the story twice, and look for connections between the story and the world outside. • make notes about at least two possible connections to your own experiences, or to the experiences of friends and family, or to real-life events. • tell the group about the connections and ask for their comments or questions. • ask the group if they can think of any connections themselves. These questions will help you think about connections while you are reading. Events: Has anything similar ever happened to you, or to someone you know? Does anything in the story remind you of events in the real world? For example, events you have read about in newspapers, or heard about on television news programmes. Characters: Do any of them remind you of people you know? How? Why? Have you ever had the same thoughts or feelings as these characters have? Do you know anybody who thinks, feels, behaves like that? MY CONNECTIONS: 1 ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________ PHOTOCOPIABLE 16 © OXFORD UNIVERSITY PRESS BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  5. 5. READING CIRCLES ROLE SHEETS In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master, Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom. Word Master STORY: ___________________________________________________________________________________________ N A M E : ___________________________________________________________________________________________ W The Word Master’s job is to . . . • read the story, and look for words or short phrases that are new or difficult to understand, or that are important in the story. • choose five words (only five) that you think are important for this story. • explain the meanings of these five words in simple English to the group. • tell the group why these words are important for understanding this story. Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: • repeated often • used in an unusual way • important to the meaning of the story MY WORDS MEANING OF THE WORD REASON FOR CHOOSING THE WORD _________________________ ______________________________________________ ___________________________________________________________ PAGE ___________ ______________________________________________ ___________________________________________________________ LINE ___________ ______________________________________________ ___________________________________________________________ _____________________________________________________________________________ _________________________ ______________________________________________ ___________________________________________________________ PAGE ___________ ______________________________________________ ___________________________________________________________ LINE ___________ ______________________________________________ ___________________________________________________________ _____________________________________________________________________________ _________________________ ______________________________________________ ___________________________________________________________ PAGE ___________ ______________________________________________ ___________________________________________________________ LINE ___________ ______________________________________________ ___________________________________________________________ _____________________________________________________________________________ _________________________ ______________________________________________ ___________________________________________________________ PAGE ___________ ______________________________________________ ___________________________________________________________ LINE ___________ ______________________________________________ ___________________________________________________________ _____________________________________________________________________________ _________________________ ______________________________________________ ___________________________________________________________ PAGE ___________ ______________________________________________ ___________________________________________________________ LINE ___________ ______________________________________________ ___________________________________________________________ _____________________________________________________________________________ © OXFORD UNIVERSITY PRESS 17 PHOTOCOPIABLE BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  6. 6. READING CIRCLES ROLE SHEETS In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master, Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom. Passage Person STORY: ___________________________________________________________________________________________ N A M E : ___________________________________________________________________________________________ The Passage Person’s job is to . . . • read the story, and find important, interesting, or difficult passages. • make notes about at least three passages that are important for the plot, or that explain the characters, or that have very interesting or powerful language. • read each passage to the group, or ask another group member to read it. • ask the group one or two questions about each passage. A passage is usually one paragraph, but sometimes it can be just one or two sentences, or perhaps a piece of dialogue. You might choose a passage to discuss because it is: • important • informative • surprising • funny • confusing • well-written MY PASSAGES: PAGE _____________ LINES _____________ REASONS FOR CHOOSING THE PASSAGE QUESTIONS ABOUT THE PASSAGE ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ PAGE _____________ LINES _____________ REASONS FOR CHOOSING THE PASSAGE QUESTIONS ABOUT THE PASSAGE ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ PAGE _____________ LINES _____________ REASONS FOR CHOOSING THE PASSAGE QUESTIONS ABOUT THE PASSAGE ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ PHOTOCOPIABLE 18 © OXFORD UNIVERSITY PRESS BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  7. 7. READING CIRCLES ROLE SHEETS In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master, Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom. Culture Collector STORY: ___________________________________________________________________________________________ N A M E : ___________________________________________________________________________________________ The Culture Collector’s job is to . . . • read the story, and look for both differences and similarities between your own culture and the culture found in the story. • make notes about two or three passages that show these cultural points. • read each passage to the group, or ask another group member to read it. • ask the group some questions about these, and any other cultural points in the story. Here are some questions to help you think about cultural differences. Theme: What is the theme of this story (for example, getting married, meeting a ghost, murder, unhappy children)? Is this an important theme in your own culture? Do people think about this theme in the same way, or differently? People: Do characters in this story say or do things that people never say or do in your culture? Do they say or do some things that everybody in the world says or does? MY CULTURAL COLLECTION (differences and similarities): 1 PAGE _____________ LINES _____________ : _________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ 2 PAGE _____________ LINES _____________ : _________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________ MY CULTURAL QUESTIONS: 1 _________________________________________________________________________________________________________________________________________ 2 _________________________________________________________________________________________________________________________________________ 3 _________________________________________________________________________________________________________________________________________ © OXFORD UNIVERSITY PRESS 19 PHOTOCOPIABLE BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  8. 8. Role Sheet Examples “ Discussion Leader STORY: The Five Orange Pips MY QUESTIONS: ________ no t? wh y ________________________________________________ ____ 1 Do yo u lik de te ct ive ____________? ____ y or ____ ge t th____________or an ge____________________ e____________________st or ies ____Wh____________ e fiv e ____________ pip s in a Jo hn Op en sh aw , an d yo u____________ ____ ___ ________________ th at yo u ar e________________________________ ____________ 2 ____ ag ine ________ ___ Im____________ ____________ ? ne xt____________________________________________ ________ r. ____ wo uld yo Ho w____________________u ____el? Wh at ____________________do ____ fe ________________ wo uld yo u ____ ____ ___ let te________ ________________ ____________________ is st or y su rp ris e yo u? ________ ____________________ ____________ 3 ____________ hin g in th ________ ___ Di d an ____ yt ________________ ____________________ ____________________ ____________________ _____________ S Summarizer STORY: Netty Sargent and the House M Y KE Y PO IN TS : sig ____ th e ________r to __ s ____________ he________ns ________pa pe ________ Th e yo ____ pr et ty gir ____ un cle die____be fo re ____ un g,____________________l’s ________________ . Sh e Main events: ____________________ ____ in a ch air _________________ ____ an d pu ts he r de ad un cle ________________ a lie ________________________________________ giv e he r a ho us ____ Th e ____ l te lls e. ________gir________________ wa he s.____________________________________ _ pe rs , ____d th e________________ tc ____ ________ ____ ag en t ____________________ ____________an ____ pa______________________________________ ________ ____ ve s ____ ha nd ____ ________ th e____ mo________his____________to________n________ ________ ____ sig ________ ____ ____________________ __ ____________________ ____________________ ____________________ ____ he r ____ un cle He is es wi th ________ol d____________.______________ ________ liv ____________________ pr et ty , yo un g gir l. Ne tty____________ ____ Ne tty is a ____________________________________ es n’t lo ve he r________mu_________________________ Characters: ____________________ so ____ ch . He wa nt s rie ____ t he do nd , bu________________________ ____________ Ja sp er is Ne ____ ’s bo yf____________ ve ry ____.________________________tty____________ ________ ill ____________________ ____________________ ____________________ _ ____ ma n’s ho us e. ________ to ________th e ol d____________________________ ____ ge t ________ ____________________ ____________________ __________ ____________________ ________ ____________________ ____________________ ____________________ ________________ M Y SU M M ARY: he r if sh e _ ________ ma rr y er ________ he wo n’t ____________________ ____________ y wa nt s sp er . ____ t ____________sa ys ________ to ma rr y________________Bu____Ja sp ____________ Ja ____________n _ to sig ____ ____ tty re all Ne________________________________ ’s n’t lik e Ja sp er . So ____________its un cle do es____________________________ ____ he wa ____ ________________ tty ho us e. Ne________ ____________________ ________________ un cle ’s lo se s he r________________ ________________tty to Ne tty . Fin all y, Ne ____________ ’s un cle sa ys ____________________n ________________ he wi ll sig _____ ____ giv e th e us e ho________ r th em . Th en , Ne________________he ____________________ th e pa pe rs to ____________________ ____ tty pu ts _____ ____________________ ____________ ag en t co me s wi th________________________ fo re th e________________________________ ____________________ bu t ____ die s be th e pa pe rs , ________he____________ ____ ________________ to sig ________ pa pe rs . _ un cle ’s ha nd ____________n th e____ ____________ ____ he r de ad d sh e mo ve s________________________ ________________. An de ad ____________in a ch air ____ ________ un cle ____________________ ____ Ja sp er is a ba d hu sb an d._________ e. Bu t____________________________________ ________ ____________ ho us d Ne tty ge ts th e________________ ________________ wa tc he s, an Th e ag en t____________________ ____________________ ____________________ ____________________ ______________ ____________________ W Word Master STORY: The Christmas Presents THE WORD REASON FOR CHOOSING MY WORDS MEANING OF THE WORD ey ar e ho w po ____ th_______________ ____________ ce nt s. Th is te lls ____________________or ____ ________________ us On e do lla r _____d eig ____ an ____ ht y- se ve n __________________________ ____________ s th at De lla th ink_______ ____________________ ________ a ____ all Th is is ____sm________ am ou nt of __ an d sh ow s us ________________ ____________________ ____________________ 1 ____ to bu y so me____ing as a ____________________ th _______________ th e U. S. ______________ sh e ne ed s PAG E ___________ ____________________ mo________in ________ ____ ne y ____ ________ _________ 1-8 LIN E ___________ __ fo r he r hu sb an d. gif t____________________ ______ ____________________ ____________________ ____ lla wa s wo rr ied ab ou t he r cu rls . De____________________________________________ ___________ ____es Th ____ ____________________ rin gs e ar e lit tle __________________ ____ I ____ n’t . So ____do___ ____ ar e cu te cu rls ____________________ _____ We____________cu rls____________________ ____ th ink ____ of ha ir. ____________________ __ wh y sh e ____ s wo____ied . ____ rr _______ un de rs ta nd ________________wa____ ____________________ 6 PAG E ___________ ____ __ ____________________ ____________________ ____________________ ____ ________ th e st or y’s tim e, on ly _______ 14 LIN E ___________ ____________________ Pe rh ap s, in ______________ ________ be au tif ul. ____________________ st ra igh t ha ir wa s______________________________ ____ ____ ____________________ PHOTOCOPIABLE 20 © OXFORD UNIVERSITY PRESS BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  9. 9. Role Sheet Examples C Connector STORY: The Christmas Presents M Y CO NN EC TI ON S: ____________ to pr es en t ____________ ____________ a is st ____ be ca us e I ____________ er th at giv ing________ or y ____________________re me mb____________ ________ by th 1 I wa s mo ve d ________________ ____ is im po rt an t ____en we nd ________________________wh ________________ an t. Bu t ou r he ar t ____d mi ____ ol st ud en t, I________________ po rt____________________________________an ____ ___ ________________ ____ is no t im so me on e________________________ ho ga ve ___ ________________ ________ sc me nt ar y________________________________ ____ a tr y to giv e ________ es en t. Wh en I wa s an ele ____ all st uf fe d________________________________ pr________________________________________________ y ca t. I ___ ________________ de a ________________________________ to ve ry sm my fa th er ________a pr es en t. I ca re fu lly ma ________ te r to____________th er ________pu t it ________ ____________________ ________________ an d ____________ sh or t________________ my fa ________ let ____ ___ ________________ se we d wi th fe lt. Th en , I ____ ot e a ____ it ________________________________wr________________ ” Bu t wh en ____________my____________________________ w ___ ________________ , I did it. ____________________ I sa ____ int th e ca t’s mo ________ “F ____sh ed o________________________ut h. ____ini________________ d ca re____________Th e ne xt ________wa s my ____________ ________ les s. ________________da y ____________ ain , it lo ____ed ug ly an ___ ________ wo rk ma ns hip ____ ag________________ok ____________________________ I ve ry ple as ed ! ____________ fa ilu re to ____________t he wa s ________ th e____________________him , bu ____________________ I un de rs________________ ________ ____________ ___ ________________ bir th da y. I ga ve fa th er ’s ____________________________________ re to od th ____________ pa ss ed , th e mo________________ it.____Bu t as ____e ye ar s________________________ t. I no tic ed th at ________ ___ ________________ ____ ____ co uld n’t ________________nd ____ ________ er st ill ha s my ____________________________________________ ___ ________________ un de rs ta ____ ____ ug ly ca th it. am mu ch ol de r, bu t my fa ________________ at tim e. Th is is th e sa me I____________________________________________________________ ar t at th____________________________________________________ my ____________________________ he t________pr es en t, bu t my ____________________ e pr es en ts th at ar e ____________ ___ ________ he re ce ive d no ____________ ge t th ____________________________________ an d De lla ________ wh en th ey ___ ________________ at Jim____________________ha ve ____________________________ ____ fe eli ng th ________ ___ ________________ ____ ____________________ ____________________ ____________________ us ele ss . ____________________________________________________________ ___ ________________ ____________________ ____________________ ____________ ____________________ ____________________ Passage Person STORY: The Tell-Tale Heart PASSAGE: I could see it clearly, a horrible, pale blue eye that turned my blood cold. I could see nothing of the man’s face or body, just his eye. MY PASSAGES: PAG E 51 _____________ LIN ES 17, 18 , 19 _____________ PAS SAG E QUE STI ONS ABO UT THE THE PAS SAG E on ly te r fe ar________ REA SON S FOR CHO OSI NG is ea sy Wh y do es th e____________ch ar ac ____ ma in ____ ____________________ int er es tin g be ca us e it ________________ ____________________ ma gic ey e? ________ is Th is ____________________________________________ fe ar th e ____________n’s____________Is it a ____ ey e? ____ ________ ____________________ ________ol d ma ine ________________________ac te r’s ____________ to ________________th e ma in ch ar ____________ ol ma n________ ________ d ________ ha ve ____ im ag Is it ve ry ug ly?____________th e ____ ________ Do es sil en ce ____ th e ____en e. ____________ ____________________ an d th e________________of ________sc ____________ ____________ a dis ea se ? ________________________________ ____________________ ________________ ________ ____________________ _______________ ____________________ ____________________ ____________________ ____________________ Culture Collector STORY: The Joy Luck Club ) erences and similarities MY CULTURAL COLLECTION (diff ha d th e ____________da y” ____ “o pe n _____ 6– 10 _ : ____ ____ my pr im ar y sc ho ol da ys , we ________ mo th er _ In ____________________________________________________ 94 1 PAG E _____________ LIN ES ____ ________ mi ne did n’t________________r________________ wa nt he wh____________________________vis____ r pa re nt s ____ ou r cla ss es . A fri en d of ____________ it ____________________________________________________ ly an d _____________________________ te r ____ en ou lo ok ed________________ wa s sh or ____ ug sc ho ol to ____________to ____________ ____ co me ____ .____________________________he r mo th er ____ Sh e sa id th at ____________________ ____ kn ow . re me mb er ed _____ an yo ne to ____________I________________________ th ________ Sh e ne ve r wa nt ed ____ ____________ th an ________ot he r ____ ________ th mo ____er s. ____________________________________ e ____________ ________ of y is als o as ha me d_____ ht ____ in th is st or________________________ me ric an da ug ____er ____________________ ca us e ________________ se -A ____ th is be____________th e Ch ine____________ ________________ en____is ____pa ne se ,_____________ e d ____Ja ____________ an d sh ap pe ar an ce . Lik ________ my fri____ r ____________________________e me ,____________ ____________ ____________th ____ be ca us e of he he r mo ____er ____________________________ ________ As ian ide a._ or ________________it is an ________________ ht er ________________ y. Ma yb e ____ ____ sa me fe ____ ng as th e____________________in th e st ____ ha d th e________________eli____________ ____________ ____ da ug _____________ ________________ ____________________ ____________________ LIN ES _____________ : ____________________ ____________________ ____ 2 PAG E _____________ ____________________ © OXFORD UNIVERSITY PRESS 21 PHOTOCOPIABLE BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt
  10. 10. Role Badges These role icons can be photocopied and then cut out to make badges or stickers for the members of the Reading Circle to wear. Oxfo Oxfo Oxfo rd B r dB rd oo oo Bo k o “ wo kw kw o rm rm o rm S C s Cl ub s C lu s C lu b b R DE DISCUSSION LEA SUM CO N MARIZER N E C TO R O xf or d Bo Oxford Bookworms Club ok Oxford Bookworms Club W wo rm s C lub CU R LT U TO WORD MASTER R E CO L L E C PASSAGE PERSON Oxfo Oxfo Oxfo rd B r dB rd oo oo Bo k o “ wo kw kw o rm rm o rm S C s Cl ub s C lu s C lu b b R DE DISCUSSION LEA SUM CO N MARIZER N E C TO R O xf or d Bo Oxford Bookworms Club ok Oxford Bookworms Club W wo rm s C lub CU R LT U TO WORD MASTER R E CO L L E C PASSAGE PERSON PHOTOCOPIABLE 32 © OXFORD UNIVERSITY PRESS BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK © Oxford University Press www.oup.com/elt

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