Graded readers


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

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Graded readers

  1. 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. 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. 3. Models in literature reading Models The language model The cultural model The personal growth model
  4. 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. 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. 6. Why do we read? •For information •For pleasure •(We ALWAYS read with a purpose)
  7. 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. 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. 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. 10. Graded readers: a flexibe tool for language teachers
  11. 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. 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. 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. 14. • Selecting a book • Presenting the work • Maintaining momentum • Deciding on activities and group work Organizing a literature lesson
  15. 15. Stages in the lesson •Pre-reading activities •While reading activities •Post reading activities
  16. 16. Pre-reading activities •Guess the story from the cover •Jumbled chapter titles •Working with pictures
  17. 17. While reading • Answering broad questions • Comparing commentaries • Making questions • Listing main events • Completing paragraphs • Choosing vocabulary • Horoscopes
  18. 18. After reading • Comic strips • Radio articles • News Articles • In the character´s shoes • Book reviews
  19. 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. 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. 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. 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. 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. 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. 25. Helping students with activities: • Students can work with the following link in order to have more information on the literary work: • • portrait-of-dorian-grey
  26. 26. Expanding the story We can ask students to watch the video at: Umh-intCQ
  27. 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. 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. 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?