Graded readers lend italy

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This document discusses graded readers and their benefits for language learning. It explains that graded readers have simplified vocabulary, grammar, and length tailored to different ability levels, making literature accessible to all. This helps develop good reading habits, skills, and learner autonomy. Studies cited found that graded reading improved oral proficiency and motivation. The document also provides examples of activities like transforming texts into different genres, styles, and perspectives to turn reading into different types of writing and speaking practices. It discusses organizing reading circles where students take on roles to read and discuss texts together.

Making the most of
graded readers
Victoria Boobyer

Graded Reading
What’s graded?
Vocabulary, grammar complexity, number of words.
Why graded reading?
It makes literature accessible to all levels.
It helps develop good reading habits and skills.
It develops autonomy.

“What is interesting is that our
participants felt that reading helped their
oral / aural language proficiency. Books
like [these] contain a great deal of
colloquial language that learners with
mostly formal language instruction
experience have missed.”
Cho, K and Krashen,S

“So I believe that ER impacts writing,
listening and speaking because students
know more vocabulary. The second possible
factor is the increase in positive affect.
Students develop positive attitudes toward
and increased motivation for learning the
L2.”
Day, R

Turning reading into…
Transposition
different types of writing
‘When we abide still in one place, and yet seeme
to speak divers things, many tymes repeating one
sentence, but yet with other wordes, sentences,
exornations, and fygures.’
Peacham, 1577

Different types of writing
Genre - newspaper report, leaflet, summary, diary, letter,
screenplay, text messages, cartoon (reduced /
augmented)
Style - sensationalist, modern, informal, formal
Transvocalisation - first person to third person etc.
Characters - change to modern celebrities,
classmates
Plot - change the ending, add a
twist

Based on text from p44-45 ‘David Copperfield’ Black Cat ‘Green Apple’ series

From p9 ‘Peter Pan’ Black Cat ‘Green Apple’ series

Over to you…
From p35 ‘Peter Pan’ Black Cat ‘Green Apple’ series

Different types of speaking
News report
TV / radio drama
Talk show
TV / Radio advert for the book / film
Phone conversation between characters

Reading Circles
Groups of 5-6 students
Roles:
Discussion leader
Summarizer
Connector
Word Master
Passage person
Culture Collector

Reading Circles:
Geoffrey Chaucer: Canterbury Tales
Read Chaucer and Chaucer’s world
together. Develop interest.
Read ‘Prologue’ together
Discuss and assign stories and
roles
Read and prepare for homework
Group discussion and presentation

The document discusses how Black Cat readers can be used effectively in English language teaching. It provides examples of activities like using the readers as complete lessons, for homework, or as part of class lessons. It also discusses how the readers are graded based on language structures and how visual and audio support can aid comprehension. Cross-curricular links to other subjects and internet projects involving skills like summarizing are also mentioned.

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This document discusses speech functions, politeness, and cross-cultural communication. There are six speech functions: expressive, directive, referential, metalinguistic, poetic, and phatic. Politeness can be positive, emphasizing shared values, or negative, showing respect through social distance. Cross-cultural misunderstandings can occur if different cultures have varying social norms around language use. The conclusion states the main speech functions and that positive politeness focuses on solidarity while negative politeness pays respect.

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This document summarizes a journal article about using prose fiction in language teaching. The article argues that literary texts can enhance students' language skills by exposing them to exemplary uses of language. It demonstrates this using extracts from two novels - Things Fall Apart by Achebe and The Last Duty by Okpewho. A variety of language learning activities are described that teachers could use with these extracts, such as discussing characters' attitudes, vocabulary work, writing descriptions, and working with adjectives and figurative language. The conclusion emphasizes the need to better exploit the link between language and literature in language instruction.

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British Council Teaching English: How and Why of Graded Readers

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The celebration of The Centenary of Birth of M.L. Boonlua Debyasuvan, January 2012 Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium A. Information concerning the personality to be celebrated 1. Family name: Debyasuvan, ( ne’e Kunjara) First name: Boonlua , titled M.L. ( female) 2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a) Died: 7 June 1982 3. Field of activity: a) Secondary and Tertiary Education Expansion and Development; b) Languages and Literature Teaching and Learning; c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity; d) Intercultural Understanding and Dialogue; e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism f) Women and Gender Issues, g) Culture of Peace 4. Brief Description of the personality and her most important works: -- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities; -- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen) -- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching -- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels. -- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY -- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit

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The document discusses issues of voice in second language writing. It includes comments from several participants in a discussion on how L2 writers' voices are shaped by their cultural backgrounds and experiences with different discourse communities. Some key points discussed are: how assertions may come across differently across cultures; the need to balance fostering students' voices with meeting audience expectations; and the idea that learning a new language involves taking on aspects of that language's culture and rhetoric.

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This document provides an overview of literature and its use in language teaching. It begins by outlining the objectives of the presentation, which are to define literature from generic and functional perspectives, describe models for using literature in language teaching, discuss criteria for selecting literary texts, and provide an example evaluation of a grade 5 English textbook. It then introduces literature and provides definitions from various scholars. The main body discusses oral and written literature, their forms and genres. It explains key elements of fiction like setting, characters, plot, conflict, theme, and style. It also defines short stories and novels. The overall document serves to define literature and analyze its components to understand how it can be incorporated into language teaching.

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This document discusses linguistic politeness and address terms. It begins by explaining how language choices indicate social relationships between speakers and listeners. It then examines the historical distinction between tu and vous in French, how symmetrical and asymmetrical usage symbolized intimacy vs. politeness and power relationships. Address terms like titles, first and last names are also analyzed, with mutual first names indicating equality and familiarity. The document concludes by defining positive and negative politeness and the importance of maintaining face in interactions.

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The document discusses different speech styles: 1) Intimate style is used between close relationships and does not focus on grammar or pronunciation. 2) Casual style is used among friends and includes incomplete sentences and trendy phrases. 3) Consultative style constantly observes listener feedback and uses complete sentences to minimize misunderstanding, such as when talking to strangers. 4) Formal style depends on education standards and requires well-formed sentences and logical organization, for settings like work. 5) Frozen style, like literature, allows readers to find their own meanings rather than convey a message.

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Teaching english literature in brazilian high school classes adriana sales ...

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1. Making the most of graded readers Victoria Boobyer

2. Graded Reading What’s graded? Vocabulary, grammar complexity, number of words. Why graded reading? It makes literature accessible to all levels. It helps develop good reading habits and skills. It develops autonomy.

6. “What is interesting is that our participants felt that reading helped their oral / aural language proficiency. Books like [these] contain a great deal of colloquial language that learners with mostly formal language instruction experience have missed.” Cho, K and Krashen,S

7. “So I believe that ER impacts writing, listening and speaking because students know more vocabulary. The second possible factor is the increase in positive affect. Students develop positive attitudes toward and increased motivation for learning the L2.” Day, R

9. Turning reading into… Transposition different types of writing ‘When we abide still in one place, and yet seeme to speak divers things, many tymes repeating one sentence, but yet with other wordes, sentences, exornations, and fygures.’ Peacham, 1577

10. Different types of writing Genre - newspaper report, leaflet, summary, diary, letter, screenplay, text messages, cartoon (reduced / augmented) Style - sensationalist, modern, informal, formal Transvocalisation - first person to third person etc. Characters - change to modern celebrities, classmates Plot - change the ending, add a twist

11. Based on text from p44-45 ‘David Copperfield’ Black Cat ‘Green Apple’ series

12. From p9 ‘Peter Pan’ Black Cat ‘Green Apple’ series

13. The story so far…

14. Over to you… From p35 ‘Peter Pan’ Black Cat ‘Green Apple’ series

15. Different types of writing Genre - newspaper report, leaflet, summary, diary, letter, screenplay, text messages, cartoon (reduced / augmented) Style - sensationalist, modern, informal, formal Transvocalisation - first person to third person etc. Characters - change to modern celebrities, classmates Plot - change the ending, add a twist

16. Different types of speaking News report TV / radio drama Talk show TV / Radio advert for the book / film Phone conversation between characters

17. Reading Circles Groups of 5-6 students Roles: Discussion leader Summarizer Connector Word Master Passage person Culture Collector

18. Reading Circles: Geoffrey Chaucer: Canterbury Tales Read Chaucer and Chaucer’s world together. Develop interest. Read ‘Prologue’ together Discuss and assign stories and roles Read and prepare for homework Group discussion and presentation

19. Teacher resources on publisher websites

20. victoria@eltcreative.com

Editor's Notes

Up until coffee break - briefly talking about why we should use graded readers and encourage extensive reading and then mostly practical ideas for writing, speaking, listening activities. After break practical ideas about e-books, how to choose and use them & digital activities.
What is extensive reading? Top ten principles for extensive reading. Reading texts for enjoyment and to develop general reading skills. (c.f intensive reading) Why encourage extensive reading? Before you do anything else, add any activities…extensive reading in itself is very beneficial for SLA.
Why encourage extensive reading? Before you do anything else, add any activities…extensive reading in itself is very beneficial for SLA.
Extensive reading improves reading skills. Including word prediction from context and speed. Why is speed important? Reading fluency similar to spoken fluency * for comprehension
1994 Journal of reading. Kyung-Sook Cho Stephen Krashen. 4 participants showed Vocabulary increased but also oO speaking and listening improved to. Other studies show writing improved.
How other skills improve? Prof Richard R Day - SLA and ESL lecturer
What to read? How students choose books to read independently.
Transposition - synonyms, sentence structure, embellishment, characters (people)
For all levels from long diaries or letters to text messages, cartoons and promotional posters.
Who’s David? This is a higher level story taken from David Copperfield by Charles Dickens. Great for checking relationship, comprehension,
Anyone know the story or characters? Peter Pan… Mother, Nana (dog) Wendy, John, Michael, Peter Pan, Lost Boys in Neverland
Briefly the story so far on Sonic pics…
Anyone know the story or characters? Peter Pan… Mother, Nana (dog) Wendy, John, Michael, Peter Pan, Lost Boys in Neverland.
Taking worksheet p2. In class read all story first. Idea of characters and not interrupted. In your groups can you read through the text and then think which type of transposition it may lend itself to.
News report with ‘bystanders’ people who found body etc. TV drama of whole book condensed Phone conversation. Information gaps. Characters… ? Teacher students work out Qs and bring in one at a time. Peter Pan
Reading circles were developed to help use readers in class. Unfortunately, my SSs not like many of the stories. BUT can use the ideas with any story.
Flipped classroom… input prep, input and production in class. I think can just be a damp squib if not make more of meal out of production (share with other groups) add to blog etc..
Nearly all the publishers have teacher or teacher and student resources. Black Cat has resources for teaching with book, IWB, quizzes etc.

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Editor's Notes