MasarykUniversity

PedagogicalFaculty

PEDAGOGICALDEPARTMENT

English Language and Literature Department

The Benefits of Extensive in EFL

Supervisor: Author:

Mgr.NaděždaVojtková MáriaKredátusová

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Prohlašuji,žejsemdiplomovouprácizpracovalasamostatněapoužilajenprameny uvedenévseznamuliteratury.

Souhlasím,abyprácebylauloženanaMasarykověuniverzitěvBrněvknihovně Pedagogickéfakultyazpřístupněnakestudijnímúčelům.

MáriaKredátusová

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Iwouldliketothankmysupervisor,Mgr.NaděždaVojtkováforherhelpinconnection withmywork. MáriaKredátusová 3

Contents:

Introduction 1 I. Theoreticalpart 3 1. Whatisextensivereading? 3 1.1 TheBenefitsofExtensivereading 3 1.2 ThebasicprinciplesofExtensiveReadingbyJulian 4 BamfordandRichardR.Day 1.3Extensivereadingvs.Intensivereading7 2. EstablishinganExtensiveReadingprogramme 9 intheSecondLanguageClassroom 2.1 Teacher’spreparation 9 2.2 Curriculum 10 2.3 Funds 10 2.4 Choosing 11 2.4.1 Thenumberofbooks 12 2.4.2Whatbookstochoose?12 2.4.3 Gradedreaders 13 2.4.4Whatexactlyhappenswhenwearereadinggradedreaders?14 2.4.5Gradedreadersorauthenticmaterial 15 2.4.6 Checkoutsystem 16 2.4.7 Classifyingthebooks 17 2.5 Teacher’srole 19 2.5.1 IntroducingtheERtostudents 19 2.5.2 Helpingstudentstochoosebooks 19 2.5.3 Encouragingstudentstoread 20 2.5.4 Inclassactivities 21 2.5.5 Monitoringstudents’reading 21 2.5.6 Rewards 22 II.Practicalpart 23 1. Alongtermproject 23 2. Research 58 4 2.1 Subjects 58 2.2 Evaluation 58 2.3 Motivation 59 2.4 Monitoring 59 2.5 Results 60 2.6 Comments 62 III.Conclusion 63 Appendices 64

5 Introduction

“Thebestwaytoimproveyourknowledgeofa foreignlanguageistogoandliveamongitsspeakers. Thenextbestwayistoreadextensivelyinit” (Nuttall,168). Reading is one of the skills that a learner of foreign language should acquire. In the languageclassroomitismostoftentaughtbycarefulreading(ortranslation)ofshorter, more difficult foreign language texts. The goal of reading is usually complete and detailed understanding. But reading is also considered by many people as a very pleasurablefreetimeactivitythatbroadensonesknowledgeandvocabulary.However,if you ask preintermediate learners of English whether they like reading in a foreign languagetheiranswerwilltendtobemostlynegative.Studentswhoarelearningtoread in English usually dislike it and the time they spend reading is very limited. Stanley, Graham.“ExtensiveReading”.BBC/BritishCouncilteachingEnglish–Reading.7May 2007.. SupposeyouareastudentofanEFLclasswherereadingisbeingtaught.Whatyou willprobablyencounterisastandardprocedureofreadingforcomprehensionconsisting of pre, during and afterreading stages with the reading focused on teaching of a particularlanguageareaorreadingskills.Vaezi,Shahin.“TheoriesofReading2”.BBC /BritishCouncilteachingEnglish–Reading.7May2007. . This procedure that may be called intensive reading has proved to be beneficial for learninglanguagebutitisfarremotefromtheexperienceoneencounterswhenreading literatureforpleasure.AsAldersonandUrquhartclaim: “Suchapedagogicpracticeoffocusingonthelanguageofatextmaybejustifiedasalanguage lesson,butitmayverywellbecounterproductiveasa reading lesson.Oftenwhatisknownas "intensivereading"(astraditionallyopposedto"extensivereading")isactuallynotreadingatall: thelessonconsistsofaseriesoflanguagepoints,usingtextsaspointsofdeparture.Reading texts,inotherwords,aresourcesoflanguageexercises,ratherthanreadingexercises” (AldersonandUrquhartqtd.inSusser1).

6 If one is asked to fulfil a task after reading and has to bear this task in mind while reading,thepurposeofreadingisdivertedfromitsprincipalaimi.e.toreadforpleasure and information. Considering these propositions the students’ answers to the question whethertheylikereadinginEnglishdonotappearthatsurprising.Afterall,studentsdid nothavetherealpossibilitytoestablishtheattitudetowardsreadingasanengagingand pleasurable activity. Their idea of reading is associated with tasks that have to be fulfilled,theyviewitasoneoftheexercisestheydoduringclass. The aim of this thesis is to present an alternative approach to intensive reading, an approachthatwillnotfocusonexacttranslationofthetextbutthatstressesthepleasure of reading Extensive reading. Extensive reading involves students in reading large quantities of books at the level appropriate for them; only one totwo words per page shouldbeunknowntoareader.TheprimarygoalofExtensivereadingisreadinginorder togaininformationandtoenjoytexts.Avarietyofbooksthatcovervarioustopicsare providedandstudentschoosetitlesaccordingtotheirinterests.Studentswhofinda difficult or not interesting might stop reading and choose another book instead. Their readingisbasedonchoiceandpurposethatarethebasicelementsofreallifereading (Bamford, Extensive Reading Activities 1).Noexercises,noquestionsattheendofthe chapter, and no looking up every word in a dictionary are required. “It is the kind of readinghighlyliteratepeopledoallthetime”(Krashen, Power of Reading 1). ERprogrammeshavebecomeverypopularinmanycountriesoverthelastdecades. The success that lies behind this approach is that students do not feelthepressure of requirementsandareawareoftheirownchoice.Itis‘strictlyforbidden’togivestudents gradesoranyrewardsafterreading,thereadingshouldbesolelyvoluntary. Presently,therehavebeenmanycomplaintsaboutourstudents’lackofindependent readingattheprimary,secondaryandevenuniversitylevel.Studentsseemnottohave developed the habit of reading. Steven Krashen, who calls this situation ‘a literacy crisis’,seesthecure“indoingoneactivity,anactivitythatisalltoooftenrareinthe lives of many people: reading” (Krashen, Power of Reading 1). As Bamford suggests EFLteachersshouldpayattentiontodevelopingahabit,indeedlove,ofreadingintheir students (Bamford, Extensive Reading: What Is It?” 1). If students are not given the opportunitytoexperiencereadinginEnglishasapleasurableandusefulactivityandon

7 the other hand are exposed to texts that are above their level and that they have to translatewordbyword,theywillhardlycreateapositiveattitudetowardsreading. Extensive Reading programme offers a solution how this change may be done. The reading material is deliberately chosen to be easy for student and therefore larger amountsoftextareread.Studentshavethepossibilitytoenjoyreadingwhatstrengthens theirconfidenceinreadingandincreasestheirmotivationtoreadfurther.Andthisisin facttheonlywayhowtheycanbecomefluentreaders–byreading.

8 I. THEORETICAL PART

1. What is extensive reading? “Welearntoreadbyreading” (Nuttall168). Extensivereadingisalanguageteachingprocedurewherelearnersaresupposedtoread large quantities of material or long texts for global understanding, the principal goal being obtainingpleasurefrom the text (Bamford, Extensive Reading Activities 1). The readingisindividualized,whatmeansthatstudentschoosebookstheywanttoread,they read it independently of the teacher and they are not required to do any tasks after reading. Moreover, they are encouraged to stop reading whenever they consider the materialnotinterestingortoodifficult.Extensivereadingcanbeintroducedtoanykind ofEFLclasswhateverthecontent,intensity,ageofstudentsortheirlanguagelevel,the onlyconditionisthatstudentsalreadyhaveabasicknowledgeofforeignlanguageand areliterateinit(Bamford, Extensive Reading Activities 1). ExtensivereadingbelongstoFreeVoluntaryReadingapproachesthatsharethecommon idea of independent, voluntary reading. Other examples of FVR are Sustained Silent ReadingorSelfSelectedReading(Krashen, Power of Reading 2). 1.1TheBenefitsofExtensivereading Extensivereadingisatopicthathasbeenwidelydiscussedoverlastdecadesanditsbenefits havebeengenerallyapprovedbymanyresearches.Bamfordstatesthatstudentswhoread morewillnotonlybecomebetterandmoreconfidentreaders,buttheywillalsoimprove their reading, writing, listening and speaking abilities and their vocabularies will get richer(Bamford, Extensive Reading Activities 1).Bamfordpraisesthemotivationaspect ofExtensivereading,seeingitsprimalbenefitindevelopingpositiveattitudestowardthe foreign language and increased motivation to study this language (Bamford, Extensive Reading Activities 1).

9 1.2ThebasicprinciplesofExtensiveReadingbyJulianBamfordandRichardR.Day Itwillbeusefultofamiliarizethereaderwiththebasicprinciplesofextensivereading approachastheyarepresentedin Extensive Reading Activities for Teaching Language by JulianandRichardR.Day. 1. The reading material is easy. Learners read material that contains few or no unfamiliar items of vocabulary and grammar.(Thereshouldbenomorethanoneortwounknownvocabularyitemsperpage forbeginnersandnomorethanfourorfiveforintermediatelearners).Studentswould notsucceedinreadingextensivelyiftheyhavetostrugglewithdifficultmaterial. 2. A variety of material on a wide range of topics is available. Thereshouldbeavarietyofmaterialsavailableintheforstudentstochoosewhat theyreallylike.Thiscontainsgradedreaders,magazineswrittenforlanguagelearnersat different ability levels and children’s literature. For highintermediate learners young adultliteraturecanofferabridgetoungradedreadingmaterials.Advancedlearnersare supposed to read books, magazines and newspapers written for native speakers of English.Thevarietyencouragesaflexibleapproachtowardsreadingasthelearnersare readingfordifferentpurposes(forinformationorpleasure). 3. Learners choose what they want to read. Selfselectionputsstudentsinadifferentrolefromthatinatraditionalclassroom,where theteacherchoosesorthesuppliesreadingmaterial.Thisiswhatstudentsreally enjoyaboutextensivereading.Theyarealsoencouragedtostopreadinganythingthatis notinterestingorthattheyfindtoodifficult. 4. Learners read as much as possible. Thelanguagelearningbenefitsofextensivereadingcomefromquantityofreading.For the benefits of extensive reading to take effect, a book a week is an appropriate goal. Thisisarealistictargetasbookswrittenforbeginninglanguagelearnersareveryshort.

10 5. Reading speed is usually faster rather than slower. Becauseofthefactthatmaterialiseasilyunderstandableforstudentstheirreadingis fluent. Students are discouraged from using dictionaries as this interruptsreadingand makes fluency impossible. Instead, learners are encouraged to ignore or guess the meaningofafewunknownitemstheymayencounterfromcontext. 6. The purpose of reading is usually related to pleasure, information and general understanding. In spite of intensive reading which requires detailed understanding, extensive reading encouragesreadingforpleasureandinformation.Theaim ofreadingisnotahundred percent comprehension; to meet the purpose of reading sufficient understanding is satisfactory. 7. Reading is individual and silent. Learnersreadattheirownpace.Sometimessilentreadingperiodsmaybereservedfrom classtimewhenstudentsreadtheirselfselectedbooksintheclassroom.However,most ofthereadingishomework.Studentsreadoutoftheclassroom,intheirowntime,when andwheretheychoose. 8. Reading is its own reward. Extensive reading is not usually followed by comprehension questions. The goal of reading is reader’s own experience and joy of reading. However teachers may ask students to complete followup activities after reading. These are designed to reflect student’sexperienceofreadingratherthancomprehension. 9. The teacher orients and guides the students. Beforestartinganextensivereadingprogrammestudentshavetobefamiliarizedwhatit is, why they are doing it, what benefits it will bring them and how are they going to proceed. The teacher keeps track of what and how much students read, he/she is interestedintheirreactionstowhatwasreadinordertoguidethemingettingthemost outoftheirreading.

11 10. The teacher is a role model of a reader. Teachergivesstudentsamodelofwhatistobeareadere.g.duringthesilentreadingperiods teachershouldreadaswell.He/sheshouldalsobefamiliarwithallthebooksstudents arereadinginordertorecommendreadingtoindividualstudentsandsharetheir reading experiences. If teacher and students talk about what was read they create an informalreadingcommunity,experiencingtogetherthevalueandpleasuretobefoundin writtenword (Bamford,Extensive Reading Activities 123). 1.3Extensivereadingvs.Intensivereading Extensivereadingasatermnaminganapproachtoteachingaforeignlanguagereading was introduced by Harold Palmer and Michael West after piloting a project of ER in India. The term was chosen to distinguish extensive reading from intensive reading. Intensive reading refers to “careful reading (or translation) of shorter, more difficult foreignlanguagetextswiththegoalofcompleteanddetailedunderstanding”(Bamford andWelsh1).OntheotherhandExtensiveReadingisbasedonreadingeasymaterial that contains mostly one to two unknown words per page for general understanding. Studentschoosetheirownmaterialsandcanstopreadingifthematerialisnotinteresting forthem.Therearenotestsafterreading;student’spersonalreactiontoreadingisthe goal. ER imitates reading in the first language in the way that its key elements are purposeandpleasure(BamfordandWelsh1).BamfordstatesthatIntensivereadingcan beassociatedwithteachingofreadingintermsofitscomponentskillsi.e.distinguishing themainideaofatext,readingforgistetc.Extensivereading,incontrast,isgenerally “associated with reading large amounts of text with the aim of getting the overall meaningofthetextratherthanthemeaningofindividualwordsorsentences.”(Bamford andWelch1)

12 Thefollowingchartoffersbasiccharacteristicsofeachapproach: Intensive Reading Extensive Reading Analysisofthe LINGUISTICFOCUS Fluency,skillforming language Usuallydifficult DIFFICULTY Veryeasy Little AMOUNT Abookaweek teacherselects SELECTION Learnerselects Alllearnersread Alllearnersstudythe differentthings WHATMATERIAL samematerial (somethinginterestingto them) Inclass WHERE Mostlyathome Checkedbyspecific Checkedbyreports/ COMPREHENSION questions summaries Table1.(Welshqtd.inWaring, Getting An ER Program Going 3) BamfordandDayfurtherclaimthatskillbasedandothertraditionalforeignlanguage reading instructionalapproaches appearto have theirpropertiesthe wrong way round. Onlyafterfindingreadingpleasurableandusefulstudentsareeagertoreadtheamounts oftextsthatwillmakethemfluentreaders.Onlythentheydeveloptheurgetolearnnew skillswhichwouldhelpthemtobecomebetterreaders(BamfordandDay1). However,ERisnotnecessarilytheentireanswertoteachreading.Therearestudents who need special help with certain reading skills, or those who need these skills to achieveparticulargoalse.g.academicreadingproficiency.Heretheintensivereadingis appropriate.WhatissupposedistofindbalancebetweenthesetwoapproachesinEFL teaching. Intensive reading helps with faster vocabulary acquisition and awareness of certainlanguagestructures.Inaddition,ERpracticestheskillofreading.AsBamford and Day rightly state teachers’ concern with developing the ability to read should be combinedwithdevelopingthe habit toreadaswell(BamfordandWelch1).

13 2. Establishing an Extensive Reading programme in the Second Language Classroom “Wewantourstudentstobeabletoread better :fastandwithfull understanding.Todothistheyneedtoread more .Andthereseemto betwowaysofgettingthemtoreadmore:requiringthemtodoso and tempting themtodoso” (Nuttall,168). When establishing an ER programme teachers need interest, enthusiasm but also adequateplanningandcooperationwiththeircolleagues,studentsandparents.Itisnot aneasytaskbutitiscertainlyworththeeffort. 2.1Teacher’spreparation Becauseofitscomplexity,ExtensiveReadingprogrammeinvolvesthoroughplanning and welltimed preparation. It is therefore advisable for the teacher to prepare himself/herself for the work of teaching Extensive reading and coordinating a reading programmeinfollowingways: a) teachershouldfamiliarizehimself/herselfwiththerationaleofExtensivereadingand its organization. A book Extensive Reading in the Second Language Classroom by RichardR.DayandJulianBamfordoranInternetpageare goodstartingpoints. b) teachershouldborrowandreadgradedreadersinordertoknowwhattheyarelike. He/she should get himself acquainted with levels offered by different publishers and make a list of titles that he/she would like to buy. This can be done by reviewing cataloguesoflanguageteachingmaterialorbybrowsingthroughthemontheInternet (Hill2).

14 2.2Curriculum Hillsuggeststhatfirstly,itisprobablybettertothinkintermsofstartingareadingclub outsidethereadingtimetablewhichchargesmembershipfeeorlendingfee(Hill2).This wayteachergainsexperienceinusinggradedreadersandgathersevidencethathis/her studentsenjoyERandbenefitfromit.Itisalsopossibletorunathreemonthextensive readingprogrammeasapartofEFLclassesduringwhichstudentsreadextensivelyas presentedinthepracticalpart.Oncetheprogrammeissuccessfulandtheteacherwants tomakeitapartofhis/herschool’scurriculumhe/shehastocreateadetaileddesignof theprogrammethatwillbepresentedtohis/herauthorities.Itiscrucialthatcolleagues, parents and students understand the programme, its aims, goals and objectives. If a teacher is planning to establish an ER programme that will cover more years Hill suggeststoprojectmethodologythatwillhelpcolleaguestoestablishERintheirclasses andtocontinueinitevenwithoutthefounder’spresence(Hill2). 2.3Funds FundingtheERlibraryshouldbethoughtfullyplannedbeforestartinganER programme.TherearemorepossibilitieshowtofinanceanERlibrary(Nuttall172;Hill 3;Conley1): a) ateachercanaskhis/herheadmastertoallocatesomemoneyfortheprogram.He/she should be prepared to present budget and the organization of the programme (lending books,timedevotedtoERetc.) b) ateachercanaskeachstudenttocontributemoneyforonebook.Thisisagoodstart butmoretitleshavetobeaddedlater. c) ateachercanalsoappealtolocaldonors(individuals,firms,organizations) d) ateachercangainmoneyfromgrants e) a teacher can also contribute books from his/her personal library or ask his/her colleaguestolendbooks f) a teacher can involve students and their parents, so that students will pay a fee for borrowingabook,orattendingtheextrareadingclass

15 2.4Organizingalibrary 2.4Choosingbooks When deciding about the type of books teachers are going to buy the most important factoriswhetherthebookswillbeinterestingfortheirstudents.Itisthereforeadvisable tomakeasmallinclassresearchaboutthestudents’preferences.Teacherscanalsoguide studentsinfindingtheirownmaterialforreadinginthelocallibraryorontheInternet.It isalsointerestingtousestudentwrittentextsasadditionstothelibrary. Conley does not recommend the use of short stories and nonfiction for ER as the readingshouldbesmoothandquick(Conley1).Nonfictionrequiresacloseattention that can result in “a stopandstart style of reading” (David qtd. in Conley 1). Conley furtherstatesthatabookofshortstoriesisusuallyreadatmoresittingswhatresultsin fewerpagesreadatonce(Conley1).Heseesthemainadvantageoffictioninspeeding thereaderalongastheplotdevelops(Conley1). ChristineNuttall(Nuttall1723)suggestsfourbasiccriteriaforchoosingERmaterials: a) Appealing Thebooksmustappealtoreaders;thetopicsshouldbeinterestingandsuitableforthe students.Duringtheprogrammepresentedinpracticalpartitwasprovedthatitisbetter ifbooksareattractiveinappearance,wellprintedandwithgoodcolouredillustrations. “Thebooksshouldlooklikethebookswebuyfromchoice:i.e.theyshouldnotsmellof the schoolroom” (Nuttall 171). Pupils in our programme did not like the older school librarybookssomeofwhichwereboughtinsecondhandbookshop.Ontheotherhand, whennewbooksfromBritishCouncilwerebroughttoclassfewofthemwereleft,some ofthepupilsborrowingmorethanonebook.Ifolderbooksareuseditisadvisableto erasenotesthatmaybeleftinbooks.(Nuttal171) b) Easy Readingmaterialshouldbeeasyinordertobereadextensively.Thefirstbookstudents readshouldbewellbelowtheircompetenceandtheyshouldfindtheircomfortreading zoneaftertheystartreading.

16 c) Short Withlowerintermediatestudentsthebooksshouldbefairlyshortsothatthestudentsdo notfeelintimidatedbythelengthofthebookanddonotfeelstrainedorgetbored. d) Varied Studentsshouldbeofferedavarietyofgenresandtopicstosuittheirneeds 2.4.1Thenumberofbooks Studentsshouldhaveplentyofattractivematerialtochoosefrom.Conleysuggeststhatit isidealtohaveatleastfourtimesasmanybooksofasuitablelevelastherearestudents (Conley1).However,booksthatarealevelaboveshouldbealsopresentforstudentto movetothenextlevel.Hillrecommendsthatthereshouldbeapproximately15titlesper one level for the student to be able to proceed to the next level (Hill 3). Of course teacherswillneedtobuymultiplecopiesofeachtitlesothattherewillbealwaysenough bookstoread.Thelimitednumberoftitlesatonelevelalsoindicatestostudentswhen shouldtheymoveuptothenextlevel(Hill3).Theadvantageofhavingalimitednumber oftitlesisthatmostofthestudentswillsoonreadsimilartitlesandtheycanthenshare theirexperiencestogetherandavarietyofgroupactivitiescanbedoneinclass(Hill4). 2.4.2Whatbookstochoose? Thebestreadingmaterialismaterialthatiseasy.Thereforeforlowerintermediate studentsgradedreaders,magazineswrittenforlanguagelearnersandchildren’sliterature areadvisable.Teachersneedtobecarefulwhenchoosingchildren’sliterature,someof thetitlesmaycontainfairlydifficultauthenticvocabulary.Forhighintermediatelearners young adult literature can offer a bridge to ungraded reading materials. Advanced learners will be able to read books, magazines and newspapers written for native speakersofEnglish.ThepublishersalsoofferschemesthatimplementGradedreaders withinEuropeanFrameworkofReferenceandteacherscanconvenientlycheckthelevel oftheirstudents.

17 2.4.4Readingtarget Howmuchreadingwillbesettoyourstudentsdependsprevailinglyonthelevelof yourstudents,forlowerintermediatelevelsabookweeklyisareasonablegoal.More intermediatestudentsorhighschoolstudentsmaybeaskedtoreadmore.Waringadvises tosetaweeklytargetandanoveralltargetforsemester (Waring, Graded or Extensive 3).Hesaysthatreadingtargetsgivestudentssomethingto work toward. If teachers do not set page targets for each semester there might be not muchreadingdoneattheendofsemester(Waring, Graded or Extensive 3).However,it hastoberemarkedthatappropriatereadingmaterials,teachers’encouragementandpeer example are the best incentives for reading extensively (Bamford, Extensive Reading Activities 12). We were happy to observe that in our research students kept bringing their books to schoolandwerereadingbeforetheirlessonsstarted.Studentswerealsolettoreadtheir books when they had finished their class work earlier than their peers or after having writtenatestearlier.Oncethestudentsfoundthatbookswereeasyandinterestingthey were eager to read a lot. We could see the satisfaction that they had after finishing a wholebook,especiallyofthosewhohadnotreadbooksinEnglishbeforeandprobably didnotknowthattheycanmanagetoreadawholebook.Someofthestudentsofferedto readbookstheyfoundathome. 2.4.3Gradedreaders Graded readers are ideal source of material for lowerintermediate independent readers.Thetypicalfeaturesofgradedreadersaresimplifiedsentencestructureandthe use of head words which are chosen by the publisher as the words that are most frequentlyusedbynativespeakers.Ifstudentsfindtheirappropriateleveltheycanmake progressinreadingquitesmoothlywithoutteacher’sinstructionandthusdeveloptheir reading fluency. Nowadays there is a wide variety of EFL readers available from

18 different publishers and their quality is high enough to call them ‘language learner literature’(Bamford, Extensive Reading: What Is It? 3). Readersmaybeofcoursesupplementedbychildren’sbooksfornativespeakers,low levelvocabularymagazinesandcomicsbuttheteacherhastobecautioustochooseonly authenticmaterialthatiscomprehensibleforhis/herreaderssothattheoverallpleasure aspectismaintained.Ifthereadingmaterialistoodifficultforreadersandtheyhaveto lookuptoomuchunknownwordsinadictionary,extensivereadingturnsintointensive reading. 2.4.4Whatexactlyhappenswhenwearereadinggradedreaders? Themainpurposeofgradedreadingistoprovidematerialthatiseasyenoughto enablethereadertoreadextensivelyandtodevelopsufficientfluencyinreading.Graded reading develops reading speed, comprehension, fluency and it enables the reader to movefrom“workingwithwordstoworkingwithideas” (Waring, Graded or Extensive 1).Thismeansthatalearnerwillmovefromreadingeach singlewordofasentenceandstartstodecodelanguageinchunksorshortphrasesor “ideas”. AccordingtoWaring,whenalearnerisbeginningtoreadinthesecondlanguage he looks at each letter of each word, decodes the word and keeps it in his working memorywhilethenextwordsareprocessed.Bythetimehereachestheendoftheline thewordsfromthebeginningmayeasilybeforgottenandverylittlemeaningofthetext mightberetained. e.g.The/old/lady/took/her/dog/to/the/park. (Waring, Graded or Extensive 1)

19 Asthereaderreadsmore,hedecodeswordsfasterandeasilyrememberstheearlier words. He can therefore read more words within the limited space of his memory i.e. processthechunksoftextorideas. e.g.Theoldlady/tookherdog/tothepark. (Waring, Graded or Extensive 1) Atthislevelreadercanmakemoreeffectiveuseofbackgroundinformationaboutthe topictofillinnoncomprehendedpartsofthetext.Furthermoreithasbeenprovedthat we tend to remember ideas much better than actual words. Warring uses the example withrecallingwordsofatextthatwasreadlately.Areaderisabletoretellanarticle frommorning’snewspaperinone’sownwordsfarmoreeasilythantryingtorecallthe exactwordsinwhichthearticlewaswritten(Waring, Graded or Extensive 1). 2.4.5Gradedreadersorauthenticmaterial WehavedescribedthebenefitsofGradedReadersforanERprogramme,however some authors claim (Widdowson qtd. in Bamford, Extensive Reading 57) that graded readers lack authenticity, are simple in their use of sentence structure and also the vocabularyislimitedandthereforedonotprovidethereallifereadingexperience.We sympathisewithteachersthatclaimthat“howevergoodthesimplification,somethingis alwayslost”(Nuttall32).Thereforeifyouareabletofindunabridgedmaterialatright levelitisvitaltoadditintoyourERlibrary.However,itisdifficulttofindenoughtitles forelementarylevelandyouwillalmostcertainlyhavetousesimplifiedmaterialsatthe beginning. When choosing authentic materials for your students, always bear in mind whethertheywillbeabletoreadthemindependently. When questioning authenticity of simplified materials it is worth presenting the ideas of Janet Swaffar. Swaffar argues that authentic material does not need to be materialwrittendeliberatelyfornativespeakers.Whatisimportantabouttheauthenticity ofmaterialiswhetheritwaswrittentocommunicatemeaning.

20 Forpurposesoftheforeignlanguageclassroom,anauthentictext...isonewhoseprimaryintent istocommunicatemeaning.Inotherwords,suchatextcanbeonewhichiswrittenfornative speakersofalanguagetobereadbyothernativespeakers...oritmaybeatextintendedfora languagelearnergroup.Therelevantconsiderationhereisnotforwhomitiswrittenbutthat therehasbeenanauthenticcommunicativeobjectiveinmind.

(Swaffargtd.inBamford, Extensive Reading: What Is It? 3)

Swaffaradmitsthattheartificialitymayappearintextswrittenforlanguagelearners especiallywhenwritersoreditorsareconcernedlesswithcommunicationthanwithe.g. theusageofparticularwordsoraneedtoreduceacomplicatedstorytoafewpagesof text.(Swaffargtd.inBamford, Extensive Reading: What Is It? 3)

Wedonotdenytheimportanceofreadingauthenticmaterials;theyshouldbewell suitedforadvancedlevelbuttoproceedtotheselevelsreadershavetobeexposedto largequantitiesofmaterialswritteninEnglishandtheywillnotcontinuereadingifthis wasacontinuousstrugglewithunknownwords. 2.4.6Checkoutsystem ThereareseveralwaysoforganizingtheExtensivereadinglibrarymostlydepending ontheorganizationofaparticularschool.Bookscanbekeptinaschoollibrary,shelved intheclassroom,orbroughttoclass.ItisprobablybesttosetupanERlibraryinyour classroom.Besidesconvenienceandflexibilitybooksarealwaysathandtobeborrowed bystudents.Thecheckoutsystemdependsonthenumberofbooksyouhave.Ifthereare fewbooks,acheckoutnotebookorsheetplacedonadeskissufficient.

April April April April Name 1 8 15 22

AkiyoNagai G5345 G2453 G3232

BertNuefelt Y1785 Y2121 Y2778

ShuWei P2352 P2099 G6435

21 Carlos 543 547 444 Sanchez

Table2.Asimplecheckoutsheetforasingleclass. (Waring, Getting a ER Program Going 3) Iftherearealotofbooksitisusefultopasteapocketinthebackofeachbooktoputa librarycardin.Whenthebookisborrowedthecardistakenfromthebookandthedate ofborrowingandnamearemarkedonit.Otheralternativeistosetupapersonalreading card for each student on which the student can list the books borrowed, the date borrowedanddatereturned.

22

Number … Name Akiyo Nagai 032012

Book Date Date Title numb borro retu er wed rned

Alicein April April G5345 Wonderland 13 16

April Thegreeneye Y1785 16

Table3.Acheckoutsheetforasinglelearner. (Waring, Getting a ER Program Going 3) 2.4.7Classifyingthebooks Tohelpstudentsfindanappropriatebookeasilythelevelofeachbookshouldbe markedvisiblybytheuseofdifferentlycolouredstripsonthespineofeachbook.Books shouldbegroupedonshelvesaccordingtoreadinglevelandtheymayaswellbeputinto separateboxesaccordingtotheirlevelsothattheywillnotgetmixed.Inlargerextensive readingbookscanbefurthershelvedbysubjectorgenrewithineachreading level. Several major publishers offer their own schemes of grading readers. However theseschemesoftendifferandthereforeitisadvisablethatyoucreateyourownscheme accordingtothenumberofheadwordspresentineachtitle.Thesamplesystemcreated adaptedfromHillisofferedbelow.

23 Table4.Bookscategorizedbylevel

Level Numberofheadwords

1red 300

2blue 600

3yellow 7001200

4pink 13001700

5orange 18002300

6green 3000

(Hillqtd.inConley1)

TheEdinburghProjectonExtensiveReadinghasupto9levels,thereforeifyouwish to create moreprecise categorisation the suggested number of 15booksper levelwill havetobechangedaccordingtothenumberoflevelsyoudecideon.Themoreprecise thedivisionthelessbooksareneededtoreachthenextlevel.

24 2.5Teacher’srole 2.5.1IntroducingtheERtostudents After having prepared themselves for teaching Extensive reading, teachers’ task is to introduce ER programme to their students and to familiarize them with its aims and benefits. It is challenging to introduce the programme by asking students about their attitudesandpastexperiencesofreading.Itmaybealsousefultocontactinstitutionsthat didtheseprogramsandaskthemforhandoutsorposterswithcommentsfromstudents whoabsolvedthisprogramme.Videotapesofinterviewswithstudentstalkingaboutthe programcanbeespeciallypowerfulsourceofmotivationforyourstudents. Studentsshouldalsoknowhowtoreadextensively–teacherhastonotethatdictionaries shouldbeavoidedasreadingfluencyandageneral,lessthan100percentunderstanding ofwhatisreadisappropriateformostreadingpurposes.Teachershouldalsoemphasise tohis/herstudentsthattherewillbenotestafterreading.He/shewillbeonlyinterested instudent’spersonalexperiencesofwhattheyreade.g.whethertheyfoundthematerial enjoyableorinterestingandwhy. Aftertheexplanationoftheorganizationofthelibraryandthecheckoutsystemstudents should find books that are of a suitable reading level for them. Teacher may assist in selectingappropriatereadingmaterialthatwillbeinterestingaswellaseasy. 2.5.2Helpingstudentstochoosebooks Studentsshouldfindthefirstbookstheyreadreallyeasyandfinishthemquickly.They shouldmovequickly(afterreadingaminimumoftenandmaximumoffifteenbooks)to thelevelthatiscomfortableforthemandcontinuereadingatthislevel.Thestartinglevel canbefoundbyusingaplacementtestdevelopedbyEPER(TheEdinburghProjecton Extensive Reading) or by the use of a cloze test. Teachers can also copy pages from differentreadersandhavestudentssimplyreadthem.Theactivity‘FindYourLevel’is usefulinhelpingstudentstofindthereadinglevelatwhichtheycanreadcomfortably andfluentlyanditisdescribedinthepracticalpart.

25 2.5.3Encouragingstudentstoread “Thefoundationisteacherattitudeandexample” (Bamford207) As already mentioned in the introduction, example is the best motivation, therefore teachershouldbefamiliarwithalltitlesthatareinERlibrarysothathe/shecantalkwith students about their reading and recommend titles according to students’ needs with knowledge and enthusiasm. Students will be very pleased to discuss their own experience with the teacher. This way teacher will also control the quality of chosen material. Itisadvisabletoschedulesilentreadingperiodsorsharedreadinginclassregularly.By doingso,teacherdemonstratestheimportancehe/sheattachestoreading.Ifhe/shereads andifstudentsseehim/herreadingthesamebookstheyarereadingextensively,itisa greatencouragementtothem.“Studentsfollowtheexampleofpeopletheyrespect.Ifthe teacherisseentoreadwithconcentration,toenjoyreadingandtomakeuseofbooks, newspapersandsoon,thestudentsaremorelikelytotakenoticeofherwhensheurges themtodothesame”(Nuttal171).Ifsilentreadingseemsoddtostudents,administrators orparentsexplainitsbenefitstothem(Nuttal171). Usingclassactivitiesisaninvaluablesourceofmotivationforstudents.Hitosugiand Day observed that students who have not done their reading felt left out and this motivatedthemtoread(HitosugiandDay, ER in Japanese 8).Theyseeperformingthe activities in class as a way how to show students that ER is an integral part of their course. Students’ presentations of their personal are valuable in terms of strengthening the class as a languagelearning community (Hitosugi and Day, ER in Japanese 8). Making posters based on students’ reading and displaying them in class creates a pleasantatmosphereandgivesstudentsthepossibilitytosharetheirexperience.Anotice boardwherestudents’bookreportsandachievementaretracedshouldbepresentineach class.Atthebeginningofthecoursestudentscanmakeaposteraboutthebenefitsofthe ERprogramme that canbeput onthe noticeboard. The overallidea is toincorporate studentsincreatingtheprogramandthusfosterreadingcommunity.

26 2.5.4Inclassactivities The most basic activity is a book report in which students are asked about their personalexperiencesofwhattheyreade.g.whethertheyfoundthematerialenjoyableor interesting and why, whether they liked some characters from the book or what did reading make them think of. Theycan alsobeasked whetherthereading was easy or difficult for them. There are also many activities that utilize students’ reading for learninglanguageskillssuchasoralfluency,writing,readingorvocabulary. Students are not required to demonstrate their understanding by answering comprehension questions; however teachers may need to ask students to engage in followupactivitiesafterreadingforanumberofreasons: a)Todiscoverwhatthestudentsunderstoodorexperiencedfromtheirreading b)Tokeeptrackofwhatstudentsread c)Tomonitortheirattitudetowardsreading d)Tolinkreadingwithotheraspectsofthecurriculum (HitosugiandDay, ER in Japanese 1) 2.5.5Monitoringstudents’reading Thereareseveralwayshowteachersmaymonitortheirstudents’reading.Studentsfillin InstantBookRecordsandpresenttheirreadingduringclasses.Teachermayuseoneto oneinterviewtochecksensitivelywhetherstudentsarereading.Anotherpossibilityisto ask students to finish sentences that describe events in the story they read. Nice variationsofbookreportingaree.g.choosinganappropriategiftforthecharacterinthe story or comparing the character with the schoolmates. All activities can be found in Bamford, Extensive Reading Activities for Language Teaching .

27 2.5.6Rewards EvenifrewardsinformofpointsorgradesarenotrecommendedtobeusedinanER programmewefoundthatforyoungerlearnersitisverymotivatingtorunacompetition forthebestreaderthatispresentedas‘ReadingMarathon’inthepracticalpart.Students arenotgivengradesforreadingbuteverybodywhoreachesthetargetnumberofbooks isrewarded.Thereaderwhoreadsmosttitlesisgivenaspecialaward.Thecompetition brings challenge to reading and it is associated more with fun than learning and we thereforedonotconsideritharmful.

28 II. PRACTICAL PART

1. A long-term project FurtheralongtermprojectforteachingExtensivereadingisprovided.Theproject wasdesignedforagroupof15studentsatapreintermediatelevel.Itcoverstheperiod ofthreemonthsprovidedthat45minutesaweekareallocatedforExtensivereading. Thisfrequencyissufficientasthemainstudents’taskwasreadingthattakesplace outsidetheclassashomework.Thegoaloftheprogrammewastoreadonebookaweek i.e.studentsshouldhavereadtwelvebooksafterfinishingtheprogramme. TheprojectsuggestshowanExtensivereadingprogrammecanbedesigned.Theaim wastostartwithmotivatingactivitiesandactivitiesthatprovideenoughinputfor studentsandtoproceedtoactivitiesthatincludemoreactiveparticipationandoutputof students.Theprojectoffersonlytheoreticalbackgroundastheactivitieswerenotpiloted inclass. TheprojectwasdesignedtofollowtherationaleofExtensivereadingprogramme describedintheoreticalpart.Theaimsoftheprojectare: 1. toinformstudentswhatExtensivereadingis 2. toteachreadingand‘reader’s’skills a)howtochoosematerialsfromalibrary(e.g.findingappropriatereading material,distinguishingdifferentgenres,knowingone’spreferences,reading, predictingwhatthebookisaboutaccordingtothetitle) b)readingskills(e.g.orderingeventsfromastory,predictinghowasentence willfinish) 3. tointegrateextensivereadingwithotherskills a)oralskills(e.g.expressingopinionsaboutreading,presentations,talking aboutwhatwasread) b)writingskills–reportingaboutwhatwasread(InstantBookReports, writingshortpoems) 4. tocreatepositivefeelingsaboutreading(e.g.learningaboutotherstudents,playing drama,makingposters,teacherreadingstoriestostudents) 5. tomotivatestudentstocontinuereadingaftertheprogrammefinishes(presenting readingasapleasurableactivity–teacherasarolemodelofreader)

29 AlongtermprojectwaschosenbecauseofthenatureofExtensivereading–itsupposes continuityandthoroughplanning.ItisadvisedtoplanthewholeprocedureofExtensive readingprogrammebeforestartingit. Allactivitieswereadaptedfrom Extensive Reading Activities for Teaching Language byJulianBamfordandRichardR.Daybecausethistitlecontainsactivitiesdeliberately designedforERprogramme.Activity3.4“ItwasProvedThat...”wasselfcreated,the factsbeingtakenfromThe Power of Reading byStephenKrashen;activity“Remember when”wastakenfrom Top Class Activities byPeterWatcynJones.

30 Lesson 1 Level: Preintermediate Length of lesson: 45minutes 1.1 Brief introduction of the extensive reading programme Time: 3minutes Interaction: T–wholeclass Aims: toinformstudentsthattheyaregoingtoparticipateinextensivereading programme Procedure: 1. Tellstudentsthattheirclassisgoingtojoinanextensivereadingprogrammewhat meansthattheyaregoingtoreadalotofinterestingandeasybooksinEnglishathome foraperiodofthreemonths.Beforeyouexplainthisinmoredetailtellthemthatyouare interestedintheiropinionsonreadingintheirfirstlanguageandinEnglish. 2. Proceedtothefollowingactivity. 1.2 What do you think? (Bamford1820) Time: 15minutes Interaction: ind.Ss,pairs,T–wholeclass Aids: oneenlargedcopyofeightsentencesperthreestudents,blutac Assumptions: studentshavealreadyreadsomebooksintheirfirstlanguageand probablysomeofthemhavereadbooksinEnglish Aims: studentsstatetheiropinionsaboutreading studentslearnmoreaboutextensivereading

31 Procedure: 1. Copiesofthesentencesareattachedtothewallsoftheclassroom. 2. Studentstakeapieceofpaperanddivideitintotwocolumns.Oneisheaded “Ithink...“,theother“Idon’tthink...” 3. Thisisamemoryactivity.Studentswillwalktothewall,readonesentence,remember itandreturntotheirdesks.Ifstudentsagreewiththesentencetheywriteitunder“I think...“,iftheydisagreetheywriteitunder“Idon’tthink...”Theywillcontinuelikethis untiltheycopyallthesentences. 4. Studentscomparetheiropinionsinpairsandfindouthowmanytimestheyagreewith theirpartner. 5. Haveawholeclassdiscussionoftheanswers.

Sentences for discussion (Bamford19) Readinginmyfirstlanguageisfun. ReadingEnglishisdifficult. Ishouldusuallylookupnewwordsinmydictionary. ReadingEnglishisboring. Itiseasiertoreadaboutsportsthanscience. IfIreadveryfast,itishardtounderstandmeaning. Readingoutloudisagoodidea. ReadingEnglishisfun. Points to share with students during discussion. (Bamford20) Reading in my first language is fun. Moststudentslikereadingatleastcertainthingsintheirlanguage:children’sbooks, magazines,romances,adventurebooksorencyclopedia.ExplainthatExtensivereading inaforeignlanguageisthesame:Peoplechoosethingstheyenjoyreadingandthenitis fun. Reading English is difficult. Explainthatwithextensivereadingstudentswillreadalotofeasymaterialsandthat therewillbenomorethantwonewwordsperpage.

32 I should usually look up new words in my dictionary. Adictionaryisatool.Itcanbeusefulbutmanylearnersusedictionariestoomuch.Most ofthetime,theyshouldjustskipovernewwords.Ifthewordseemsimportant,they mightwanttoguessatit.Iftheytrythatandtheyreallycannotfigureouttheword,then itisOKtolookitup. Reading English is boring. Thisdependsonstudents’interests.Theyshouldchoosebookstheyareinterestedin. It is easier to read about geography than computers. Thisagaindependsonstudents’interestsandbackgroundknowledge.Mostofusfindit easiertoreadthingswhenwealreadyknowabitaboutthesubject. If I read very fast, it is hard to understand meaning. Theoppositeisoftentrue.Toreallyunderstand,oneneedstoreadfairlyquickly(for example200wordsaminute).Thatmeansreadingeasybooks. Reading out loud is a good idea. Readingoutloudisnotveryusefulifonepersonisreadingwhiletherestofthestudents lookoutofthewindow,gotosleep,orwaitforthereadertomakeamistake.However, readingtostudents,orusingrecordingscanbeusefulandenjoyable. Reading English is fun. Thisshouldbethegoalofalanguageteacher,todevelopbothabilityandattitudethat makereadingfun.Extensivereadingprogrammeisawayhowtomakeithappen. Evaluation: Thisactivitywaschoseninordertomakestudentsrealizehowimportant readingintheirfirstlanguageisandtocompareitwithreadingintheforeignlanguage. ThepositiveaspectsinL1wereemphasizedinL2aswellandseveralprinciplesof Extensivereadingprocedurewereintroduced.

33 1.3 Introducing the Extensive reading programme - rationale, procedures (library, readingmarathon,InstantBookReports–nottoobroadlyatthisstage) Time: 12minutes Interaction: T–wholeclass Aids: aposterforrunningmarathon,abookfromlibrarythathasbeenlabeledforlevel, copiesoffilledinInstantBookReports(onecopyperstudent) Assumptions: studentsareliterateinEnglish,studentsknowthebenefitsofExtensive reading(previousactivity) Aims: toinformstudentsabouttherationaleandorganizationofExtensivereading programme Procedure: 1. Explaintostudentsthatinthefollowingthreemonthstheyaregoingtoread interestingandeasybooksinEnglish.45minutesaweekwillbeallocatedfordoing differentactivitiesconnectedwithreading(e.g.theywilllistentoaserial,learn predictingthecontext,createposters,playdramaandhavefun) 2. Explaintheorganizationandthecheckoutsystemofthelibrary.Tellstudentsthat bookswillbelabeledforlevelswithcolouredstickersthatareonthespineofeachbook, showthemexample. 3. ExplainthatacompetitioncalledreadingmarathonwillbeapartofExtensivereading programme.Explaintherules. 4. TellstudentandanotheractivitieswillaccompanytheExtensivereadingprogramme (e.g.Toptenchart,Rateitchart) 5. ShowstudentsacopyoffilledinInstantBookReport;tellthemthattheyaregoingto fillinthisreportafterreadingeachbook.GiveoutthemastercopiesofInstantBook Report. 6. WritethreerulesofExtensivereadingontheboardandhavestudentswritetheminto theirnotebooks: 1) Enjoy! 2) Enjoy! 3) Enjoy!

34 Evaluation: ItisimportantthatbeforestartingtheExtensivereadingprogramme studentsare familiarizedwhatitis,whytheyaredoingit,whatbenefitsitwillbringthemandhow aretheygoingtoproceed. 1.4 Find your level (Bamford31) Time: (10minutes) Interaction: ind.Ss,T–wholeclass Assumptions: studentsareliterateinEnglish Aims: tohelpstudentsfindreadinglevelthatisconvenientforthem Preparation: Foreachofthereadinglevelsofyourlibraryfindabookthatstartsina clearandinterestingfashion,withlanguagefairlyrepresentativeofthatlevel.Copythe firstpageofeachselectedbookandpasteallthesefirstpagesononelargesheetof paper,withreadinglevelsclearlymarked(Box1c).Includealsothetitle,authorand publisherofeachextractsothatstudentscanborrowthebookitselfiftheywish.Makea copyofthisFindYourLevelsheetforeachstudent.

Procedure: 1. Tellstudentsthatthisactivitywillhelpthemmakeaquick,roughestimateofa comfortablelevelatwhichtobeginreading. 2. DistributetheFindYourLevelsheets.Instructstudentstoreadeachpassage,circling orunderlininganywords,phrases,orsectionstheycannotunderstandorfollowclearly. 3. Afterstudentsfinish,pointoutthattheyshouldstartatalevelwithnomorethantwo difficultiesperpage.Theyshouldbeabletoreadcomfortably,withenjoyment. Evaluation: Thisactivitywaschosentohelpstudentsfindthereadingleveltostartwith. Itiscrucialthatthefirstbookstudentsreadiswithintheircomfortzone.

35 1.5 Homework - Reading and you Questionnaire (Bamford1012) Time: 5minutes Interaction: T–wholeclass Assumptions :studentshavealreadyreadsomebooksintheirfirstlanguageand probablysomeofthemhavealsoreadbooksinEnglish Aims: topresentstudentshowtofillinaquestionnaire Aids: copiesofaquestionnaire(onecopyperstudent)(seeAppendix)

Procedure: 1.Distributethequestionnaireinclassandgooveranyquestionsthatmightbedifficult. Giveexamplesofpossibleanswers.Assurestudentsthattherearenorightorwrong answers.Askstudentstoanswerthequestionsforhomework.Askstudentstowritethe answersoncomputeronaseparatepaperandbringittogetherwithanswerstothenext lesson. Goals of the lesson studentsareinformedabouttherationaleandorganizationofER studentsknowwhatlibraryleveltheyshouldstartreading studentscanexpresstheiropinionsaboutreading

36 Lesson 2 2.1 Reading and You Questionnaire + Getting acquainted (Bamford1516) Time: 25minutes Interaction: wholeclass,groups Assumptions :studentshavealreadyreadsomebooksintheirfirstlanguageand probablysomeofthemhavealsoreadbooksinEnglish,studentsknoweachother Aims: tohelpstudentsexaminetheirgeneralreadinghabitsandattitudes,aswellastheir feelingsaboutreadinginthenewlanguage;togiveteacherinsightintostudent’sreading preferencesandtheirattitudestowardreadingintheforeignlanguageforenjoymentand learning Procedure: 1. Collectthesheetswithstudents’answerstothequestionnaire. 2. Giveeachstudentonesheetwithhispeers’answers.Studentstrytoidentifytheauthor oftheanswersheet.TheymingleandaskYes/Noquestionse.g. Are your first memories of reading ‘your mum reading to you before going to sleep’? 3. Whenstudentsfindtheauthorofthetexttheygivehim/hertheanswersheet. 4. Studentsworkingroupsandsharetheiranswers.Theycandiscusswhateveritems seeminterestingtothem,innoparticularorder.Askstudentstotakenotesontheirpeers’ answersiftheanswersseemparticularlyimportant,unusualorinteresting.Explainthat theywillcreateareaderIDforeachmemberofthegroup.ExplaintotheclassthatIDis somethingthathelpsotherstoidentifytheperson. 5. Telleachgrouptodecideononeinterestingfactabouteachgroupmember’sreading experiences.Thisfactwillbethatstudent’s“ReaderID.” 6. Callonthegroupsinturn.Askamemberofeachgrouptointroducetheother memberstotherestoftheclassbynameandReaderID.Modelanintroduction: “This is Jane. She likes love stories.” Notedowntheinformationabouteachstudentsothatyou canendtheclassbyreviewingeachstudent’snameandReaderID. 7. Inthenextlesson,askforvolunteerstorecallanotherstudent’snameandReaderID. Youmayhavetobethefirstvolunteer.

37 Evaluation: Thisactivityenablesstudentstostatetheiropinionsaboutreading.Itisa chancefortheteachertoseehowthestudentsfeelaboutreading.Studentaremadeto rememberthepositivememoriestheyhaveonreadingfromchildhoodandtheideasthat areraisedduringthediscussionmayofferanicebridgetointroducingExtensivereading programme.

2.2 “I Read a Good Book the Other Day” (Bamford6061) Time: 10minutes Interaction: T–wholeclass Aims: toprovidetipsongoodbook tomodelreadingforknowledgeandpleasure tomodeloralpresentationskills toprovidelisteningpractice tokeeptheextensiveprogrammeintheforefrontofstudents’minds tomodelbookreporting Preparation: KeepawrittenlogofthebooksyouhavereadfromtheExtensivereading library.Noteanypointsthatparticularlyinterestedorimpressedyou.Bringoneofthese bookstoclass.FillinacopyofInstantBookReportaccordingtoyourreadingandmake acopyforeachstudent. Procedure: 1. Offeraquickbookrecommendation.Presentapreviewoftheplotorcontentandsay whatparticularlyimpressedyouorwhyyouenjoyedthebook.Whileyouaretalking holdthebookupforalltosee. 2. PresentanInstantBookReportthatyoufilledinaccordingtoyourreadingsothat studentsgettheideaofhowtofilltheformthemselves.Askthemtofillinsuchreport aftereachreadingandhanditintoyou.CopysufficientamountofunfilledInstantBook Reportsandplacetheminclassforstudentstotakeawayanytime. 3. Inviteanyonewhowouldliketoreadthebooktocomeupandgetitafterclass.

38 Comments:Useafewspareminutesattheendofeachfollowinglessonbyofferinga newbookrecommendation.Whenstudentsareusedtothisprocedure(afterthree lessons),invitethemtooffertheirownbookrecommendations. Evaluation: Thisactivitygivestheteacheropportunitytopresentseveralbooksfromthe ERlibrarywhatisespeciallyusefulatthebeginningoftheprogramme.Laterinthe courseitenablesstudentstostatetheiropinionsaboutbookstheyreadandtopractice oralreportingskills. 2.3 Radio Serial (Bamford55) Time: 10minutes Interaction: T–wholeclass Aids: anappropriategradedreader Aims: togivestudentsopportunitiestoexperienceextensivelisteningwhichmotivates extensivereading Procedure: 1. Readthefirstchapterofgradedreadertotheclass. 2. Setasidesomeclasstimeeachweekforthenextfewweekstoreadsuccessive installmentsofthebook,sothatitbecomesaserialstory.

Goals of the lesson studentsknowtheycanreadforknowledgeandpleasure studentsareawareortheimportanceofER studentsaremotivatedtoreadextensively Evaluation: Thisisaveryimportantactivityintermsofmotivation.Ateacherasa modelreaderhasinvaluableeffectonstudents’enthusiasmtoread.Moreover,itcreates positiveatmosphereinclassanddevelopslisteningskills.TheRadioSerialextendsover sevenlessons.

39 Lesson 3 Warmer – Reader’s ID (Bamford16) Time: 5minutes Interaction: S–wholeclass Aim: topersonalizeteaching,topracticeoralpresentation Procedure: 1. Askforvolunteerswhoremembersomeofthestudent’sIDsfrompreviouslessonand havethempresentit. Evaluation: Thisactivitycreatesaniceatmosphereatthebeginningofthelesson. 3.1 Identify the Books (Bamford2122) Time: 15minutes Interaction: individuals,T–wholeclass Preparation: Selecttenbooksthatyouplantointroducetoyourstudents.Onasheetof paper,copytheblurbsfromnineoftenbooks.Numbertheblurbs.Photocopythelistfor eachstudent. Aims: tointroducenewbookstostudents,toteachreadingblurbs Procedure: 1. Tellstudentsthatmanybookshaveblurbs(shortdescriptionsofthecontent)onback covers.Explainthatthepurposeofaistotellreaderswhatthebookisaboutandto interestpeopleinreadingthebook.Tellstudentsthattheywillreadsomeblurbsandwill trytoguessthenamesofthebookstheblurbsdescribe. 2. Arrangethetennewbooksaroundtheroom.Besureonlythefrontcoverofeachbook canbeseen.Distributethelistofnineblurbstoeachstudent.Askstudentstoexamine thebooksondisplay.Tellthemtolookcarefullyateachbook–thetitle,coverdesign, picturesandsoon–butnottopickupthebookorlookatthebackcover.Students shouldmatcheachblurbontheirlistwithabookondisplayandwritethebooktitleon

40 theirsheetsbelowtheblurbdescribingthatbook.Alsotellstudentsthatoneofthebooks ondisplayhasnoblurbontheirlists. 3. Afterallthestudentshavefinishedthetask,pickupthebooksonebyoneandreadthe blurbsaloud. Evaluation: Thisactivityisenjoyableandithelpsstudenttofindbookstheyare interestedin.

41 3.2 It was proved that... Time: 10minutes Interaction: pairs,T–wholeclass Aids: slipsofcutsentences(onesentenceperpair),onemarkerperpair Aims: studentslearnaboutthebenefitsofreading Procedure: 1. Write “It was proved that...”ontheboard. 2. Giveoutthecutsentencesintopairs. 3. Tellstudentsthattheyaregoingtounscramblethesentencesaboutthefactsthathave beenfoundaboutreadingandwritethemontheboard. 4. Afterallthesentencesareonboardhaveaclassdiscussionaskingthestudentswhy theythinkreadinghelpstoimprovethementionedareas. Cut sentences Students/who/read/alot become/better/readers. write/better. are/better/at/listening. are/better/at/speaking. have/greater/vocabulary. have/better/spelling. are/better/at/grammar. know/more. have/better/scores/at/tests. read/faster. read/better. (EvidencetakenfromKrashen The Power of Reading )

Evaluation: ThisactivitywasdesignedtomakestudentsawareofthebenefitsExtensive teachingbringsthem.

42 3.3 “I Read a Good Book the Other Day” Time: 5minutes

3.4. Radio Serial Time: 10minutes

Goals of the lesson studentsknowhowtoreadblurbs studentscanselectimportantinformationabouttheirpartnersandpresentit studentsareawareofthebenefitsofER

43 Lesson 4 4.1 “I Read a Good Book the Other Day” Time: 5minutes 4.2 Genre corners (Bamford47) Time: 25minutes Interaction: groups Aids: threeCDplayers,anumberofCDrecordingsofgradedreadersofdifferentgenres Aims: tointereststudentsinreading toprovideextensivelisteningpractice tocatertoindividuallearnerpreferences tomakestudentsdistinguishgenres Preparation: AssemblethreeorfourCDplayers,anumberofCDrecordingsofgraded readerscoveringarangeofgenres(e.g.,romance,thriller,sciencefictionandcomedy), andcopiesofthegradedreaders. Procedure: 1. PlaceaplayerandasmallsupplyofCDsandtheirgradedreadersineachcornerofthe classroom.Devoteeachcornertoagenre. 2. Afterexplaininghowtheclassroomissetup,invitestudentstochoosewhichkindof booktheywouldliketolistentoandgatherinthatcornertolisten. 4.3 Radio Serial Time :10minutes Goals of the lesson studentscandistinguishdifferentgenresandknowtheirpreferences

44 Lesson 5 5.1 “I Read a Good Book the Other Day” Time: 5minutes 5.2 Mind’s Eye (Bamford107) Time: 15minutes Interaction: T–wholeclass Aids: aCDwithsoftmusic,CDplayer Assumptions: studentshavereadabookfromExtensivereadinglibrary Aims: togivestudentssomepreparationtimebeforetellingastory,sotheycanspeak morefluently Preparation: FamiliarizeyourselfwiththeMind’sEyeScriptsothatyouwillbeready toreaditoutforthestudents. Procedure: 1. Havestudentsthinkofabooktheyreadrecently.Tellthemthat,inamoment,theyare goingtoclosetheireyesandthinkaboutthestory.Youwilltellthemwhattodo.When studentsarereadyandcomfortable,startreadingtheMind’sEyeScript,whichguidesthe studentsinvisualizingthestory.Whilereadingthescript,playsoftbackgroundmusic duringthepauseswhilestudentsthinkandimagine. 2. Whenstudentshaveopenedtheireyesattheend,telleachtoworkwiththeirpartner. Studentswilltelltheirstoriestotheirpartner.Theywillendbytellingthenameofthe bookandwhethertheyenjoyedandrecommendit.

45 Mind’s Eye Script (Bamford107108) (Readthefollowinginaslowrelaxingtone.) Think of a story you’ve read recently. (Pause) Close your eyes. In your mind, think about the story. Imagine the main characters. Who are they? What are their names? What do they look like? Try to get a picture in your mind. (Pause) Notice their faces. Notice the clothes they are wearing. (Pause) What are they saying? What do they sound like? Imagine their voices. (Pause) Where are they? In your mind, get a picture of that place. (Pause) Think about the action. What are they doing? Watch the story as if it were a movie. What are they doing? Listen to what they say. How do they feel? How do they feel about each other? (Pause) How do you feel about them? (Pause) In your mind, watch the story. Listen to the story. Feel the story. (Pauseforabout30seconds.) Now imagine that the story was a video. Rewind the video. Go back to the beginning. Watch it again. This time, as you watch, think about how you will describe the story in English. (Pauseforaboutaminute.) Now take a deep breath. Slowly open your eyes. Evaluation: Thisisthefirsttimestudentstalkabouttheirreadinginbroaderterms.The ideabehindthisactivitywastohelpstudentscreateamentalpictureofthestorythatthey readandthusfacilitateoralpresentation.

46 5.3 Draw a picture (Bamford103104) Time: 15minutes Interaction: ind.Ss,pairs Aim: todeveloporalfluency Assumptions: studentshavereadabookfromExtensivereadinglibrary Preparation: MakeacopyoftheTalkaboutaBookhandoutforeachstudent.Each studentwillalsoneedblanksheetofpaperfordrawing.Bereadytomodeltheactivityby drawingasimplepicturebasedonabookyouhaveread. Procedure:

1. Inclass,distributeablanksheetofpaperandaTalkaboutaBookhandouttoeach student.Tellstudentstothinkagainaboutthebooktheyhavereadfrompreviousactivity andtodrawapictureaboutthebook.Itshouldbeapicturefromtheirimagination,nota copyofanactualillustration.Simplepicturesarefine.Demonstratebydrawingapicture ontheboard. 2. Tellstudentstheyhaveonlyfiveminutestodrawandthattheycannotuseerasers. 3. Whentimeisup,havestudents,workinginpairs,showtheirpictureandtalkabout theirbooksusingthehandoutasaguide. Evaluation: Again,drawingapicturegivesprompttotalkaboutreading.Thistime studentsmaywanttochangetheirpartnersandbyretellingthestoryenforcetheiroral presentation. Talk about a Book (Bamford104) (seeAppendix) 5.4 Radio Serial Time: 10minutes Goals of the lesson studentsareabletoretellthestory studentsareabletotalkaboutwhattheyhaveread

47 Lesson 6

6. 1 “I Read a Good Book the Other Day” Time:5minutes 6.2 Predicting content from title (Bamford127) Time: 10minutes Interaction: ind.Ss,groups Aims: togivepracticalexperienceinpredicting. Preparation: Selectfivebooksfromtheextensivereadinglibrarythatseeminteresting butthatmostorallofthestudentshavenotread.Prepareahandout,listingthefivebook titlesundertheheadingBookTitle.Makeacopyofthehandoutforeachstudent. Procedure: 1. Distributethehandouttotheclass.Tellstudentstoworkindividuallyforaboutfive minutes,predictingwhateachbookisaboutfromlookingatthetitlesonly.Askstudents towritedowntheseideasunderthe“ About What?” headingonthehandout.Theyshould thencircle Yes or No toindicatetheyareorarenotinterestedinreadingthebookbased onwhattheyhavepredicted.Finally,forbookstheymarked“ Yes”,havestudentsgive twoorthreereasonswhytheythinkthebookmightinterestthem. 2. Whentimeisup,havestudentsformsmallgroupstoworkforanotherfiveminutes comparingnotesontheirstorypredictionsandreactions.Askthemtofindoutwhointhe grouppredictedthesameorsimilarcontent.Havethemfindoutwhatmighthaveled otherstopredictsomethingdifferent. Format for Predicting Content from Titles (Bamford128) Book title About What? Interested? If Yes, explain 1.______ Yes/No 2.______ Yes/No 3.______ Yes/No 4.______ Yes/No 5.______ Yes/No

48 Evaluation: Predicting titlesisareader’sskillthatmakesiteasierforstudentstochoose thebookthatisappropriateforthemandgivesprovisionalideaofwhatthebookis about.

6.3 Radio Serial Time: 10minutes 6.4 Homework – What next? (Bamford123124) Procedure: 1. Tellseveralstudents(athirdoftheclass)tocutasheetofpaperintosixstrips.Onone strip,thestudentwrites,inlargeletters,thetitleofthebookheorshehasread.Oneach oftheotherfivestrips,thestudentbrieflywritesadifferentkeyeventthathappensinthe book.Theycannotincludetheendingofthestoryasoneofthekeyevents.Thestudent shouldnotnumber,orderoruseconnectingwordstoindicatethesequenceofevents. Thestripsareshuffledsotheyareinrandomorder. Goals of the lesson studentscanpredictwhatthebookisaboutaccordingtoitstitle

49 Lesson 7 7.1 What Next? (Bamford123124) Time: 10minutes Interaction: groups Aims: tohelpstudentsmakeinferences,topracticelisteningandspeaking Procedure: 1. Introducecuesandencouragestudentstousethem: “Maybe this comes first because...”, “I think this comes afterward because...”, “This must be last because...” 2. Dividestudentsintosmallgroups,withonestudentwhohasdonethehomeworkin eachgroup.Eachgrouplooksatthestripofpaperwiththetitleofthebook.Students shouldmakesuretheyareinagroupthatisworkingwithabooktheyhavenotalready read.Eachgrouphasfiveminutestoarrangetheeventsintheordertheyappearinthe book. 3. Whenagroupisfinished,orwhentimeiscalled,thestudentwhodidthehomework tellsthegroupmembershow“hot”(close)or“cold”(far)theywereininferringtheorder ofevents.Thestudentthenexplainshowtheeventsconnectbutdoesnotrevealhowthe bookends. Evaluation: Thisactivityoffersstudentstorealizethateachstoryisorganizedina logicalandmeaningfulway.

50 7.2 I Know What Comes Next! (Bamford200201) Time: 20minutes Interaction: T–wholeclass Aims: toencouragestudentstoimprovetheirreadingbyanticipatingwhatwillcome nextthroughanunderstandingofcollocationsanddiscoursemarkers Preparation: Studentsneedbookstheyarereadingorhavereadrecently. Procedure: 1. Explaintostudentsthatwhenweread,mostofusareabletoanticipatewhatcomes next.Itisthesameaswhenwelookatthetitleofabookandhaveareasonableideaof whatthebookisgoingtobeaboutandwhatkindoflanguagewecanexpect.Thisway weoftenhaveareasonableideaofhowasentenceisgoingtoend. 2. Tellthestudentsthatyouaregoingtocarryoutalittletest:Howgoodaretheyat anticipating?Explainthatyouaregoingtodictatepartofasentencetothestudents.You willthentellthemhowmanywordstheymustusetofinishthesentence.Askstudentsto writedownthewordstheythinkwillfollow.Forexample: I love Jutta but ... (fourwords). [shedoesn’tloveme] 3. Havestudentsmarktheirownanswers,givingthemselvesonepointforeachcorrect word.Studentswillgetnopointsifthefirstwordiswrong,eveniftheotherthreeare correct.However,theywillgetonepointiftheirfirstwordiscorrect,eveniftheirother wordsareincorrect. 4. Moresentencestocomplete: a) My sister used to live in the south of Scotland, but ten years ago... (fivewords). [shemovedtothenorth] b) I didn’t want to go swimming because the water wasn’t ...(twowords). [warmenough] c) Twochildrenaretalking. Boy:Doyoulikemynewbike? Girl:It’sgreat!Wheredidyougetit?

51 Boy: My uncle ... (sevenwords)[gaveittomeformybirthday] 5.Congratulatethestudentwhohasearnedmostpoints.Instructyourstudents,as homework,tolookintheirbooksforsentencestheythinkhaveendingsthatclassmates mightbeabletoanticipate.Tellstudentsitisuptothemtodecidehowmanywordstheir classmatesmustguess.Inadditiontothesamepointsystemastheoneusedinthegame, saythatifatleastonestudentguessesthefullcorrectanswer,thestudentwhoselected thesentencereceivesdoublethenumberofpoints.(Forexample,iftheselector’s sentencehasfourwordstoguess,hereceiveseightpoints). 6.Ifstudentsfounditdifficulttofindgoodsentencesintheirbooks,askthemtomakeup theirownsentences. Evaluation: Studentslikethisactivityandtheyunconsciouslypracticethewordorder rules.Predictinghowasentencewillfinishisausefulreadingskillthatmakesreading easierandthathelpsreadersspeedtheirreadingandgraspthemeaningmorequickly. 7.3 “I Read a Good Book the Other Day” Time: 5minutes 7.4 Radio Serial Time: 10minutes Goals of the lesson studentscanordereventsfromastory studentscanpredicthowasentencewillfinish

52 Lesson 8 8.1 I Know What Comes Next! Time: 25minutes 8.2 Where’ the Drama? (Bamford113114) Time:10minutes Interaction: T–wholeclass Aims: tohelpstudentsunderstandthedramaticandmusicalqualitiesofareading(stress, rhythm,intonationandpitch) toallowstudentstorealizetheemotionalpoweroftext Preparation: Selectashortpassagefromabookyouhaveread.Choosesomethingthat haswillexciteyourstudents.Rehearsereadingitaloud.Makeacopyofthepassagefor eachstudent. Procedure: 1. Introduceyourdramaticreadingtoyourclass.Youmightwanttogivesome backgroundtoyourpassage.Thenreadyoupassagealoudwithappropriatedrama.After yourreading,askyourstudentstodiscussingroupswhytheythinkitisdramatic.Then distributethecopiesofyourpassagetotheclassandreaditagain. 2. Forhomework,havestudentsselectbriefpassages(aboutoneminuteoforalreading time)fromthebookstheyarereading.Eachstudentshouldchooseapassagethatseems interestinganddramaticandpracticereadingitaloud.Studentsshouldbringtheirbooks toclasssothattheycanreadoutfromthem. 8.3 “I Read a Good Book the Other Day” Time: 5minutes 8.4 Radio Serial Time: 10minutes

53 Goals of the lesson studentsunderstandthedramaticandmusicalqualitiesofareading(stress,rhythm, intonationandpitch) studentsrealizetheemotionalpoweroftext

54 Lesson 9 9.1 Where’ the Drama? (Bamford113114) Time: 20minutes Interaction: groups Aims: tohelpstudentsunderstandthedramaticandmusicalqualitiesofareading(stress, rhythm,intonationandpitch) toallowstudentstorealizetheemotionalpoweroftext Procedure: 1. Dividestudentsintosmallgroupsandhavethemreadtheirpassagestooneanother. Askthemtotalkaboutwherethedramaisineachpassage. 2. Afterallthestudentshavegiventheirdramaticreadings,tellthemtochoosethemost dramaticreadingintheirgroups.Thestudentswhosereadingswerechosenreadtheir passagestotheentireclass. Evaluation: Studentsareveryhappytoperformdrama.Italsogivesthemtheideathata textisalivelyportrayaloflife. 9.2 Sentence Detective (Bamford164166) Time: 10minutes Interaction: T–wholeclass,ind.Ss Aims: toimprovewritingproficiency Preparation: Studentsbringbookstheyarereadingtoclass. Procedure: 1. Writeasimplesentenceontheboard,e.g.Jeremywritesbooks. 2. Askthestudentswhetherthesentenceisgrammaticallycorrect.(Yes,itis.) 3. Askstudentstoembellishthesentencewithoneadditionalword: Jeremy Taylor writesbooks. Jeremywrites excellent books. Jeremywritesbooks quickly .

55 4. Studentsmayalsotrytoembellishsentenceswithtwoorthreewords,buttheyhaveto bewrittentogether. Twowordsadded: Every day Jeremywritesbooks. 1. Jeremywritesbooks for teenagers . Threewordsadded: AlmosteverydayJeremywritesbooks. Notpossible: *Interestingly Jeremy Taylor writes exciting books. 5. Havestudentsbrowsethroughtheirbookstofindasentencethattheycanembellish withone,twoorthreewords. 6. Havestudentswritedowntheembellishedsentenceswithoutindicatingwhichwords wereadded.Theyalsonotedownthebook’stitleandthepageonwhichtheoriginal sentenceisfound. 7. TheSentenceDetective–theteachershouldthenexaminethesentencecarefullyand todeterminewhichwordorwordshavebeenadded.IftheSDdetectstheaddedwords, thestudentlosesthatnumberofpoints.IfthestudentsuccessfullytrickstheSD,thenthe studentisawardedpointsequaltothenumberofaddedwords. 8. Askstudentstoprepareasetnumberofembellishedsentencesforhomeworkforthe nextlesson. Evaluation: Thebenefitofthisactivityisthatstudentscreatenumeroussentencesandat thesametimetheyenjoythemselvesandrealizethewordorderandwords’connotations. 9.3 “I Read a Good Book the Other Day” Time: 5minutes 9.4 Radio Serial Time: 10minutes Goals of the lesson studentsrealizedifferentwordclassesandwordorderofasentence

56

57 Lesson 10 10.1 Sentence Detective

Time: 20minutes Variation: StudentsworkingroupaftertheyhaveappointedtheirSentenceDetective 10.2 Instant Book Report (Bamford9394) Time: 10minutes Interaction: pairs Aims: togivestudentsachancetotelleachotheraboutthebookstheyhaveread toimproveoralfluency Procedure: 1. Writethefollowingontheboard: Ireadabookcalled______. It’sa(n)______story. i. (adventure,mystery,sciencefiction,,love,detective,true) It’sabout______. Themaincharactersare______. ii. (names,jobs,personalities) Inthestorytherewasaproblem.______. Iliked/didn’tlikethisbookbecause______. 2. Havestudentsworkinpairs.Theyeachchooseabooktheyhavereadrecentlyandtell theirpartneraboutit.Theyusethesentencesontheboardtohelpthemgetstarted.Most students’reportslasttwoorthreeminutes.Itisreasonabletogivestudentsafewminutes beforetheystarttospeak.Youmightwanttoaskthemtoclosetheireyes,imaginethe storyandmentallylistentothemselvesnarrateit. 3. Afterstudentstelleachothertheirstoriestheycanchangepartnersandrepeattheir bookreports.

58 Evaluation: Againstudentssharetheirreadingthistimewiththehelpofpromptswritten ontheboard.Whilestudentsaretalkingabouttheirreadingteachercanmonitorwhether studentshavedonetheirreading.Thisactivityisimportantbecausestudentsare stimulatedtosharetheirreadingexperiencewithpeersandthuscreateareading community. 10.3 Poetry with a Character (Bamford158159)

Time: 5minutes Interaction:ind.Ss Aids: dictionaries Aims: toimprovewritingskills tohelpvocabularydevelopmentandenrichment Procedure: 1. Askstudentstowriteafivelinepoemaboutoneofthecharactersinthefollowing way:thestudentwritesthenameofthecharacteronthefirstandfifthlines.Onthe second,thirdandfourthlinesthestudentwritesatwowordphrasethatdescribesthe character.Thefirstwordmustbeginwiththeletterofthealphabetthatthecharacter’s namebeginswith,thesecondwordwiththeletterthatthecharacter’slastnamebegins with.Writeanexampleontheboard: FrankWormold Frequentlyweary Feelingweak Filmwriter FrankWormold 2. Begintheactivitybyhavingthestudentswritethefivelinepoembyusingtheirown names. 3. Havethestudentsreadtheirfinishedpoemstotheclass.

59 Evaluation: Thisactivitylightensupthelessonandshowsstudentsthatwritingcanbe fun. 10.4 “I Read a Good Book the Other Day”

Time: 5minutes

10.5 Dramatic conversations (Bamford115116) Time: 5minutes Interaction: T–wholeclass Aims: toimproveoralfluency Procedure: 1. Dividestudentsintogroupsofthree.Tellthemtoselectaconversationinvolvingthree charactersfromabooktheyhavereadforathreetofiveminutedramaticperformance. Forhomework,askstudentstomakephotocopiesoftheirconversationforthenumberof characterstakingthepartintheconversation.Thenumberofcharactersshouldbeequal withthenumberofstudentsinthegroup.Studentsshouldalsoprepareshortintroductory remarksaboutthebookfromwhichtheconversationistaken(e.g.thetitleofthebook, author,andtypeofbook)andaboutconversation(e.g.whoistalking,wheretheyare talking,andwhattheconversationisabout). 2. Havethegroupsrehearsetheirconversationsandthenintroduceandperformthemfor theclass. Goals of the lesson studentscantalkaboutwhattheyread

60 studentscancreateashortpoemaboutoneofthecharacters studentscanselectaninterestingdialoguefromabook

61 Lesson 11 11.1 Dramatic conversations Time: 20minutes Interaction: groups 11.2 Shared dictation (Bamford128) Time: 15minutes Interaction: T–wholeclass,pairs Aims: Topracticelisteningandspeaking,tolearnhowtocorrecterrorscomparatively Preparation: Chooseorwriteashortparagraphtodictatetoyourstudents Procedure: 1. Readadictationparagraphaloudtotheclassatnaturalspeedwithnopauseswhile studentslisten.Thenreaditagainphrasebyphraseinsensegroupssothatstudentscan writewhattheyhear.Finally,readthewholeparagraphagainatnaturalspeed.Have studentscorrecttheirownwork,usingapenofanothercolour.Studentsmakecorrection byaskingclassmates. Evaluation: Inthisactivitystudentsrealizethedramaticandmusicalqualitiesofreading (stress,rhythm,intonationandpitch)andhavethepossibilitytopracticeimitatingthese qualities.

62 11.3 Poster Presentations (Bamford108109) Time: 10minutes Interaction: Tstudents Aims: toallowstudentstoreportontheirreadinginawaythatiscreativeandthatintegrates languageskills toletstudentsshareenthusiasmforwhathasbeenread tointroducestudentstogoodbookstheyhavenotread

Preparation: Gatherafewexamplesofpostersinanylanguageormakeaposterbased onabookyouhaveread,soyoucandemonstrateaposterpresentation. Procedure: 1. Putsomeexamplepostersaroundtheroomandletstudentscirculateandlookatthem. 2. Asawholeclassdiscussionelicitwhatmakesagoodposter(afewwordswritten large,sometext,butnottoomuch,anappropriateuseofcolour,arrowsorlinestolink ideas,visualimpactandgeneraldesign). 3. Introducetheideaofposterpresentation.Showthestudentstheposteryouhavemade, talkaboutthebookbriefly,usingaposterasavisualorganizer. 4. Forhomeworkaskstudentstoprepareaposteraboutaninterestingbooktheyhave readrecently. Goals of the lesson studentscanperformashortdialogue studentsknowhowtocreateagoodposter Evaluation: Thisactivityroundsacourseoffnicely.Studentswillcreatebeautiful postersandwillbeeagertopresentthemtotheirpeers.Thisraisesmotivationtofurther readinganddevelopsoralpresentationskills.

63 Lesson 12

12.1 Poster Presentations

Time: 20minutes Interaction: groups Aims: toallowstudentstoreportontheirreadinginawaythatiscreativeandthatintegrates languageskills toletstudentsshareenthusiasmforwhathasbeenread tointroducestudentstogoodbookstheyhavenotread Procedure: 1. Havestudentsworkinsmallgroups.Askstudentstogiveaposterpresentationtothe otherstudentsinthegroup. 2. Displaythepostersaroundtheroom. 12.3 Evaluation of Extensive reading programme

Time: 15minutes Interaction:T–wholeclass Assumptions:studentshavebeenreadingextensively,theyhavebeenhandingoutInstant BookReportsandfillingintheirReadingMarathon’sforms Preparation:preparecertificatesforallstudentsandawardsforstudentswhohave reachedthegoalof12booksread Procedure: 1.Congratulatewinnersandgiveoutawardsandcertificatesfortakingpartinan Extensivereadingprogramme. 2.EvaluateToptenBooks. 3.Pastepostersinclasswithstudents’help. 4.Encouragestudentstofollowreading.

64 12.4 Remember when ... (WatcynJones10) Time: 10minutes Interaction: ind.Ss,wholeclass Aims: toboostmoraleandcreatepositivefeelings,toroundoffthecourse Preparation: CutoutstripsofpaperandwriteRememberwhen...oneachstrip,leaving enoughspaceforacompletesentence.Makeatleast20stripsforeachstudent. Procedure: 1. AsktheclasstothinkbackovertheExtensivereadingclassesandtotryandremember niceorfunnythingsthathavehappenedtothegroup. 2. Askthemtocompletethestripsinasmanywaysaspossible. 3. Aftertheyhavebeenwritingalittlewhile,jointhemupwithapartnerandaskthemto sharetheirsentences.Thenaskthemtogoonwriting,joggingeachothers’memories. 4. Finally,askeveryonetintheclasstosharetheirmemories.

Goals of the lesson studentscanmakeandpresentposter studentsfindreadinganinterestingandpleasurableactivity Evaluation: Thisactivitywasdesignedtomakestudentsrememberonthepositive experiencestheyhadduringExtensivereadingprogramme.

65 13. Activities accompanying Extensive reading programme 13.1Reading Marathon

Aims: toencouragestudentstoreadbooks tobringasenseofexcitementtoareadingprogramme Preparation: Themarathonwilllastthreemonthsand3.5kmwillbeawardedpera bookread.Thismeansstudentshavetoread12books(abookaweek)toreachthegoal. PrepareandcopyaMarathonCourseformforeachparticipatingstudent.Ifyouare awardingcertificatesofcompletionorprizes,preparethose.Thebestprizeisabook(this contributesalsotointrinsicmotivationofstudents) Procedure: 1.Announcetotheclassthattherewillbeareadingmarathon.Specifythatthemarathon willtakeforthreemonths.Explainthatparticipationisvoluntary.Studentswhoread booksduringthemarathonwillbeawardedpointsintheformofkilometers.Stressthat therewillbemorethanonewinnerasanyonewhocompletesthecoursewillwin. 2.GiveeachparticipatingstudentaMarathonCourseformonwhicharouteisdrawn andmarkedoffinkilometers.Explainthatwhenstudentscompleteabook,theywill colourintheirroutetoshowtheprogressmade. 3.Recognizestudentswhosuccessfullycompletethemarathonbypresentingcertificates ofmeritandbooksandbypostingthenamesofsuccessfulstudents. MarathonCourseformAppendix

66 13.2 Picking the Top Ten (Bamford73) Aim: tofindoutwhichbooksintheExtensivereadingprogrammearemostpopular Assumptions: Thisactivityrequiresthatstudentsrecordtheiropinionsofbooksusinga ratingsystem(InstantBookReport) Procedure: 1. Keepalltheratingsthatstudentshaved=giventothebookstheyread.Attheendof thecourse,addthetotalpointgiventoeachbook(Good=2points,Fair=1point,Poor=0 points) 2. Makealistoftoptenbooks.Makecopiesofthelisttogivetoeachstudentatthe beginningofthenexttermandputthelistonthelibrarywall.

13.3 Stimulating Ads (Bamford7475) Aim: tointereststudentsinbooksthroughpeerrecommendations Assumptions: studentswriteInstantbookReportsafterreading

Procedure: 1. Inthemiddleofthecourse,whenafairlylargenumberofstudentbookrecordshave beencollected,readthereportstofindappealingcommentsforads.Collectsuch commentsforperhapshalfdozenbooks. 2. Copy,cutout,andpastecommentsforonebookonasheetofpaper.Addthetitleand authorofthebook. 3. Puttheadsontheboardinclass.

67 2. Research 2.1Subjects Twoclassesthatattendedcoursesforchildrenatalanguageschoolwerechosen.Both groupswereapproximatelyofthesameageandsex.Bothcourseshadtwohoursaweek timetable.Theteacherofthecontrolgroupwassimilartotheteacheroftheexperimental group. Both were young students, aware of contemporary methodologies, non authoritarian,outgoingwithagoodrapportwiththeirstudents.Bothexperimental(the ERgroup)andthecontrolgroupweretaughttwohoursaweek. The experimental group followed the school lesson plans and in addition to this an Extensivereadingprogrammewasintroduced.Studentswereencouragedtochoosefrom astockofbooksandstudents’progressaftertheprojectwasmeasuredinthreeareas– readingspeed,vocabularyacquisitionandattitudestowardsreading. 2.2Evaluation Thestudents’growthinreadingspeedwasmeasuredbyreadingspeedtests.Before startingtheExtensivereadingprogrammestudentswereaskedtoreadanextractfora minuteintheirnaturalspeed.Afteroneminutetheywereaskedtomarktheplacewhere theyfinishedreading.Theydidthesametestaftertheyfinishedtheprogrammeandtheir readingspeedswerethencompared. Aclosetestwasusedtoassessvocabularyacquisitionforitseaseofconstructionand its high correlation with standardized English level tests. A narrative passage from Johnny English from Penguin Graded Readers was chosen. Even if the experimental groupwasatlowerlevel,thisnarrativeshouldbeconsideredappropriateforbothlevels. The introductory sentences and the end were left unaltered. Twentyfive words were deleted at intervals of every ninth word. The deletions included articles, pronouns, adjectives,nouns,andconjunctions. Themotivatingactivitiesweremeasuredbyaquestionnairethatwasfilledin aftertheproject.Itsaimwastoassessstudents’attitudestoreading.Studentused emoticonstomarktheirattitudestodifferenttypesofactivitiesthattakeplaceduringthe lesson.Wefocusedontheattitudestowards‘readingstories’thatwasoneofthe activitiesthatstudentshadtomark.

68 2.3Motivation To motivate students a score system was developed – students played a game ‘ReadingMarathon’.Theygainedpointskilometresforeachbooktheyreadandthese werethenrecordedintoachartthatwasdisplayedinclass.Thedisplayofpointsgained –‘ReadingMarathonChart’motivatedthestudentstokeepupwithothers.Thestudent whoreadthetargetoftwelvebookshadenoughpointsi.e.ranthemarathonandwere awardedbyabook.

2.4Monitoring

StudentswereaskedtofillinInstantBookReportsafterreadingeachbook.Thiswas mainly for the teacher to monitorwhether the students have reallydone their reading. Moreover, it helped students to learn how to state their opinions about reading and developedwritingskills.Instant Book Reports were thendisplayedon the classboard designeddeliberatelyforExtensivereading.Thesereportsalsoservedasbookreviews thathelpedotherstudentswiththeirbookselection.

69 2.5Results

1.Clozetest

Experimentalgroup Reader Pretest Posttest Gain 1 13 15 2 2 7 6 3 6 12 6 5 11 8 6 18 18 Totalmean: 1.6 Controlgroup Reader Pretest Posttest Gain 1 4 13 7 2 10 18 8 3 14 17 3 4 17 16 5 18 19 1 Totalmean: 3.8

70 2.Readingspeedtest Theresultsareinwordsperminute. Experimentgroup Reader Pretest Posttest Gain 1 142 240 98 2 256 453 197 3 213 318 105 4 144 316 172 5 138 231 93 6 282 402 120 7 213 288 75 Totalmean: 122.86 Controlgroup Reader Pretest Posttest Gain 1 318 564 246 2 174 433 259 3 168 370 190 4 274 433 159 5 174 338 164 Totalmean: 203.6 3.Questionnaire Likereading Neutral Experimentalgroup 5 Controlgroup 3 2 71 2.6Comments Itcanbeseenthatcontrolgroupoutperformedtheexperimentalgroupinbothreading speedtestsandclozetest.Thismightbecausedbythehigherlanguagecompetenceof the control group. The other fact to consider is that the control group was at slightly higherlevelthantheexperimentalgroup. 1.Clozetest EveniftheoverallgainisnothighwewerepleasedbytheperformanceofStudent1 and 3 as these students belonged to those who had read most. The lower scores of students2and5couldbeascribedtothelowlevelofconcentrationduringtheposttest. 2.Readingspeedtest Theresultsoftheexperimentalgroupwereverydissimilar.Thiscanbeduetothefact thatstudentshavenotdevelopedtheideaofconstantreadingspeedyet.Studentswere readingeithertooslowlyortheytendedtoskipsomewords.Wedonotconsiderreading speedtestanappropriatemeansformeasuringreadingspeedatthisage.Theresultsare alsonotobjectiveasmarkingofthepartthatwasreadisonlyuptostudents’honesty.A computerprogrammeformeasuringspeedwouldbemoresuitableforthislevel. On the other hand, the results of the control group were more consistent. It was probablybecauseoftheiragethatwasonetotwoyearsabovetheexperimentalgroup andtheirlanguageexperience. 3.Attitudesquestionnaire The questionnaire showed the positive attitudes of experimental group to reading storiesthatwasoneortheaimsofimplementingExtensivereadinginELTteaching.In control group two of the respondents showed neutral attitudes to reading stories. All membersofexperimentalgroupsprovedtolikereadingstories. 72 Conclusion The aim of this thesis was to introduce Extensive reading approach as a valuable alternative to traditional teaching approaches. ER has proved to developed students’ readingspeed,vocabularyacquisition,writingaswellasspeakingskills(Elleyet.al.; Bell).PositiveeffectsofERonreaders’motivationhavealsobeenstated(Mason). Thesmallgainsinvocabularyacquisitionandreadingspeedinourresearchmaybe ascribedtoashortperiodstudentswereexposedtoreadingmaterials.Eveniftheresults ofourresearchdidnotconfirmthegainsinreadingspeedandvocabularysufficiently, thefactthatstudentsenjoyedreadingcanbeseenasverypositive.Allstudentsstatedin their Instant Book reports that the material was interesting and even the reluctant studentsevaluatedthebookstheyreadpositively.Studentskeptbringingtheirbooksin classandreadthembeforethelessons.Theirinterestinreadingwasalsoseenafterthe programme had finished. Some of the students asked whether they can continue borrowingbooksfromthelibrary. Implementing Extensive reading into our teaching was a useful experience as we observedthatifstudentsaregiventheopportunityandencouragementtoreadtheylike reading. WeareawareofthefactthatintroducingExtensivereadingintoELTteachingplaces more demands on teacher in terms of organizing and performance but the results are certainlyworththeeffort.

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