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Spider-Man Superman Using Scholastic ELT Reader s Billy Elliot Batman Begins Catwoman Pink Smallville Panther Monster House INTRODUCTION WHY USE READERS? are not deterred or intimidated by extensive text. Feedback from teachers underlined how significant visuals were to adolescent Readers are widely accepted as a beneficial language learning learners, consequently colour photos are used throughout the resource for students. As an introduction to this guide, here are a text and a strong emphasis is put on attractive design. few of the many ways in which readers are an invaluable asset to Our Readers incorporate an important element of background the language learning process. information via the unique magazine-style Fact Files. Interviews Flexible resource: readers are a versatile tool for use in the with the characters, behind-the-scenes insight into the film/TV classroom and a source of independent study programme, theme development and cross-cultural references Cultural benefits: readers can introduce and expose learners to expand content and are adaptable for class or independent use. different elements of English-speaking cultures and expand The integrated Self-Study Activities allow the student to check general knowledge his or her comprehension independently of the class and teacher Learner autonomy: students can choose what they would like to at various intervals throughout the story. There are activities that read, promoting independent learning the student can complete before, during and after reading each Schemata: learners will often choose a reader based on a subject title. Answers are in the Teacher Resource Sheets included in this of which they have pre-conceived knowledge; the activation of booklet. The Resource Sheets present further ideas for exploitation this knowledge will benefit their learning process of each Reader and specific extension tasks that complement the Skill development: readers promote extensive reading which in Self-Study Activities. turn develops faster and more fluent readers The majority of Scholastic ELT Readers have audio available to Language awareness: readers increase exposure to graded accompany the text. The CD provides a full graded recording of grammar, vocabulary and spelling in an engaging context the story read by professional actors at a speed appropriate for Further opportunities: ideas introduced in the text can be the level of the text. Reading the text whilst listening to the audio developed further through writing, speaking and listening has been shown to increase eye-reading speed, and the audio activities in addition to reading can be used for both extensive and intensive listening purposes. Reading promotion: if students read and understand it will The original programmes and films are widely available and encourage them to read more present a wealth of possibilities extending the range of the Reader. Suggestions for exploitation of the audio and screen versions are detailed below. WHY USE SCHOLASTIC ELT READERS? HOW OUR READERS WORK Mary Glasgow and Scholastic have a 50-year history of producing youth-focused learning materials. Our experience has shown that Scholastic ELT Readers are divided into four levels of grading, and foreign language students will acquire language more easily and are compatible with the Mary Glasgow magazine levels (see below). naturally if they are interested in the content; the medium, the The headwords which aid level definition are the words that a language, becomes unimportant. student would be expected to recognise at that level. Words that The range of Scholastic ELT Readers includes motivating, might require glossing are recorded at the back of the Reader contemporary titles adapted from popular films and television with space for students to provide L1 definitions. These words programmes, such as Superman Returns , The Pink Panther , Buffy can be used as the basis of vocabulary games and practice, and the Vampire Slayer and Malcolm in the Middle . In addition to the consist of vocabulary specific to the reader that students at that appealing subject matter, they also constitute a sound academic level would be unlikely to know. There are 15 at Starter Level, 20 resource by following a carefully graded syllabus. The Readers at Levels 1 & 2, and 25 at Level 3. are based on a pedagogical framework but also deal with Each Reader follows the same structure: firstly, the characters contemporary themes and issues that reflect the lives of and their relationships are introduced with photos and descriptions, teenagers today. followed by the story. Supplementary pages consisting of Fact Files Initial market research revealed that the extent of a text was an and integrated Self-Study Activities come after the story, providing important factor for teachers. Scholastic ELT Readers reflect the opportunities to track students’ progress and understanding. At preference for books of a manageable length, ensuring learners the back of each book is the key words vocabulary list. Level Level Common European Magazine Headwords Story word count Framework level Starter Beginner Pre-A1 CLICK 300 headwords Up to 1,500 words Level 1 Elementary A1 CLICK/CROWN 600 headwords Up to 4,000 words Level 2 Pre-Intermediate A2 CROWN/TEAM 1,000 headwords Up to 7,000 words Level 3 Intermediate B1 TEAM 1,500 headwords Up to 10,000 words ©Scholastic Ltd 1 Using Readers USING READERS CHOOSING A READER be motivated if they can teach the teacher and their classmates. A confidence-building introduction to a Reader is to allow your When choosing a Reader motivation is a key factor. Surveys students to explore how much they know as a class already. conducted around the world have indicated that adolescent learners are motivated to read about popular culture. TIP! Brainstorming on the board before opening the book will Whether reading individually or in a group, it is important that produce vocabulary, character and place names, themes and ideas learners are encouraged to develop a personal response, whether that they know may be included in the reader. Brainstorming it be negative or positive, to enable them to engage with the text Buffy the Vampire Slayer might produce the characters’ names and make an clear decision on what book to read next. (Buffy, Giles etc.), the location(s) of the story (Sunnydale), and specific vocabulary that your students are unlikely to have come Choosing for a class across in textbooks (for example, vampire, demon). When choosing for whole classes there are several ways to ensure that everyone feels their preferences are considered. This could be an opportunity to introduce vocabulary from the Dividing the class up and allowing one group at a time to choose ‘New Words’ list at the back of the book. You may want to use a Reader is a tried and tested approach. Given that most titles will bilingual dictionaries to translate the words, or elicit meanings in be familiar to them, let the class vote, or split the class into L2, depending on the level of your students. If you feel the ‘New groups allowing each group a turn to choose the class reader. Words’ list is too extensive for learners to absorb at once, students Alternatively, conduct an activity that involves students matching can use the Self-Study Activities where all new words are pre-taught the blurb from the back of the Readers to the titles. Once they as and when they appear in the text. have completed a task like this, they will be familiar with the Guess the story: show the cover and elicit vocabulary and ideas. possible stories to choose from. In groups students write the plot outline. These can then be kept for after reading the story and students can compare which one Choosing for reading rings was the closest to the plot. If reading as a class is not possible or practical, another idea is to Character introduction: introduce the characters using pages 4 set up reading rings. Four or five students read the same text and and 5 of the Readers and ask students to guess the plot based the context of the group provides opportunities for feedback and on the people involved. Alternatively, ask students to predict or clarification. Many of the activity suggestions below can easily be invent more information about the characters than is provided. adapted for reading rings. Images: copy the pictures that appear throughout the Reader, and ask students in groups to rearrange them according to the Choosing for individuals order they think the pictures will appear in the story. It is important in terms of motivation that a student is allowed to Chapter titles: give students chapter headings and ask them to choose his or her own text, and that they are interested in the decide in which order they appear in the book. subject matter. It is reassuring for students to know that they can select another text if they are not enjoying their initial choice. WHILST READING The objective for activities completed by students whilst reading IN CLASS ACTIVITIES a text is to develop comprehension to a point of retelling ability, and in turn increase enjoyment of the story and reading in Choosing appropriate activities for students to complete during English. Another aim is to help students understand what is not the reading process allows students to engage further with the explicitly stated. The ability to infer themes, emotions and ideas story and the characters, aiding comprehension and connection that are not directly referred to is a valuable skill that Readers can with the text. Below are some activity suggestions grouped into help develop. before reading, whilst reading and after reading activities, but A ‘what’s happened so far?’ quiz: ask students to create questions many of the ideas can be used and reused in other sections. based on the text and then test each other in groups.