english reading, semester 2, 2016 -...

Reading, Sem2, of 22

English Reading, Semester 2, 2016 (10336-014) Tuesdays 2nd period, Rm LB2

Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc Contact: [email protected] (Don’t use mobile emails); Twitter.com/winjeelelt; http://winjeel.com Text: Dahl, R. (2004) The Umbrella Man and Other Stories. Speak (Penguin Group). Will use handouts provided by Andrew. Materials required: Notebook, A4 folder for handouts, small pocket notepad (for vocabulary notes), computer (at home) with printer.

Wk Date Content (subject to change) Homework 1. 22 Sep Introductions & course orientation, and novel selection Review, preview, do

2. 29 Sep ER† discussion 1, reading circles intro ER, vocab study, and

3. 6 Oct Reading skills & story 1 reading (possibly from R. Dahl). enjoy life.

4. 13 Oct Reading skills & story 1 reading. ″

5. 20 Oct Reading skills & story 1 reading. ″

6. 27 Oct Reading skills & story 1 reading, ER presentation intro ″

7. 10 Nov Task: ER presentation preparation. ″

8. 17 Nov Task: ER presentation preparation. ″

9. 24 Nov Task: ER poster presentations (20%). ″

10. 1 Dec Reading skills & story 2 reading (possibly from R. Dahl). ″

11. 8 Dec Reading skills & story 2 reading. ″



14. 12 Jan Final report introduction. ″

15. 19 Jan Review, and final report editing. Enjoy life

24 Jan Final report due (30%) † ER = Extensive Reading.

Personal Goals You may need to discuss these in your final report. Complete the sentences.

1. My goal for vocabulary is

2. My goal for

3. My goal for

4. My goal for

Table of Contents Personal Goals .............................................................................................................................. 1

About ................................................................................................................................................ 2 Course Aims コースの目的 ........................................................................................................ 2 How to pass this class .................................................................................................................. 2 Practice 練習 ................................................................................................................................ 3 If you have problems… もし問題があったら… ....................................................................... 3

Assessments 評価方法 .................................................................................................................... 3 Vocabulary (20%) ........................................................................................................................ 3 ER Reports (30%) ........................................................................................................................ 3 Task: Poster presentation (20%) .................................................................................................. 4 Final Report (30%) ....................................................................................................................... 5

Conversation Structure & Small Talk v1 ......................................................................................... 6 Conversation Signposts / Gambits v1 .............................................................................................. 7 Speed reading scores ........................................................................................................................ 8 Classroom vocabulary ...................................................................................................................... 9


Reading Circles .............................................................................................................................. 10 1. Discussion leader ................................................................................................................... 10 2. Summariser ............................................................................................................................ 11 3. Connector ............................................................................................................................... 11 4. Word Master........................................................................................................................... 11 5. Passage Person ....................................................................................................................... 11 6. Culture Collector .................................................................................................................... 11

Choosing a News Topic ................................................................................................................. 12 Possible sources of news ............................................................................................................ 12 Example of a news story print out .............................................................................................. 13

In-class story reading ..................................................................................................................... 14 Discussions ..................................................................................................................................... 14

Thirteen Most Common Themes in Literature and Media ......................................................... 14 Extensive Reading ...................................................................................................................... 15 Article Questions ........................................................................................................................ 15

Extensive Reading Reports ............................................................................................................ 16 EXAMPLE: Extensive Reading Report: Fiction ....................................................................... 16 Extensive Reading Report: Fiction ............................................................................................ 17 Critical Extensive Reading Report: Fiction ............................................................................... 18 Extensive Reading Report: Non-fiction ..................................................................................... 19 Extensive Reading Report: Book to Movie ............................................................................... 20 Extensive Reading Report: Fiction, Story Structure .................................................................. 21

Final Report Cover Sheet ............................................................................................................... 22 Marksheet ................................................................................................................................... 22

About Course Aims コースの目的 To develop students’ speaking and reading communicative abilities. A very famous Educational Psychologist, Vygotsky (1978), said that for either first or foreign language learning is best done by using the language in meaningful social interaction. A lot of research has shown that students who use language perform better on examinations. コースの目的は話したり書いたりするコミュニケ

ーション能力の上達です。非常に有名な教育心理学者 Vygotsky (1978)は、第一言語や外国語学習は重要な

社会的相互作用に言語を使用することによって最も上達すると言っています。多くの研究が、言語をよ

く使用する学生が試験の結果もよいといっています。 Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, USA: Harvard University Press.

How to pass this class It is really easy to pass (if you try).

Come to every class. すべてのクラスに出席

してください。 Review and preview every class. 毎クラス予

習復習をしてください。 Read before every class, and proactively

participate in every class. Ask questions (I like answering questions). も

しわからないことがあれば恥ずかしがらず質

問してください。質問は大歓迎です。 Have fun. 楽しんでください。 Also, build up your vocabulary. Get a little

notebook (see right) and write in some interesting words, expressions and sample sentences each week during class. Research shows that this is a very good learning strategy (McCrostie, 2007).

また、語彙を増やしてください。小さいノート(上記写真)を購入してください。そして、毎週、授業

中に出会ったいくつかの興味深い単語、表現方法、

例文を書いてください。研究では、これが非常に

良い学習方法であることを示しています。


McCrostie, J. (2007) Examining learner vocabulary notebooks. ELT Journal, 61(3), p246-255.

Practice 練習 Research by Hato (2005, cited in Fukuda & Yoshida, 2013) reports that on average, Japanese high school students graduate with only 920 hours of English lessons. However, most Japanese people need between 2,000 to 5,000 hours of study to attain basic proficiency of English (Nakashima, 2006, cited in Fukuda & Yoshida, 2013). So, 90 minutes a week for 14 weeks (each semester), which is only 42 hours per annum, will not make you into a native speaker. You need to practice using English in class, and outside of the classroom. Use the audio material that came with your textbook, look for interesting and simple news articles on http://www.japantimes.co.jp/ and http://bbc.co.uk websites, and also listen to podcasts. 羽藤の

研究（2005 年福田&吉田 2013 年の引用）によると、日本の高校生は 920 時間の英語の授業を受けてい

ることになる。しかしながら、基礎的な熟達に到達する為には日本人のほとんどは 2000 から 5000 時間の

勉強が必要とである。(中島 2006 年、福田＆吉田 2013 年の引用)。従って、1 学期 14 週間 1 週間 90 分即

ち、1 学期 42 時間ではネイティブスピーカーになりません。教室外でも英語を練習する必要があります。あなたの教科書についている CD を聞いたり、http://www.japantimes.co.jp/ and http://bbc.co.uk の興味ある簡

単なニュース記事をさがしたり、ポッドキャストを聞いたりしてください。 Fukuda, S., and Yoshida, H. (2013) Time is of the essence: factors encouraging out-of-class study time. ELT Journal, 67/1, p31-40.

If you have problems… もし問題があったら… A moment of shame of asking a question prevents a lifetime of not knowing (and on-going shame). A western view is that if you don’t ask, you don’t learn; and that there is no shame is asking a question. 聞く

は一時の恥。聞かぬは一生の恥。西洋の観点ではもし尋ねなければあなたは学ばないと考えられています。

質問をすることは決して恥ではありません。

Assessments 評価方法 Note: Because I have over 250 students, in many classes doing various courses, with different assessment schedules, it is difficult for any teacher to keep track of each student. So it is important that you submit all work on time, otherwise please e-mail me in advance or bring a medical certificate to the next class if you have problems. 注意: 私には 250 人以上の担当学生がおり、いろいろなコースを教え、異なった評価日程

を行っている為、各学生の動向をおさえるのは非常に困難です。その為、あなた達は提出期限通りにす

べての課題を提出する責任があります。 (もし病気で提出期限に間に合わなかった場合はあらかじめ、私

にメールするか、次のクラスに医師の同意書を持って来てください)。 Vocabulary, 20% ER reports & tasks, 50% Final report, 30% Two vocab quizzes based on the assigned reading done in class. May be given at any time.

- Reading reports (30%) are done for ER for any ten weeks in the semester. The reports can be checked any time randomly, or submit in week 15 (all papers stapled, in order). - Task (20%) Presentation: Tell the class about a graded reader you and a partner enjoyed during ER.

Discuss what you learnt from a graded reader studied in class. Probably due on the first day of the exam week.

Plagiarism (盗作) is not tolerated and you may receive 0%. For reports & tasks, you must actually do the reading and writing, no copy & pasting. NB: Absence from a marks collection activity may result in forfeiting some of your marks.

Vocabulary (20%) One or two quizzes (either x1 20%, or x2 10%) will be given. The vocabulary will come from the assigned reading done in class. Study about 10 new words a week, at least ten minutes a day, five or six days a week. Quizzes may require you to write a short simple English definition, multiple choice, choose the correct definition, or choose the correct pronunciation.

ER Reports (30%) For extensive reading, read about 10,000 words a week, and fill in weekly reports. However, research by Beglar & Hunt (2014), suggest that 200,000 words a year leads to actual improvement in language abilities. You can read:

Graded readers or easy novels from the library Your own (simple English) books The class book(s) Websites (in English)


Anything Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Language, 26(1), 29-48.

What is Extensive Reading (ER)? A lot of research in the last 30 years shows that Extensive Reading (ER) is really important for language learning. The more you read the more experience you get with language. This means the more you learn about what words go together, for example you learn correct word order like “…tea with milk…”, not what most Japanese say in English “…milk tea…”. Also, the more you read the more you train your eyes to move efficiently between saccades making English-reading easier. With ER, there are many more things you learn, and you can do this without the teacher’s help. Extensive reading must be 1. Fun or interesting; 2. Easy; 3. You choose your own book, magazine, blog, anything; 4. Read lots; 5. Talk about it. Research suggests that you should know about 98% of words to have effective comprehension of the text. Choosing: for every 100 words, you should know 98 so it’s ok if you don’t know 2, but if more than three or four unknown words you should choose a different book. So, for example if a book has about 280 words per page, what is the maximum of unknown words per page for easy reading? ~_____ / 280? For this class you must read about 4,000 words a week, and it may be a novel chapter, graded readers, magazines, blogs, anything. When & where? All the time. On the train, in the morning before classes, in cafés, anywhere, anytime. How much? All students must read about 3,000 to 5,000 words a week, which may include the class textbook and novels.

What is Intensive Reading? (Assigned reading) These reading texts have lots of unknown words and phrases. These are usually studied in class and have a lot of support from other students and teachers. These readings may have questions and quizzes. For intensive reading, we will use an assigned reading, usually a graded reader, reading textbook, or similar.

Task: Poster presentation (20%) Most people will do a lot of presentations in their studies from next year. Use this as a practice presentation. See Winjeel.Com > English Classes > Presentations for more information. With a partner, together choose a book from the library that you both enjoy, and create a poster about it for the class. The poster should be bright and colourful, with few words. The presentation should give enough information for other students to decide if they also want to read it. The poster must include:

Title of book Author of book Where classmates can get it (self-number / call number) A summary (original ideas) Critique (original ideas) A rating out of five stars (one is low, five is high), and why Pictures Your name & student numbers. Size: Any Shape: Any How: On paper

The presentation should follow this format: Introduction, body, conclusion, Q&A. See Winjeel.Com > English Classes > Presentations > Presentation Manual 2016.pdf for more info.


Final Report (30%) NB: Read everything below carefully

Due: 12pm, Monday 24th January 2017, (I’ll be in the World Plaza, 2nd flr R Building from 10.30 to 12pm, which will be specially opened for Andrew). Late reports will not be accepted. Reports can be submitted before the 24th but directly and only to Andrew (earlier the better, but not left in the mailbox). All students will sign their name on a list as proof of submission.

How much: Maximum two A4 pages.

What: Write each point below as a paragraph.

A brief introduction

Describe your activities this semester. Include what things you’ve enjoyed reading (ER,

RRW Intro, blogs, etc), and what difficulties you have had. Difficulties might include

grammar, vocabulary, idioms, access to books, finding interesting books, and so on. What

new things did you learn, include specific examples.

For the book we read together as a class (like Love Story or Zorro), provide:

1. A brief summary

2. A brief critical review

3. Briefly describe what you learnt from the book (eg: language, culture, idioms, etc).

Compare your learning and progress this semester to the first semester, give yourself a

grade out of five stars (one star is low to five stars for high), and a very brief

explanation why. Finally, make a note of what you’ll do to further improve during the

coming holidays (be realistic).

A brief conclusion or summary.

How: Your reports should be typed in either Times New

Roman (size 12pt) or Calibri (size 11pt) fonts. See

Winjeel.Com > English Classes > Writing videos for how

to use Microsoft Word, and how to write reports. Dｏｎ

ｏｔｕｓｅｒｏｍａｊｉｏｒ Japanese fonts,

as they are slow, difficult and inefficient to read; press the language key (pictured), to use

standard alphabet kerning1. Your name and student number should not be written in pencil, but

also typed onto the report. All pages must be numbered and stapled.

Grading: Grades will be awarded on the quality of communication, originality, and the depth of thinking you did. Vague, superficial, or lip-service like statements may receive lower marks. Reports that show evidence of analysing and interpreting information and ideas will receive higher scores. Your report should appear professionally produced (typed on a computer). Late reports will not be accepted, and you will fail the course. Plagiarised reports will receive 0%. Questions: If you have any questions, you can email Andrew at [email protected] or [email protected], or see him at the NEEC office next to the World Plaza (2nd flr, R Building).

1 See http://en.wikipedia.org/wiki/Kerning


Conversation Structure & Small Talk v1 1. a. Shall we chat? Sure.

b. Good morning / Good afternoon / Hello / Hi

2. Q1: How are you? / How are you doing/going?

A1&2: I’m ________. / I’m doing / going __________.

fine, good, great, alright, ok, sleepy, tired, exhausted…

Q2: Yourself?

A: That’s a nice [shirt you’re wearing].

B: Thanks. I got it [from Gap]. And those are nice [ear rings]

A: …

3. Possible questions + possible answers

Monday: Q. How was your weekend? A. (tell a story of all the interesting things you did)

Any day: How is your day so far? A. It’s ______. (tell a story of all the interesting things you did)

Any day: What’s new(s)? A. Well, ______. (tell about anything new in your life)

Tues, Wed, Thur: How’s your week going? A. It’s going _______. (tell a story of all the interesting things you did)

Thur, Fri: How was your week? A. (tell a story of all the interesting things you did)

Fri: Do you have any plans for the weekend? A. (tell a story of the things you hope to do)

4. Transition to the topic Anyway, have you heard about… (news story, or interesting fact, etc) I’d like to ask you about something. Do you know anything about (topic, news story, etc) I guess you’ve read this [point to the reading]. What did you think of [interesting point]?

5. Topic discussion 6. Wrap up / End

Conversation signals: Time is getting on, I have to get going. / Sorry, but I really must get going. Thanks: It was nice talking to you. / It was nice catching up with you. / Catch you later.

7. New partner Q. Err… excuse me. Can we chat? A. Sure (go to No.1).


Conversation Signposts / Gambits v1 Use these to help you in your conversations. Each time you use one add a tally mark. 1. Hmm… / Erm… / Well… (Thinking, pausing, 考えたり、休止したり

すること)

2. I don’t get it. (Asking for clarification, 説明を求める

こと)

3. Why do you say that? (Asking for more info, 更に情報を求めること)

4. What does _____ mean? (Asking for vocabulary meaning, 単語

の意味を尋ねること)

5. Why do I say that? Because… (Responding to a challenge, 挑戦に応じるこ

と)

6. Who said that? Why did [they] say that? (Questioning / doubting a source, 出所

を質問すること/疑うこと)

7. I think that… It seems to me that… (Stating own opinion, 自分の意見、見解を述

べこと時)

8. It’s possible that… I assume that…? (Beginning a possible explanation, 可能

な説明を始めること)

9. I’m not sure, but… I haven’t seen any data on this, but… (Stating opinion, whilst acknowledging no evidence, 証拠がないが、見解を述べること)

10. Where did you hear that? Who told you that? Where did you get that information? (Challenging legitimacy of information, 情報の合法性を尋ねること)

11. I think so, too. / I agree. I’ve heard that, too. You know, I think you’re right. (Agreeing, supporting someone, 同意した

り、誰かを支援すること)

12. I don’t think so, because… I find that hard to believe, because… (Disagreeing) Well, you know… [opposing facts] (Indirect disagreeing, 間接に同意しない

こと)

13. Well, what do you think [name]? Do you agree with this, [name]? How do you feel about this, [name]? (Eliciting opinions, 意見を引き出すこと)

14. This is going no-where. Let’s change the subject. We’re going no-where, now. (Changing the topic of a conversation that is going in circles or nothing new is being added, 話題が堂々巡りをしたり新しい意

見が出てこない時に話題を変えること)

15. The other day I read on the BBC website that… (Adding to a conversation, or changing topic, 話題を追加したり、変更をすること)

16. Changing the topic now… I read on the BBC website that… (Changing & introducing a new topic, 新しい話題を紹介したり、変更すること)

A. [sneeze / くしゃみ] B. Bless you. A. Thank you.

Student: Can I have a handout please? Teacher: Sure. Here you are. Student: Thanks.


Speed reading scores Keep track of your timed reading exercises and comprehension question results we do in class. Note that some topics are less interesting or have difficult information, which may reduce scores, whilst other topics might be easy and or exciting, thus inflating scores.

Calculating words per minute Example: You read about 2,553 words in 10mins

= 255.3 words / min Or you read and finish 1,003 words in 4mins 32secs:

Step 1. 4mins 32secs = 272secs Step 2. 1003words ÷ 272secs x 60secs = 221.25 words / min

+

300

275

250

225

200

175

150

125

100

75

50

25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Week

Score


Classroom vocabulary These phrasal verbs may be on any vocabulary quiz this year. Please study these, and use them in class.

From: Gairns, R, and Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms. OUP.


Reading Circles Each week, your group members will swap jobs listed below. Before each class, prepare your part in your notebook. Remember, on random weeks the teacher will check to see if you’ve prepared, and satisfactory preparation will give you 5%, but you will get 0% for unsatisfactory preparation (plagiarism can result in 0%, repeated plagiarism will result in failing the course). If you have only four or five people in your group, use the first three jobs plus one or two other jobs listed below. Prepare your part in a notebook on a new page, with a date at the top, and your role for that week. Note: plagiarism will result in a 0% mark.

1. Discussion leader This job is really important. You are responsible for creating a good discussion.

Read the story twice, and prepare at least five general questions about it. Call on each member to present their prepared information (the other jobs listed below). Ask one or two questions to start the reading circle discussion. Make sure that everyone has a chance to speak and joins in the discussion. Guide the discussion and keep it going.


2. Summariser You remind people what the reading contained.

Read the story / article twice and make notes about the people, events, and ideas. Find the key points that everyone must know to understand the story / article. Retell the story / article in a short summary of about two or three minutes in your own

words (do not retell the whole article). Ask your group members what they think of the story/article (Did they like it? What was

surprising for them? What information seems to be missing? etc).

3. Connector Nothing is new; everything has been done before or has happened before. “Those who cannot learn from history are doomed to repeat it”, George Santayana (1863-1952).

Read the story / article twice, and look for connections between the story / article and the outside world. Bring examples of news stories or Wikipedia articles to help you. OR

Make notes about at least two possible connections to your own experiences or to the experiences of friends and family, or to other real-life events you know.

Tell the group about the connections and ask for their comments or questions. Ask the group if they can think of any other connections themselves.

4. Word Master Read the story and look for words or short phrases that are new or difficult to understand,

or that are important in the story / article. Choose five words (only five) that you think are important for this story. Teach your group the correct pronunciation of these, and example uses of the words. Explain (in simple English) what you think the meanings of these are. Tell the group why you think these words are important for their understanding. These five “words” can include phrasal verbs (like “put in”, “take off”, “get going”, etc),

or idioms, or other difficult to interpret short phrases.

5. Passage Person Teach the group interesting English, especially vocabulary or help improve their understanding.

Read the story twice and find important, interesting, or difficult passages or paragraphs. Make notes about at least three passages or paragraphs that are important for the

story/article, or have interesting or powerful language (eg: “…the wind howled” vs. “…the wind blew”).

Read each passage to the group, or ask another group member to read it, then Ask the group one or two questions about each.

6. Culture Collector Teach your group about other cultures and people.

Read the story twice and look for both differences and similarities between your own culture and the culture found in the story / article.

Make notes about two or three passages that show these cultural points Read each passage to the group or ask another group member to read it. Ask the group some questions about these, and any other cultural points.

Adapted from Oxford Reading Circles materials from https://elt.oup.com/teachers/readingcircles/


Choosing a News Topic “News is something that someone, somewhere, wants to suppress. Everything else is advertising” British author Lord Northcliffe.

You are university students, so it means you are intelligent people. As university students, you will be leaders of your communities and societies (either in your local community, workplace, social group, etc). Leaders need to think, so you need to learn how to think. To learn to think, you need to consider problems and issues of society, analyse them, and may be suggest solutions. So, to choose news articles that help develop into an intelligent leader, please choose news topics that are:

□ About an important social or political events

□ About issues or problems in society

□ That affect people’s lives (ie: political, business, economics, science, etcetera)

□ But don’t choose long, boring, or difficult stories. Please don’t choose sports or entertainment stories, or other stories that are not related to the well-being of the community or society.

When you discuss your topics, think about the facts, and what facts are missing (most journalists miss some important facts by ignorance or deliberately). Some news reports use emotional language, because they cannot or will not report the facts (perhaps the journalist is biased). Also, discuss if the issue or event will have a negative effect on people’s lives, or if it will improve the quality of people’s lives.

Possible sources of news

BBC: http://bbc.com/news; Huffington Post: http://www.huffingtonpost.com; The Guardian: theguardian.com; Japan Today: http://japantoday.com; Taipei Times: http://www.taipeitimes.com, and many others (Don’t ever rely on just one news source). Via Twitter: @abcnews, @an_news, @amnesty, @BBCWorld, @EconomicTimes, @GOOD, @guardiannews, @guardiantech, @japantimes, @mashable, @privacychoice, @ReutersLive, @TechCrunch, and many others. Problems: Some news outlets are not trustworthy or are biased. The ‘news’ they offer can be promoting a company or product, so it’s not really news, but actually it’s advertising (NHK does this a lot). Some news stories are very biased, and presents what governments want you to believe, as governments don’t want to admit mistakes or illegal activities (NHK, CNN, and the American ABC does this a lot). So, always be critical of any news story you see. Finally, I often see important news stories being covered by NHK sometimes 3 weeks after the international media broke the news. Examples: 200 Syrians killed in gas attacks in July 2013, 2011 fires in Australia where over 200 people died, and surprisingly the anti-nuclear protests in Tokyo in 2011. And some important news stories don’t get covered at all by NHK and others.


Example of a news story print out A larger and easier to read version is available on Winjeel.Com


In-class story reading Keep a notebook and record this information for the stories we read. Share your notes with your classmates, and help each other. Examples of the People & Events tables:

People (page 1)

Name: Gender Approx Age

Page introduced

Spoke to who / Knows who Traits & other information

Narrator / Oliver ♂

(university aged adult)

1 Girl who died Studies at Harvard Uni, goes to Radcliff Library

Girl who died ♀ 25 (died) 1 Oliver Likes classical music, & the

Beatles

Events (page 2) Pg: Who What When Where Why How 2 Oliver &

Quiet girl with glasses

Had an angry exchange

At the library

She doesn’t like Harvard boys, and he needed a book from her

Discussions

Thirteen Most Common Themes in Literature and Media With your classmates, think of example movies or novels for each of the following themes. Be prepared to share and discuss these examples with the class.

1. Humans struggle against nature

2. Man or woman struggles against societal pressure

3. Man or woman struggles to understand divinity

4. Crime does not pay

5. Overcoming adversity

6. Friendship is dependent on sacrifice

7. The importance of family

8. Yin and yang (opposites balance each other)

9. Love is the worthiest of pursuits

10. Death is part of the life cycle

11. Sacrifices bring reward

12. Human beings all have the same needs

13. (add your own idea) Adapted from John Howrey


Extensive Reading Use these questions as a guide to start talking about your reading. Of course, please create your own questions on the spot. How many books did you read this week? / How many words did you read?

How many new or interesting words or phrases did you discover?

o What new words or phrases did you write into your vocabulary notebook?

What was the most interesting thing you read this week?

o What was it about? = summarise the story (+ many questions)

o Have you experienced anything like that? (+ many questions)

o Have you heard of this happening before? (+ many questions)

o Would you recommend other people to read the book? Where did you find the book? (+ many questions)

Thanks. Who’s next?

Article Questions Discuss these questions with a partner. Give long answers with lots of details.

1. What was your first reaction to this article? How long did it take you to read? What was the level of difficulty for you? (was it really easy or kind of difficult?). How many words did you have to check?

2. Can you give us your one minute summary of the article?

a. What are some important points about this? What was something important you learnt from this? What surprised you? What did you already know?

b. Are there any points you disagree with? Why? Are there any points you agree with? Why?

3. This article is very short. What more information would you like to know or learn about? What information seemed a bit unnecessary?

4. Was any vocabulary or phrases interesting to you? What vocabulary will you put into your vocabulary notebook? Which words are easier to explain in simple English? Which words do you hope won’t be on a vocabulary quiz? Why?

5. Did you like this article? Why? Would you recommend other people to read this? Who should?


Extensive Reading Reports

EXAMPLE: Extensive Reading Report: Fiction This is an example of how to fill out an extensive reading report. If there is something you don’t understand, ask your teacher.

Graded Reader or other ER source: Title: __________________________________________ Author: ____________________

Publisher or URL: _______________________________ Level: _________________

Word count: _________ words. Headwords: _______ Words read: ___________ words.

Location / Shelf / Call number: ____________ Year of publication: _________

Summary Write a summary of what you read.

Your opinion Write your opinion or reaction. You could include what you agreed or disagreed with.

NB: You may receive 0% for plagiarism.


Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______

Extensive Reading Report: Fiction Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Graded Reader or other ER source:

Title: __________________________________________ Author: ____________________


Book word count: _________ words. Words read: ___________ words.



Your opinion Write your opinion or reaction. You could include what you agreed or disagreed with.

NB: You may receive 0% for incomplete or plagiarised reports.


Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______

Critical Extensive Reading Report: Fiction Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Graded Reader or novel:

Title: __________________________________________ Author: ____________________





Analysis What are the main themes, sample quotes (and page numbers).

Life lessons Write your opinion or reaction, and what did you learn from this book?



Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______

Extensive Reading Report: Non-fiction Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Book or article:

Title: ___________________________________________ Author: ___________________

Publisher or Website: ______________________________ Genre / theme: _____________

Shelf / Call number / URL: _________________________ Date of publication: _________

Book word count: _________ words. Words read: __________ words.

What it’s about Write a summary of what you learnt.

Your reaction Write your reaction. You could include what you knew and didn’t know, agreed or disagreed with.



Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______

Extensive Reading Report: Book to Movie Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Graded Reader or other ER source: Name of book or title: ____________________________________________

Publisher or URL: _________________________________ Level: _________________


Shelf / Call number: ____________ Year of publication: __________


If made into a movie If you could make this story into a movie, who would you like to see acting and directing it? What music or sound track would you like? Where would the movie be set? Give a lot of details.



Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______

Extensive Reading Report: Fiction, Story Structure Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Details:

Title: __________________________________________ Author: ___________________

Publisher or URL: ________________________________ Level: _________________



Main characters Name: ♂/♀: Chapter & page

number intro’ed: Socio-economic class or job:

Main traits, events, or actions:

Structure / Summary Most stories follow this structure. If your story follows this, then use this below or modify it. Beginning Introducing the problem

Middle Main events, or how the main character solved problem(s)

End The resolution of the story

Your Reaction Write, in detail, how you felt about the book with reasons.



Name: _____________________________ Student No.: ________________ Semester 2 2016.

Final Report Cover Sheet Attach this paper to the front of your final report. Tick off (like this ) if you have done each of these items before submission. Included your name (in English) and student number on the report (not handwritten on it). Not plagiarised. All originally written in English (not a translation; a translation service, device, or website

was not used). Checked the Final Report information at Winjeel.Com > English Classes > Reading. Checked “how to write” at Winjeel.Com > English Classes > Writing. Checked “how to write a simple introduction” at Winjeel.Com > English Classes >

Writing. Each page is numbered. All pages are stapled together. I reviewed the report I wrote in semester 1. I checked for grammar and spelling mistakes. Proper nouns have correct capitalisation. I tried my best. I asked for help if I needed it. Did proofreading (read it again checking for errors)

Comments about the report to Andrew (optional)

For Andrew’s use only. Do not write here.

Marksheet 1 (low) 2 3 4 5 (high)

Professionally presented Poorly presented.

Some professional features

On clean A4 paper, stapled, with correct formatting

Communicative clarity & Writing structure

Poor Grammar, vocabulary, and/or structural problems.

Includes introduction, body, conclusion, and references. Some transition markers.

Evidence of participation (class novel)

Poor Some evidence of extensive reading

Identifies main themes, & has detailed knowledge.

Evidence of learning Little evidence presented

Some evidence of learning

Includes quotes, analysis of information, & analysis of own learning. Original thinking.

Significance & analysis of text

Poorly done Moderate Cites relevance of texts to own life, and/or to society

Overall quality of report Low Moderate Very good / Good originality

0% for plagiarised reports

Total score: ______/30%

english reading, semester 2, 2016 -...

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