Communication Skills [HA, HP, HJ] - winjeel.com · Communication Skills [HA, HP, HJ] ... Pearson...

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Communication Skills [HA, HP, HJ] Name: Quarters 1&2, 2017. (11A09-005 & 11A10-005) Mon/Thu, 2nd, Rm: Q307 & Q303

Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc Contact: [email protected] (Don’t use mobile email); Twitter.com/winjeelelt; http://winjeel.com Text: Helgesen, M., Brown, S., Wiltshier, J. (2010) English First Hand 2. Pearson. Keller, E., and Warner, S. (2002) Conversation Gambits: Real English Conversation Practices.

Pearson Longman. WordEngine.jp account, Group name: CS Mon/Thu 2nd; Group code: G0Q4RN. Optional: Prochaska, E. Taylor, A. (2009) Reading for the Real World Intro, (2nd Ed). Compass. Materials required: Notebook, small pocket notepad (for vocabulary notes), computer (at home). Wk Q1. Content: (subject to change, depending on class needs) Homework: 1. 1. 6 Apr Course intro, ER explanation library scavenger hunt. • Review and 2. 10 Apr ER Check. English Firsthand 2, U0, Pronunciation, dialogue. preview 2. 3. 13 Apr RRW Intro unit 2 article, critical thinking discussion. vocabulary, 4. 17 Apr English Firsthand 2, U1, Pronunciation, dialogue. Vocab quiz. grammar, 3. 5. 20 Apr RRW Intro unit 2 article, critical thinking discussion. gambits, 6. 24 Apr English Firsthand 2, U2, Pronunciation, gambits, dialogue. pronunciation. 4. 7. 27 Apr RRW Intro unit 3 article, critical thinking discussion. • Read or 8. 1 May Speaking test 1. review the 5. 9. 8 May English Firsthand 2, U3; Class graded reader, vocab & culture topic. 10. 11 May Class graded reader, vocab & culture, summarising. • ER reading 6. 11. 15 May English Firsthand 2, U4; Class graded reader, vocab & culture. • WordEngine 12. 18 May Class graded reader, vocab & culture, metaphors & critique. • Enjoy life 7. 13. 22 May English Firsthand 2, U5; ER presentation intro & preparation. 14. 25 May ER presentation preparation. 15. 29 May ER poster presentations. Pronunciation test. Exams / break: 1st – 6th June. (no exams for this class). Wk Q2. 1. 1. 8 Jun English Firsthand 2, U6, Pronunciation, gambits, dialogue. 2. 12 Jun RRW Intro unit 5 article, critical thinking discussion. 2. 3. 15 Jun English Firsthand 2, U7, Pronunciation, gambits, dialogue. 4. 19 Jun RRW Intro unit 5 article, critical thinking discussion. 3. 5. 22 Jun English Firsthand 2, U8, Pronunciation, gambits, dialogue. 6. 26 Jun RRW Intro unit 3 related news article, critical thinking discussion. 4. 7. 29 Jun Phonological skills check preparation. 8. 3 Jul Phonological Skills check & Graded Reader. 5. 9. 6 Jul English Firsthand 2, U9, Pronunciation, gambits, dialogue. 10. 10 Jul RRW Intro units 4 related news article, critical thinking discussion. 6. 11. 13 Jul English Firsthand 2, U10, Pronunciation, gambits, dialogue. 12. 17 Jul RRW Intro unit 5 related news article, critical thinking discussion. 7. 13. 20 Jul Speaking test preparation (preparing talking points). 14. 24 Jul Speaking tests, and exam preparation. 15. 27 Jul Speaking tests, and exam preparation. ER reports due. Exam period: 29th Jul – 3rd Aug.

NB: You may forfeit some of your marks if you miss an assessment

Contents About ............................................................................................................................................... 2

Personal Goals ............................................................................................................................. 2 If you have problems… もし問題があったら… ...................................................................... 2 Practice 練習 ............................................................................................................................... 2 Assessments 評価方法 ............................................................................................................... 3 How to pass this class .................................................................................................................. 4

First Day Bingo (intermediate) ....................................................................................................... 5 Classroom vocabulary ..................................................................................................................... 6

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Speaking .................................................................................................................................... 8 Conversation Structure (generic) v2 ........................................................................................... 8 Phonological & intonation skills check ....................................................................................... 9 During speaking tests ................................................................................................................ 10 Pronunciation Activities .......................................................................................................... 21

Pronunciation Practice: Japanese Names .................................................................................. 21 Join the dots: Introduction to IPA ............................................................................................. 22 Phonetic crossword ................................................................................................................... 23 Letters and Numbers dot to dot ................................................................................................. 24 English Intonation ..................................................................................................................... 27 Sounds English .......................................................................................................................... 27 Reading .................................................................................................................................... 28

Speed reading scores ................................................................................................................. 28 ER Reports ................................................................................................................................ 28 What is Extensive Reading (ER)? ............................................................................................. 28 Library Orientation for Extensive Reading / Scavenger Hunt .................................................. 29 Poster Preparation gambits ........................................................................................................ 30 Reading Circles ......................................................................................................................... 30 Example of preparing an article ................................................................................................ 32 Readings .................................................................................................................................... 33 In-class story reading ................................................................................................................ 36 Discussions ................................................................................................................................ 36

Extensive Reading Reports ........................................................................................................... 38 EXAMPLE: Extensive Reading Report: Fiction ...................................................................... 38

About Personal Goals Write in your personal goals you’d like to achieve in this class. Use your ideas for 5&6

1. For pronunciation.

2. For fluency

3. For listening

4. For class participation

5.

6.

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。

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

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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.

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)。

Quarter 1

Vocabulary Communication skills Finals

1. Class vocabulary quiz: 10%

2. WordEngine: 20% (4% each week, for five weeks)

1. Speaking test: 10%

2. Extensive Reading weekly reports: 30% (5% ea. for 6 wks)

1. ER Poster presentation: 20%

2. Pronunciation test: 10%

Quarter 2

Vocabulary Communication skills Finals

WordEngine: 20% (4% each week, for five weeks)

1. Phonological Skills check: 10%

2. ER weekly reports: 30% (5% ea. for 6 weeks)

Speaking test (RRW Intro topics, or ER book): 40%

Plagiarism (盗作) is not tolerated and you may receive 0%. You must actually do the task, no copy & pasting or academic dishonesty. Communicative ability is much more important than grammar. You need to communicate your ideas effectively using either writing or speaking. コミュニケーション能力は文法を学習するだけよりはるかに重要です。書いたり話したりする能

力を使って有効にあなたの考えを伝える必要があります。

Class vocabulary quiz: See Classroom Vocabulary pages in this handout. WordEngine.jp: How to start:

1. Get a 12 month access card from Asano Books, 2. on a computer (not smart phone) join WordEnglish.jp, 3. enter your access number, 4. join the class group. Then, 5. Download the smartphone app, and start studying. 6. Get more than 150 correct responses each week.

Phonological & intonation skills check: Say the sentences with native-like pronunciation. ER Poster Presentation: With a partner, choose a graded reader from the library, and read

together. See Winjeel.Com > Reading > Poster Presentation for more info. Speaking tests: Demonstrate a conversation, going from small talk to wrap up. Talk about an

article studied in Orbits. Final report: See information later.

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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。 Practice speaking in every class. スピーキングの練

習を毎クラスしてください。 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.

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First Day Bingo (intermediate) A: Have you…?* B: Yes, I have (+ extra info) write name ( 名前書きます )

?? Oh… umm… I don’t remember don’t write name ( 名前書きません )

½ ? I don’t think I have, but… don’t write name ( 名前書きません )

x No, I haven’t, but… (I want to…) don’t write name ( 名前書きません )

A: How do you spell your name? B: T-A-N-A-K-A A: ‘p’ or ‘d’? B: No, ‘t’ for ‘tomato’

A: Thank you. B: No problem. Write a story in English * write > written

Eat Vietnamese noodles * eat > eaten

Speak to a non-Japanese speaker

Drink coffee Speak to a Korean

Make pizza Drive a car Draw pictures on a computer

Ride a motorbike

Use a computer

Play cricket Sing an song from another country

Go hiking Meet a Jpop star

Sing enka

Drink Korean green tea.

Read English news

Listen to Kpop Read English novel

Be overseas

Dance in a disco

Wear a kimono * wear > worn

Do yoga Download a movie

Go ice skating

Like = ~好きですか; do (yoga) = ~ヨガはしますか; have (an iPod) = [iPod]はありますか Sing = ~歌う; make (pizza) = ~ピザは作りますか;

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Classroom vocabulary These phrasal verbs may be on the final exam vocabulary quiz. Please study these, and use them in class. From: Gairns, R, and Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms. OUP.

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Speaking

Conversation Structure (generic) v2 1. Meet & greet

A: Shall we chat? B: Sure. | Sorry, I’m about to talk to him/her there. | A: Great / ok.

A&B: Morning / Afternoon / Hello / Hi

2. Small talk

A: How are you? / How are you doing/going? | B: Yourself?

A&B: I’m ________. / I’m doing / going __________.

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

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

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

A: …

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)

3. Transition to the main topic (choose one)

A: Anyway, have you heard about… (news story, or interesting fact, etc) B: I saw something about it on Twitter. | No, what’s that about? A: [explain > main topic] A: Changing the topic. Have you read the article Andrew gave us about [theme]? B: Yeah, I did, but I don’t quite understand it. What did you get from it? A: [explain > main topic] A: I’d like to ask you about something. Do you know anything about [topic]? B: Not really. What? | Yeah, I know something about it. Why? A: [explain > main topic]

4. Main topic discussion Key roles of person B: student, doubter, advocate, devil’s advocate (opponent) And see Conversation Gambits, Unit 63 Mini Conversations

5. Wrap up (end) Excuse: Time is getting on, I have to get going.

Sorry, but I really must get going.

Respond: It was nice talking to you. / It was nice catching up with you. / Catch you later.

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

Compliment

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Phonological & intonation skills check Demonstrate that you have learnt the correct phonemic, phonological, and intonation of sentences. You can demonstrate these to Andrew anytime, except before, at the start, and last ten minutes of class. There will be a day in class you can do this anyway. Each sentence must be well practiced and rehearsed. Use audio samples from the textbooks and Winjeel.Com > English Classes > Pronunciation > Vixen and the Crow to help you train. Get a friend to help you. For questions 15 to 20, choose your own sentences form anywhere, Orbits, or other source.

Score: __ / ½

1. Hi, I’ve not met you before. (Pronunciation activity)

2. Oh. Hi. I’m ________________ [your name]

3. Hi. Uh. Do you remember me? (English Firsthand 2 Unit 1)

4. We met at a party last year.

5. Andrew. What a surprise!

6. Let’s see. You’re into tennis, right?

7. That’s me. And you’re into swimming. Yeah?

8. Yeah. Great to see you again.

9. Hey, what’s up? (English Firsthand 2 Unit 2)

10. Oh, nothing really.

11. Nothing? You sure look down.

12. Yeah, I am. I just got an email from my boy/girlfriend.

13. Well, go on. What did he/she say?

14. Well, he wants to break up.

15-20 (students make their own from any source)

15.

16.

17.

18.

19.

20.

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During speaking tests Don’t sit and do nothing wasting time. DO something productive.

Prepare & practice for your own speaking test o List key points / talking points for the articles studied in each unit o Review key vocabulary for each article

Review vocabulary for the topics in the speaking test. Review pronunciation handouts. Review conversation structure & small talk Review our textbook topics for the speaking test Review conversation strategies/gambits for the speaking test. If you have a laptop or tablet, you can do extensive listening practice at Winjeel.Com >

English Classes > Listening > Extensive Listening Things (choose any source you like, and try a few different ones).

Do extensive reading, and also see Winjeel.Com > English Classes > Reading > Extensive Reading Things.

Do WordEngine study Do the Pronunciation In Use activities (see below). Put your name on the top of each

page you do. These will be collected.

Pronunciation In Use

From: Marks, J. (2007) English Pronunciation In Use, Elementary. Cambridge University Press. Example of how to find the audio file Olympus black players > Audio > Music >

Pronunciation in Use Ele > Disc A > 1-30

Track 30.mp3.

Small mp3 recorders > Folder 1 >

Track30.mp3.

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Unit 5 Vowels Class: ____________. Name: __________________ Student number: _____________

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Unit 6 Vowels Class: ____________. Name: __________________ Student number: _____________

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Unit 28 Syllables Class: ____________. Name: __________________ Student number: _____________

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Unit 29 Syllables Class: ____________. Name: __________________ Student number: _____________

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Unit 44 Intonation: Old & new information Class: ____________. Name: __________________ Student number: _____________

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Pronunciation Activities

Pronunciation Practice: Japanese Names When Japanese people say their names, they use Japanese pronunciation style, which is almost impossible for a regular native speaker to understand. You should use English phonology to make it easier for non-Japanese to understand you. Example:

A: Hi, I’ve not met you before. B: Hi, I’m /murʌkʌmihʌɾuki/ A: Eh? Sorry? What? B: Oh, it’s /.hʌˡru.ki/ /.mu.rʌˡka:.mi/

a. What is the difference between the two ways to say the Japanese name?

b. What do these symbols mean?

1. ˡ 2. . 3. / / 4. ʌ

5. ɾ 6. r 7. : 8.

9. ә 10. ʤ 11. 12. tʃ

13. f 14. ɸ 15. j

c. Draw lines to match the IPA to the correct word

1. Fumika a. /ɸutɔn/

2. ふみか b./ˡfu.mi.kʌ/

3. futon c. /ˡæn.ʤru:/

4. ふとん d. /ɸumikʌ/

5. Takashi e. /ʌn:dɔɾju:/

6. たかし f. /tʌkʌʃ:/

7. Andrew g. /ˡfu:.tɔn/

8. アンドリュー h. /.tʌˡkæ.shi:/

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Join the dots: Introduction to IPA

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Phonetic crossword

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Letters and Numbers dot to dot Japanese pronunciation of Roman letters is different to English pronunciation. Listen and repeat: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Which sounds different to Japanese? Now practice numbers: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 30, 40, 50, 60, 70, 80, 90.

What’s the difference between fourteen and forty?

Dot to Dot Listen to the teacher and draw one line, do not lift your pencil off the paper. Example: “Go from A1 to B6. Now go from B6 to E2. Then from… to…”

1.

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2.

3.

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4.

5.

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English Intonation

強い

（遠慮した）ためらう、ちゅうちょする

漠然とした

挑戦的な

中立的な

From: Halliday, M., and Greaves, S. (2008) Intonation in the Grammar of English. Equinox.

Practice: 1. I like it 2. I like cats 3. What did you say?

4. I think you’re cute 5. I lost my chicken 6. I love wombats

Sounds English Inspired from Nolasco, R. and Arthor, L. (1987) Conversation. OUP

This is my fox

Where is my fox?

/æ/

I love you

I lost my chicken

/w/

What’s the time

/ð/ (th)

I love wombats

Key Pronunciation. /ð/ needs the tongue to brush between the upper &

lower teeth /f/ & /v/ need the upper teeth brush against the lower

lip, /f/ is unvoiced, and /v/ is voiced. /m/ needs the upper and lower lips to press (mouth

closed) /æ/ is with the mouth and throat all open, and

voicing. /w/ is with the lips pursed, almost like in a kissing

position, and voicing.

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Reading

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

ER Reports Do extensive reading, and read between 3,000 to 4,000 words a week, and fill in weekly reports.

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

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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.

Library Orientation for Extensive Reading / Scavenger Hunt In pairs, wander through the library and find the answers to questions below. Warning, I’ve been told that students are not allowed to ask librarians for help during class time, and do not take photos. Finish this before the next class. Do this quickly, with brief answers.

1. What is a graded reader? It is a…

2. What publishers produce graded readers? Oxford University Press, …

3. There are two or three places in the library that have graded readers, what are their shelf / location numbers? Write a description of where some of the graded readers are.

Example: Oxford University Press

4. List three titles (names) of Oxford Bookworm books.

5. For one Oxford Bookworms book, what type of information is provided on the back cover?

6. Guess what “word count” might mean? (not “headwords”)

7. Find a Stage 1 and Stage 4 book. What are the word counts for these two books?

8. Which do you reckon is easier for you to read, a stage 1 or a stage 6 book?

Other publishers

9. What are the names of publishers who make graded readers?

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10. If listed, on the Common European Framework (CEF), what is the CEF level of an easy Macmillan or Cambridge book you’ve found? (provide the title of the book)

11. Find a book that looks interesting to you, and check if there’s no more than 2% of unknown words per page.

a. Write the title here: _______________________________

b. What is the word count of the book? ____________ words. (Do you need to borrow a second book? If so, get another).

c. What is the name of the publisher? ___________________

d. What level is the book? _____________________________

e. Borrow this book and read it/them for Extensive Reading homework. Fill in the Extensive Reading report for the 4,000 words you read this week.

f. Remember, if it’s too hard, you should replace it with an easier book.

Poster Preparation gambits When you are working with your partner, only use English. If I think the class doesn’t use English, then all future presentation preparation will be homework. Also, working together in English is practice for working in an English speaking workplace. As you speak, you can say these:

Asking What do you think? How about [suggestion]? What colour should use here? What kind of picture should we use?

How about this? [show] What can we put here?

What do you think of [suggestion]? Could we [suggestion]? Is this [big enough]? I’ll borrow a [red marker]. Can I borrow a red marker?

Answering That’s a good/great idea. Sure. / I think so too. Erm… I don’t think so. Erm… how about [other idea]?

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.

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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/

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Example of preparing an article A larger and easier to read version is available on Winjeel.Com

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Readings From Prochaska, E., Taylor, A. (2009) Reading for the Real World Intro, 2nd Ed. Compass.

The Rise and Fall of the Compact Disk

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Organic Diets for Kids

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Women in World Politics

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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 one or two 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

Example movies / stories Harry Potter Star Wars Big Hero 6 (ベイマックス) Frozen (アナと雪の女王) Charlie and the Chocolate Factory (チョコレート工場

の秘密) The Matix (マトリックス) Seven Samurai (七人の侍) Princess Mononoke (ものの

け姫) My Neighbour Totoro (とな

りのトトロ) (use Wikipedia to search in Japanese, and then switch to English for the English title)

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Extensive Reading Q&A 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 What did you think of it? (quality of the story / did you like it?)

o Anything interesting about the book? (any interesting language, idioms, vocabulary usage, metaphors, etc)

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?

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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.

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Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______

Report number: _________

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: ____________________





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


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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: _________

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.

NB: You may receive 0% for plagiarism and academic fraud. Name: ________________________________ Date: _____________ / Week: ______

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Student number: _______________________ Report number: _________

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 Make suggestions: Suggested actors / actresses:

Suggested directors:

Suggested sound track / music artists:

Suggested location:

Other:


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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.


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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: ____________________





Intersting language List examples of idioms, metaphors, personification, similes, etc you learnt, and page number.


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