Imagine…

TV Video Game

Personal Computer

Radio Book/ e-book

Best Friend

Other

Holland 33% 6% 24% 17% 0% 15% 5%

The USA 30% 19% 19% 9% 8% 2% 13%

Japan 24% 11% 21% 3% 17% 9% 15%

Greece 21% 9% 20% 11% 2% 19% 18%

www.ifla.org

TV Video Game

Personal Computer

Radio Book/ e-book

Best Friend

Other

Holland 33% 6% 24% 17% 0% 15% 5%

The USA 30% 19% 19% 9% 8% 2% 13%

Japan 24% 11% 21% 3% 17% 9% 15%

Greece 21% 9% 20% 11% 2% 19% 18%

www.ifla.org

17%

0%

TV Video Game

Personal Computer

Radio Book/ e-book

Best Friend

Other

Holland 33% 6% 24% 17% 0% 15% 5%

The USA 30% 19% 19% 9% 8% 2% 13%

Japan 24% 11% 21% 3% 17% 9% 15%

Greece 21% 9% 20% 11% 2% 19% 18%

www.ifla.org

- 1945 characters

- 46 symbols

- 46 symbols

- 1945 characters

1006 by grade 6

1, Children between grades 4 - 6 spend an average of 50 minutes reading outside of the classroom daily

2, More than 70% of all higher secondary school pupils buy a comic story magazine every day (250 million copies sold annually)

3, The largest book store in Osaka (with 600,000 titles) is three times larger than all the book stores in Chicago combined

4, Literacy rates (‘Functional literacy’ level 1) among 12 year olds is 99.7%

Why read more with your students (in

ELT)?

1, Those students who read extensively in English have a greater chance of improving in every area of language learning at a far faster rate than those students who do not read.’ – Stephen Krashen 1993

2, Successful reading leads to more reading. Christine Nuttall refers to this as ‘the virtuous cycle of reading’ – 1, the more you read, the better you become at reading. 2, The better you become, the more you want to read. 3, The more you want to read, the more you read. 4,…

So, how can we as teachers promote a reading culture

within our classrooms?

10 Ways to promote reading• Explore existing reading attitudes / habits• Equip S’s with effective reading strategies• Engaging / purposeful tasks – *pre, during &

post• Embrace technology – e-books (kindles etc.)

• Right selection of texts / materials• Enthusiastic teachers• Text rich environment• Reading buddies

• Book club – swap titles / rate it!• Reading corner / lounge

10 Ways to promote reading• Explore existing reading attitudes / habits• Equip S’s with effective reading strategies• Engaging / purposeful tasks – *pre, during &

post• Embrace technology – e-books (kindles etc.)

• Right selection of texts / materials• Enthusiastic teachers• Text rich environment• Reading buddies

• Book club – swap titles / rate it!• Reading corner / lounge

Ways to promote reading

• Explore existing reading attitudes / habits• Equip S’s with effective reading strategies

What do you think? – “I think” or “I don’t think”

Reading in my first language is fun.Reading is boring.It is easier to read about sports than science.If I read very fast, it is hard to understand meaning.Reading in English is fun.Reading out loud is a good idea.Reading is a total waste of time.

• How much do you like reading in your first language?

• What difficulties do you have with reading in English?

• What kinds of books do you enjoy?• What makes a book a good book?• How much time do you spend each week

reading for pleasure?

Ways to promote reading

• Explore existing reading attitudes / habits• Equip S’s with effective reading strategies

Encouraging learners to maintain a top-down perspective

I often woke up after the same dream and felt ______. This evening was no __________ .I stayed awake in the ______ trying to decide what the dream was trying to tell me. I was sure there had to be a meaningful reason. I also

________ about what was going to happen if I met my ____________ again on Sunday.

I often woke up after the same dream and felt afraid. This evening was no exception. I stayed awake in the dark trying to decide what the dream was trying to tell me. I was sure there had to be a meaningful reason. I also thought about what was going to happen if I met my Doppelganger again on Sunday.

Written/spoken – shadow reading

Shadow-reading (with audio and script)

1, Listen a few times to understand the text2, Listen again – highlight stressed words. Listen once more and note ‘chunks’ of language3, Play again – read along with the speaker at least twice – mimic intonation4, Practice reading text without the audio

Refuse - audacity

Refuse

Audacity.sourceforge.net

Audacity.sourceforge.net

What reFUSE (v) &REfuse (n) looks like... ..on Audacity

reFUSE (v) REfuse (n)

reBEL (v) REbel (n)

freQUENT (v) FREquent (adj)

conTENT (adj/v) CONtent (n)

Mind your language

10 Ways to promote reading• Explore existing reading attitudes / habits• Equip S’s with effective reading strategies• Engaging / purposeful tasks – *pre, during &

post• Embrace technology – e-books (kindles etc.)

• Right selection of texts / materials• Enthusiastic teachers• Text rich environment• Reading buddies

• Book club – swap titles / rate it!• Reading corner / lounge

10 Ways to promote reading• Explore existing reading attitudes / habits• Equip S’s with effective reading strategies• Engaging / purposeful tasks – *pre, during &

post• Embrace technology – e-books (kindles etc.)

• Right selection of texts / materials• Enthusiastic teachers• Text rich environment• Reading buddies

• Book club – swap titles / rate it!• Reading corner / lounge

“ We do things best if we believe we can succeed.”

Zoltán Dörnyei

Pre-reading tasks1, Predict the story from the cover / supporting

pictures and title2, Pre-teach essential lexis3, Prediction / speculation tasks (based on text)4, Jumbled up chapter titles / paragraphs5, Reseach the author6, Photocopy pictures and images 7, Projects8, Dictation activities

During reading activities1, Write chapter / paragraph reviews2, Radio plays / Role plays3, News articles – newspapers / magazines /

radio4, Prediction activities – Horoscopes, crystal

ball etc. 5, Character interviews6, Group discussions / Debates7, Dictation exercises8, Create comic strips

http://www.bitstrips.com/

Post-reading activities1, Writing Tasks - reviews, articles, ratings2, Comprehension tasks – one sentence

check3, Quiz time activities – vocabulary,

formulaic language (Phrasal verbs, multi word chunks)

4, Formal tests5, Change the ending / introduce new

characters6, Create posters – for the cinema/theatre7, Projects8, Individual interview / group discussion

You will speak individually with me for about 5 minutes. Here are some example questions you may be asked:• What is the book about?• Who was your favourite character? Why?• How did you feel when you finished the

book?• What was the most interesting thing about

the book?• Do you recommend it? Why or why not?

sogden@cambridge.org