Reading games interm, advanced.pdf
(
21823 KB
)
Pobierz
174864294 UNPDF
of
Reading
Games and
ActMties
fer
e
to Advanced Students of Eng---
-J
Jill
and
Charles
A
Hadf
ield
1
A
~ohction
R-
Contents
List of games
...
I
-
--
LI
Introduction
v
Teacher's notes
8
Games material
Index
List of games
Level
Function
Parlour games
Successful failures
Heroic failures
Punch lines
My first valentine
Postcards from John
Evacuees
Urban myths
Famous last words
Body language
Time warp
Curious customs
Village gossip
A life in the day
Guilty secrets
Loose morals
Roots
Ghost stories
intermediate
intermediate
intermediate
intermediate
intermediate
intermediate
intermediate
intermediate
intermediate
upper intermediate
upper intermediate
upper intermediate
upper intermediate
upper intermediate
upper intermediate
upper intermediate
upper intermediate
upper intermediate
giving instructions
narrating past events
narration
narration
narrating past events
describing scenes and past events
narrating past experiences
narration
reporting what other people said
describing customs
talking about life in past times
describing habits and customs
narrating past events
describing daily routines
narrating past experiences
narrating a story
talking about past events
narrating a story
Murder in the library
Believe
it
or not
upper intermediate
upper intermediate
narration, hypothesis
defining and explaining, justifying,
giving reasons
Trouble with men, frogs,
shoes and sisters
Horoscope exchange
Dream merchants
Politically correct
upper intermediate
advanced
advanced
advanced
narrating a fairy story
,
talking about character and emotions
narrating past events, predictingthe future
finding euphemisms
111
lntr
The activities in this book all require the reading of a text
and the communication of the information it contains,
sometimes in order to solve a puzzle or complete a task,
sometimes in order to do a role play.
All the activities consist of two main phases:
Phase 2
etc.
1
READ
-
EXTRACT INFORMATION
In this type of activity a worksheet or questionnaire is
handed out after phase
2
and the students try to complete
as much as possible using the information they picked up
in the second phase.
Although not an integral part of the 'read and retell'
activity, 'lead-in' and 'follow-up' activities have been
suggested in most cases to provide further integration of
skills. The 'lead-in' activities are based on discussion or
listening to an anecdote told by the teacher; the 'follow-
up' activities are suggestions for written work.
A list of 'problem vocabulary'
-
words that may be
unfamiliar to the students
-
is provided in the Teacher's
Notes for each game, to enable the teacher to be prepared
for queries. Students should be encouraged to read as
fluently and self-reliantly as possible, trying to guess or
deduce meaning where possible, using English-English
dictionaries where this fails, and turning to the teacher for
guidance if either of these resources fail.
The Teacher's Notes also give indications of level -the
majority of texts are intermediatelupper intermediate
level, but where texts are easier or more difficult than
average, this is indicated. The time required is also
indicated. Most activities will last an average lesson.
Shorter activities can be extended to fill a lesson by doing
the follow-up activity in class. Longer ones can fill a double
lesson, or a single one if the texts is given to the students
in advance, or the information 'share phase' allowed to
run on into homework.
The activities provide practice both in reading skills and in
oral expression, training students in the ability to extract
essential information from a text and to give an oral
summary of its contents. They provide a stimulus for
natural and meaningful communication: giving both a
reason and a motivating and enjoyable context for sharing
information. When integrating skills in this way, the
reading skill feeds directly into the speaking skill: new
words and expressions are often absorbed almost
effortlessly from the text by a kind of osmosis and
students' fluency and confidence in speaking are
improved.
Although the activities are quite simple to set up,
classroom management needs to be detailed and precise,
and you will need to be very clear in your own mind about
who is going to do what when
-
and where! Some points
to bear in mind:
Arrange desks and tables into groups in advance if
possible for the first phase. If it is not possible to move the
furniture in your classroom, give the same texts to students
at adjacent desks, and work out how they can turn their
chairs round to talk to those sitting near or behind them, if
group discussion is required in the first phase.
I
7
v
2
COMMUNICATE
-
SHARE INFORMATION
These phases may be organised in different ways. For
example, in the first phase, students may be divided into
groups and each group given a different text to read. They
complete a worksheet and/or discuss the text in their
groups.
Phase
1
Text A Text B Text
C
In the second phase students are regrouped to share their
information, in order to act out roles or to complete a task
or solve a puzzle.
Phase 2
The above diagrams show groupings for an activity
involving three texts, but activities may involve from two to
six texts.
Alternatively, every student in the class may have a
different, short text to read:
Phase
1
ABCDEFGHIJKLMNOPetc.
In phase
2
the students mingle freely and communicate
their information in randomly constituted small groups.
This activity may have a time limit set by the teacher, and
the aim is to listen to as many people's stories as possible
(i.e. to obtain as much information as possible) in the time
allowed.
The regrouping of students for the second phase is best
done by giving each student a number, e.g.:
activities, but in general some sort of warm-up activity
should be included as an introduction, to awaken students'
interest and provide a context for the reading text. A
follow-up writing task is a valuable activity, partly to 'fix' in
more permanent form the new words and expressions the
students may have learned during the reading and
speaking activities, but also because writing is easier given
a context and a reason, and that is precisely what these
activities provide.
Group A
Group
B
Group C
Then ask 'All the ones' to go to a certain area of the room,
'All the twos' to another area, and so on.
If students are not in groups, but moving about freely
for the second phase, make sure in advance that you have
an area where they can do this, by having the desks in a U-
shape with the central area free, or if the tables are
arranged in groups, by making sure that there is plenty of
free space in the central area. If you cannot move your
furniture, and your classroom is cramped, you will need to
modify this activity, so that students begin by talking to the
person next to them, then swap seats with other students
to talk to a different partner. The seat-swapping had
probably better be directed by you if space is limited!
The teacher's role changes constantly during one of
these activities, and you will need to be quite a chameleon.
During the initial setting-up phase, and the changeover
from phase 1 to phase
2,
you will need to be a very clear
instructiongiver. During phase 1, your role will be that of
guide and problem-solver. You may need to be very quick
on your feet here if you have a large class. If the students
.
are working in groups, try to train them to ask each other
for help first before turning to you - they can often solve
each others' problems. During phase 2, your role is as a
resource and guide, helping students if they are stuck and
don't know what to say, or are unclear about what to do.
You are also a monitor and evaluator, listening to what the
students are saying and noting mistakes and areas of
difficulty, which may form a basis for subsequent teaching.
It is a good idea to carry a pen and notebook, or an
OHT
and
OHP
pen if you have one, and to note down any
persistent problems or errors.
The longer texts have an accompanying worksheet to
direct the students' attention to the main points and to
help them read for gist. With the shorter texts, the
instruction is simply to memorise the details. It is important
that the students understand that they are not expected to
memorise the text and reproduce it word for word, but to
understand and remember the main points and retell the
story in their own words (though of course they may use
words and phrases from the text if they remember them).
With stronger groups, or students, it is a good idea to
remove the text at the end of phase
1.
Weaker students
may like to keep the text as a prop, but you should try to
ensure that they do not simply read from the text! Ask
them to turn it over and only peep at it if they are
absolutely desperate, or in the activities which involve
retelling the story a few times, let them retain the text at
first, and ask them to give it up when they have told the
story once or twice and are feeling more confident.
The introductory and follow-up activities are there as
suggestions only. You may have your own ideas for
introducing or following on from the 'read and retell'
VIII
Teacher's
Notes
1
Parlour games
LevelITime required
intermediate/average
Games material
Texts: A Author; B Actress; C Footballer;
D
Pop singer;
E
Cartoonist;
F
Actor
Questionnaire
Function practised
narrating past events
Structures
past tenses
Lexical areas
work, books, acting, football, pop music, art
Type of activity
jigsaw in four groups then groups of four
reading instructions and explaining how to play a game
LevelITime required
intermediatelaverage
Games material
Texts: A Botticelli; B The parson's cat; C Crambo; D The
adverb game
Function practised
giving instructions
Structures
imperatives, present simple, must
Lexical areas
famous people, adjectives, adverbs
Problem vocabulary
A A successful author: deadendjobs, degree, senior
lecturer, ego, took off, paratrooper, kidnap, motivation, put
me down, on your side
B A famous actress: voluptuous, audition, agent, burst into
tears, troupe, modelling, misery, obligations
C A successful footballer: trial, rejected, contract, on loan,
reluctant, establish, confidence
D A successful pop singer: settle down, disbanded,
keyboard, tick, on the dole, yell, breakthrough, released,
risks
E A successful cartoonist: commercial, sold out, desperate,
hellon earth, potential, reviewed, genius
F
A successful actor: cope with, audition, registrar,
convinced, encouragement, principal, therapist, evaluate,
realised, establishment, scaring, literate, pedlar
Problem vocabulary
A Botticelli: recalled, guess, clues, identity, restrict
B The parson's cat: take turns, version, round
C Crambo: clue, rhymes, guess
D The adverb game: adverb, missing, recalled, guess,
perform, according to
How to use the activity
Make enough copies of text A for one quarter of the
students to have a copy each, and the same for texts
B,
C
and
D.
The texts in this activity are all instructions for how to play
Victorian parlour games, a popular evening pastime in the
days before television. Lead into the activity with a brief
discussion on what students' families do for entertainment.
Divide the class into four groups, A, B, C, and D. Give
everyone in group A a copy of text A, everyone in group
B
a
copy of text B, and so on.
Give them time to read their text and discuss any problems
or misunderstandingswith their group. Tell them that they
will have to show other people how to play their game, and
warn them that you will take the texts away. They can make
notes if they like.
When you are confident they have understood how to play
their game, take the texts away and regroup them into fours
so that each new group contains an A, a B, a C and a D.
The object
of
the activity
is
for each member
of
the new
group to show the rest of the group how to play their
game.
How to use the activity
Make enough copies of text A for one sixth of the students
to have a copy each, and the same for texts B-F. Make
enough copies of the questionnaire for the students to have
one each.
You might like to begin with a short discussion of success
and failure. Ask the students to think of and write down the
names of one person they think is a success and one person
they think is a failure (not necessarily famous people). When
they have written down the names, they should get together
with a partner and explain why they chose those people and
what they mean by success and failure (in whose eyes, by
what standards, etc.).
Divide the class into six groups, A, B, C,
D, E
and
F.
Give text
A to each student in group A, text
B
to those in group
B,
etc.
Give each student a copy of the questionnaire.
Give them time to read their text, while you circulate to deal
with problems and queries.When they have finished reading,
ask each student to work with a partner from the same
group. Ask one of them to imagine they are the 'successful
failure' and the other to imagine they are the personlone of
the people who told them some years ago that they
wouldn't make it. They meet again at a party and begin to
talk
...
When the students have finished this first role-play, regroup
them so that each new group contains, as far as possible, an
A, a
B,
a C, a D, an
E
and an F. Ask them to tell their stories
to each other.
The object of the activity is to decide who was the
biggest failure and who is the biggest success.
Follow-up:
Ask students towrite a set of instructions for
playing a game familiar to them.
2 Successful failures
Type of activity
jigsaw in six groups then groups of six
retelling the history of a successful person and
completing a questionnaire
Plik z chomika:
marzenafuks
Inne pliki z tego folderu:
Basic Readiing Power.pdf
(5989 KB)
Skimming and Scanning - Jamestawon's Reading Advanced.pdf
(1508 KB)
More Reading Power.PDF
(33440 KB)
First Impressions - Elementary Reading skills.pdf
(16237 KB)
Interactions 2 Reading.pdf
(76535 KB)
Inne foldery tego chomika:
Academic English
BUSINESS ENGLISH
Cool English magazine
Courses
DICTIONARIES
Zgłoś jeśli
naruszono regulamin