Author Topic: Extensive Reading Activities  (Read 636 times)

0 Members and 1 Guest are viewing this topic.

Offline Tatiana Kashina

  • Fluffy Poster
  • ***
  • Posts: 5
  • Karma Points! 0
    • View Profile
Extensive Reading Activities
« on: February 11, 2020, 09:57:45 PM »
Extensive Reading Activities

Extensive Reading Activities for Teaching Language edited by J. Bamford and R. R. Day (2004) contains multiple ideas for developing L2 extensive reading skills, starting from how to introduce the reading material to developing awareness in reading. I selected and summarized three activities that I found useful and meaningful in developing oral and writing fluency.

1) Book Review Round Robin (Bamford & Day, 2004, pp. 96-98)

The goal of this activity is to develop speaking and listening skills based on the content of the book(s) students read. Instructors are recommended to print out one copy of the book review form for each student and model the activity by encouraging students to ask questions listed in the form. As preparation for the class activity, students fill out a Book Review Form before the class (students can also complete the form in class).

Procedure:

1.    Tell students that next class they will share a book review with their classmates. Distribute the book review form and model the activity by going through the form, answering the questions and giving an example of the book review.
2.     Students can fill out the book review form as homework before the class or in class.
3.     In the next class, pair up students and give them about 6 minutes to share their reviews. Students should ask and answer questions from the book review form. They can use the form for support but are encouraged to speak rather than simply read their responses.
4.     When the time is over, have students work with new partners. Students begin again but this time the reviewers do not use the written support. Tell students when to switch the roles.
5.     Repeat the procedure one or more times.

During the activity, students can write down the titles of any books they become interested in reading. The time per each turn is subject to studentsí proficiency levels: 2-3 minutes for low-level students to 5-6 minutes for advanced students.

BOX 6.3  Book Review (Bamford & Day, 2004, p. 98)

What is the title of your book? ___________________
What level is it?_________________
What genre is it? ___________________
What is the book about? _______________

Do you recommend this book? (Choose one)
      Very much
      If you like ____________, yes I do (genre).
      Not really.
Why? (Why not?)
_______________________________________________

Other questions (Your partner may ask you some of these questions, so be ready to answer.)

Where does the story take place?
What time period is it set in?
What is the story about?
How did you feel when you finished the book?
What was the best (or worst)  thing about the book?
If you could, how would you change the book?
Who was your favourite character?
How long did it take you to read the book?

Cambridge University Press, 2004

2) Act It Out (Bamford & Day, 2004, pp. 119-120)

The objective of this activity is to develop oral fluency and help students to better understand the content of the book. The class reads a common book, select one scene and act it out.

Procedure:
1.   Have students work in pairs or groups. Ask students to choose the scene from the book which they would like to act out and distribute the Act It Out handout. Have students fill out the handout for their scene.
2.     Monitor students and check their handouts.
3.     Give students 10-15 minutes to prepare for the role-play.
4.     Allocate peer-assessment rubrics to ensure the class is actively engaged in listening and evaluation.
5.     Groups role-play the scenes.

BOX 7.4  Act It Out (Bamford & Day, 2004, p. 120)

Part 1 Getting Ready

Choose a scene from your book.
1.     What is the name of your book?
2.     What are the page numbers the scene is taken from?
3.     What are the names of the characters?
4.     What is happening in the scene? (Write five sentences describing the event.)

Part 2 Performance

Your performance has to be at least three minutes long. Remember to speak like you would speak in a theater; everybody should be able to hear you!

Cambridge University Press, 2004


3. Getting Personal (Bamford & Day, 2004, pp. 146-148)

The goal of this activity is to develop fluent writing and encourage students to relate the reading content to their lived experiences. Students are given the opportunity to choose a task from the list and respond creatively to what they have read. The activity is carried out after students finish reading the book.

Procedure:
1.   Give students the Personal Responses List and have them choose one task that they like. Explain the submission requirements: deadlines, word limit, etc.
2.    Students complete the assignment at home.
3.     Collect and respond (grade).
4.     Extension: in class, students could work in pairs and read their work to each other and have a discussion about characters / plots / genre / etc.

BOX 9.5  Personal Responses List (Bamford & Day, 2004, p. 148)

Strengths and Weaknesses: Which character in the story do you most or least identify with? What are the character strengths and weaknesses? What are yours?
Interior Monologue: Choose a particular situation from the book. If you were (name of character), what would you do in such a situation?  What decisions would you make, and what actions would you take? Why? Write down your thinking for one particular situation.
Lessons For Living: What was the most surprising or interesting lesson that you learned from the story? Why? How does the lesson connect to your own life?
Letter or Diary Writing: Imagine you are (name of character). Write a letter to a friend about what is happening or has happened to you. Or write a diary entry for particular point in the story.
Manga Mania: Create a comic strip with simple drawings and speech bubbles for key part of the story.
Neighbors: Imagine one of the characters in the story has moved in next door to you. What is life like with such a neighbor? Describe an imaginary day in your life when you spend time with your new neighbor.
Film Director: You're going to make a film of the book, but you can only include two-thirds of the story. What will you cut from the story so that you can make you film? Which parts are not needed? Why?
Story Journey: Make a visual representation of the progression of the plot (opening, conflicts, complications, claims, and resolution).
Agony Column: One of the characters in the story turns to you for advice about how to solve a real or imagined problem in his or her life. Explain the problem and write a short letter to the character about what he or she should do to deal with the problem.

Cambridge University Press, 2004
« Last Edit: February 11, 2020, 10:02:46 PM by Tatiana Kashina »