THEORETICAL PART
Reading in ELT
Reading is a fundamental language skill that plays a crucial role in language teaching It significantly aids in language acquisition and is essential for effective communication, making it a vital component of the educational curriculum.
1.1 Kinds of Reading and Reading Strategies
Reading is a receptive skill that involves receiving information, and individuals approach reading differently According to Scrivener, "people read at different speeds and in different ways" (184), highlighting the variability in reading styles These differences are influenced by the specific purposes for reading, which require distinct reading strategies.
Harmer emphasizes the importance of differentiating between intensive and extensive reading Intensive reading involves a thorough examination of reading materials, typically occurring in a classroom setting This approach often utilizes excerpts from magazines or newspapers included in coursebooks, highlighting the careful selection of texts for educational purposes.
"determined by the specific purposes that students are studying for" (Harmer 100)
Extensive reading involves students engaging with reading materials outside the classroom, such as newspapers, magazines, books, and web pages, with a focus on their personal interests This type of reading, which is centered around enjoyment, is referred to as free voluntary reading (FVR) by Krashen, who advocates its benefits for both native and non-native English speakers.
It is also necessary to bear in mind that when people receive some information while reading, mere decoding letters is not enough It must include understanding too Ur explains:
Reading is not just about receiving words; it involves constructing meaning from text This process combines bottom-up strategies, such as decoding and understanding words and sentences, with top-down strategies that rely on our expectations and prior knowledge of the content and genre To enhance comprehension, learners should be encouraged to integrate both approaches in their reading practice.
Readers can engage with a text in multiple ways based on their specific goals, utilizing various sub-skills such as scanning, skimming, reading for detailed comprehension, or studying Consequently, effective and efficient reading relies on well-developed reading skills and strategies, along with other factors discussed in chapter 1.2.
Efficient and successful reading involves quick, appropriate, and skillful comprehension According to Ur, students should be encouraged to derive meaning from context rather than relying heavily on dictionaries, as excessive dictionary use can hinder fluency and lead to misunderstandings Appropriate reading materials should align with students' language levels, providing a balance of challenge and accessibility to help them develop their skills Furthermore, skillful reading incorporates various strategies, and teachers should facilitate ample opportunities for diverse and engaging reading experiences Ultimately, the key to learning to read effectively lies in exposing students to interesting materials that match their linguistic abilities.
Teachers must proactively identify potential challenges in foreign language reading to assist students in minimizing errors that can hinder their reading efficiency Common difficulties often arise from unfamiliar vocabulary and complex grammatical structures According to Scrivener, the primary issues faced by individuals attempting to read in a foreign language include these obstacles.
I need the dictionary all the time.
It's very slow – it takes ages just to get through a few sentences.
I often get to the stage where I understand all the individual words, but the whole thing eludes me completely.
Because it's slow, the pleasure or interest in the subject matter is soon lost. (184)
Skilled teachers are adept at identifying potential challenges and assisting students in overcoming them, often through preteaching unfamiliar vocabulary and grammar They also impart essential reading skills and their effective application To address initial reading difficulties, Scrivener emphasizes the importance of helping students recognize that understanding every word is not always necessary, and that practicing various reading techniques in English can significantly enhance their reading abilities.
Extensive Reading in ELT
Reading plays a crucial role in language teaching, as it involves a complex interplay of various sub-skills, techniques, and strategies that impact multiple areas of language knowledge Given this intricacy, incorporating extensive reading into English language teaching has become essential.
Extensive reading is defined as reading for pleasure, general understanding, and fluency in longer texts According to Bamford and Day, it involves learners independently choosing and reading easy materials in a new language, focusing on overall meaning and enjoyment Scrivener describes it as fluent, faster reading for entertainment and comprehension Krashen emphasizes the significance of free voluntary reading (FVR) as a powerful tool and foundational element in language education, highlighting that students engage in reading purely for amusement and personal interest.
Free Voluntary Reading (FVR) allows readers to engage with books without the pressure of completing reports or answering questions at the end of each chapter In FVR, there are no obligations to finish a book if it doesn't capture your interest This approach mirrors the natural, enjoyable reading habits that many of us practice regularly.
To explain extensive reading better, Bamford and Day put together a set of ten principles expressing its substance These are:
1 The reading material is easy.
2 A variety of reading material on a wide range of topics is available.
3 Learners choose what they want to read.
4 Learners read as much as possible.
5 Reading speed is usually faster rather than slower.
6 The purpose of reading is usually related to pleasure, information, and general understanding.
7 Reading is individual and silent
8 Reading is its own reward.
9 The teacher orients and guides the students.
10 The teacher is a role model of a reader (2-3)
Bamford and Day emphasize that the first principle is crucial for successful extensive reading, as students may struggle with challenging materials They identify the third principle as foundational for extensive reading, highlighting that the selection of engaging content is essential Learners are advised to discontinue reading anything that fails to capture their interest or proves too difficult Additionally, they note that the fifth principle is logically linked to the first, reinforcing the importance of accessible reading materials for learners.
Learners are more likely to read fluently when they engage with material that is easily comprehensible (Bamford and Day 2) Principle 6 emphasizes that readers do not need to grasp every word to derive meaning from a text This acceptance fosters a more effective reading experience.
"for the overall meaning of a text" (Ur 141)
Understanding the ten principles of extensive reading is crucial for teachers, as they offer a theoretical framework essential for effectively integrating extensive reading into language classrooms Implementing these principles in practice is necessary to enhance the learning experience and promote language acquisition (Bamford and Day 3).
2.2 The Value of Extensive Reading
Extensive reading significantly enhances language learning, as evidenced by its powerful impact on language acquisition and overall English proficiency (Scrivener 188) Krashen emphasizes that free voluntary reading (FVR) is crucial for reaching advanced second language skills, enabling learners to progress from basic conversational abilities to more complex language use (Krashen 147) When implemented effectively, extensive reading benefits all four language skills—reading, writing, listening, and speaking—while providing diverse, multi-sensory classroom experiences that cater to various learning styles (Teaching Literature).
Extensive reading significantly enhances reading skills, as confirmed by Bamford and Day, who state that it builds "literary awareness and improves reading skills" (173) According to Krashen, becoming a proficient reader is impossible without engaging in reading (37) Moreover, extensive reading positively influences writing abilities; students become familiar with various aspects of written language, such as sentence structure and idea connection, which enriches their writing skills (Collie and Slater 5) Teachers often observe that extensive reading fosters writing development, supporting Krashen's findings that increased reading in a second language correlates with better writing skills (10) Additionally, extensive reading promotes speaking skills, as effective teachers utilize literary texts to encourage discussions and allow students to share their interpretations, taking advantage of the multiple levels of meaning in these texts (Lazar 19) Finally, extensive reading also enhances listening skills when literary texts are paired with audio recordings or read aloud by teachers Bamford and Day succinctly summarize the overall impact of extensive reading on language skills.
Students who engage in extensive reading in a new language experience significant benefits Research indicates that these students develop stronger reading skills and greater confidence, leading to improved writing abilities Additionally, their listening and speaking skills also see considerable enhancement.
Extensive reading significantly enhances vocabulary and grammar competence, as supported by research (Bamford and Day; Collie; Krashen) It also boosts motivation, as literary texts, rich in multiple meanings and emotional depth, engage students more effectively than traditional classroom materials Collie and Slater highlight that extensive reading fosters students' ability to deduce meaning from context Moreover, literature enriches learners' understanding of diverse cultures, stimulates imagination, and nurtures creativity Additionally, literary texts provide opportunities for students to explore various literary devices, further enhancing their language learning experience.
Extensive reading significantly enhances language skills, fosters a deeper understanding of different cultures, and boosts overall literacy It encourages readers to engage with diverse texts, which improves vocabulary and comprehension Additionally, extensive reading cultivates a lifelong love for literature, making learning enjoyable and effective Overall, the benefits of extensive reading are profound and far-reaching, impacting both personal and academic growth.
the ability to understand the meaning of unknown words from the context
developing own creativity by using imagination
2.3 Should Extensive Reading be Included in the Language Classroom?
Many educators believe that incorporating extensive reading into language classrooms is essential, yet some hesitate due to concerns about needing expertise in literature and the perceived difficulty of literary texts for their students This raises an important question: should extensive reading be a fundamental part of language education?
The perspective on language teaching through extensive reading is evolving, with literature in the English Language Teaching (ELT) classroom experiencing a resurgence Traditionally, language instruction emphasized functional usage, leading to the perception that literature lacked practicality and was disconnected from everyday communication However, this view has shifted, recognizing literary texts as valuable resources that offer rich linguistic input, stimulate student engagement, and enhance learner motivation.
While extensive reading significantly enhances various aspects of language learning, teachers may face challenges when integrating literature into their curriculum These challenges primarily fall into three categories: text selection, task selection, and student behavior To effectively address the issue of text selection, educators should consider key questions that guide their choices.
1 Is the text interesting enough for the students?
2 Is the text appropriate for the students?
3 Is the text relevant for teaching purposes?
Self-selection of reading material is crucial for language learners, as highlighted by Bamford and Day's principles When selecting texts, factors such as level, length, and difficulty must be considered, especially when using authentic materials at advanced levels, where longer texts can pose challenges Collie and Slater suggest that extracts can be a viable solution, although they note the drawbacks, such as the inability to grasp the overall narrative and certain literary elements For pre-advanced learners, simplified texts may offer a better alternative It's essential for teachers to choose texts that align with the primary goal of language improvement, ensuring they recognize what is appropriate for their students Additionally, teachers face the challenge of whether to incorporate tasks after extensive reading While some, like Krashen, argue that tasks are unnecessary, others must navigate the complexities of determining the right amount and type of tasks to enhance the learning experience.
To cope with the problem successfully, it is necessary to realize what the role of tasks is.
Ur thinks that in the "case of extensive reading … when the reading material is motivating in itself … a task may actually distract and spoil the reader's enjoyment"
Extensive Reading Activities in the Classroom
To ensure that extensive reading remains enjoyable and effective, it is crucial that the associated tasks and activities are appropriately designed Additionally, monitoring reading progress is essential to maintain a balance between pleasure and development in reading skills.
When designing activities for an extensive reading program, teachers must ensure that these activities align with the ten principles of extensive reading outlined in chapter 2.1 As emphasized by Bamford and Day, it is crucial for the activities to reflect these foundational principles to enhance the effectiveness of the reading program.
help teachers introduce extensive reading to students
organize and introduce suitable reading material
link reading with particular aspects of language learning (for example, increasing oral fluency, improving reading and writing skills or learning new vocabulary)
When designing an extensive reading program, teachers must effectively introduce it to help students reflect on their reading experiences, habits, and attitudes This approach not only fosters awareness but also motivates students to engage in reading activities within the classroom.
To effectively engage students in extensive reading, educators can utilize general discussions and questionnaires to explore students' past reading experiences and opinions on reading in both their first language and English, as suggested by Bamford and Day (9-20) It's essential to clarify what extensive reading entails, its effective practices, and the rationale behind incorporating it into the curriculum To empower students in selecting their reading materials, various activities can be employed, such as matching book blurbs to their respective titles, as outlined by Bamford and Day (21) Depending on the teacher's objectives, students can either vote for a class book or choose individual titles for personal reading.
To enhance students' reading experiences, it is essential to assess their attitudes towards reading and subsequently introduce extensive reading materials This process involves engaging activities that can be categorized into three phases: pre-reading, while-reading, and post-reading According to Lazar, a variety of activities can be implemented at each stage to enrich the reading process and foster a deeper connection with the material.
1 Helping students with cultural background
2 Stimulating student interest in the story
1 Helping students to understand with the plot
2 Helping students to understand the characters
3 Helping students with difficult vocabulary
4 Helping students with style and language
1 Helping students to make interpretations of the text
2 Understanding narrative point of view
Teachers enhance and adapt pre-reading activities based on their expertise and creativity, ensuring these activities align with specific educational goals Understanding the objectives of these activities is essential for effective implementation According to Collie and Slater, pre-reading tasks play a vital role in preparing students for reading, making them an indispensable part of the learning process.
To build motivation and foster a love of reading, teachers must design engaging activities that captivate students and encourage them to delve deeper into texts By inviting students to speculate on book titles based on their covers and main themes, educators can enhance their reading experience and stimulate curiosity Incorporating while-reading activities further enriches this process, promoting continuous engagement with the material.
The article emphasizes the importance of clarifying text content to enhance students' comprehension of the writer's intent and the structure of the text Engaging activities such as matching words with definitions, answering comprehension questions, and character descriptions can facilitate understanding Additionally, post-reading tasks encourage students to express their personal reactions to the text Furthermore, providing various critical interpretations of the story fosters discussion and deeper analysis among students.
To enhance students' interest in reading and encourage independent reading, incorporating reading assignments for homework is beneficial Collie and Slater recommend providing worksheets that accompany home reading, emphasizing the importance of varying their format These worksheets are designed to aid comprehension of the text, focusing on language, ideas, and characterization.
Bamford and Day emphasize that activities following an extensive reading program should align with the specific goals of the learners For language acquisition, they suggest engaging in activities related to the reading material, with a book report being the most fundamental option Additionally, they propose a variety of other activities that can effectively complement the completion of the extensive reading program.
Extensive reading activities are essential for monitoring and evaluating student reading progress, allowing teachers to track what, how much, and how well students are reading (Bamford and Day 77) The data collected from these activities can serve as valuable evidence for research and administrators, demonstrating that teachers are effectively engaging with students during reading sessions (Krashen 151) Additionally, these activities benefit students by helping them understand their reading journey and progress Recommended practices include maintaining a reading notebook, conducting individual reading interviews, summarizing texts in one sentence, and answering simple content-related questions (Bamford and Day 77-85).
Evaluating reading activities significantly highlight the impact of extensive reading on language development Teachers and students can assess progress through various effective tests recommended by Bamford and Day, including the one-minute reading test, cloze test, and individualized vocabulary tests The one-minute reading test measures changes in reading speed before and after starting an extensive reading program, while the cloze test evaluates language proficiency growth, and individualized vocabulary tests track vocabulary enhancement Overall, these evaluation activities provide concrete evidence of student progress, serving as a powerful motivational tool.
Extensive reading significantly enhances language learning, prompting teachers to encourage students to read both in and out of the classroom The more students engage with texts, the stronger their reading and overall language skills become Bamford and Day advocate for regular periods of sustained silent reading during lessons, where students read individually and silently The presence of the teacher reading the same book serves as powerful motivation for students In addition to silent reading, various activities can further inspire students, such as partner discussions, reading aloud, homework assignments with reports, and maintaining a reading diary for classroom sharing Recognizing top readers through awards or competitions also fosters a love for reading, contributing to students' confidence and enjoyment in exploring books independently.
Teachers can enhance student learning outside the classroom by offering a diverse library of reading materials that cater to students' varying levels of interest and ability (Harmer 110) This library can be established in a designated room, within classrooms, or even in teachers' studies, depending on available resources Additionally, students can be encouraged to engage with the texts by writing their comments, reactions, or ratings in the books they borrow and read.
Students seeking new reading material can benefit from peer comments to guide their selections Additionally, forming a book club fosters an engaging atmosphere where learners can discuss their favorite titles, share recommendations, and decide on new books to explore together.
PRACTICAL PART
Aims of the Research
There are three aims of ERP which should be fulfilled
1 Explore students' views on reading and on the integration of ERP in classes
2 Involve students in extensive reading and stimulate their interest through graded readers.
3 Analyze data obtained from tests before and after ERP where students' reading rates, reading comprehension, language proficiency and vocabulary knowledge were measured.
Hypotheses
There are six hypotheses developed for this research
1 It is supposed that the students' reading rates will increase after ERP more than reading rates of the students not participating in ERP
2 It is assumed that the students' reading comprehension will improve after ERP more than reading comprehension of the students not participating in ERP
3 It is assumed that the students' language proficiency will increase after ERP more than language proficiency of the students not participating in ERP
4 It is supposed that the students' vocabulary knowledge will improve after ERP more than vocabulary knowledge of the students not participating in ERP
5 It is assumed that most students' attitudes towards reading in English will be influenced positively by ERP
6 It is supposed that this research will contribute to my teaching practice and help me to apply the acquired knowledge in my future work.
Research Methodology and Organization
ERP was first introduced to the eighth grade at the basic school in the town of
The Solnice program, which began in September 2009 and concluded in early November, was integrated into English classes with a dedicated weekly lesson Initially, a questionnaire revealed that none of the students had prior experience with extensive reading To address this, I chose to implement a level 1 graded reader for all students.
I believe that students should first be equipped for individual reading To support this, new graded readers were ordered, as the school previously lacked any Currently, the school library boasts a collection of twenty-seven graded readers, including both starter and stage levels.
I chose to implement ERP with my class of 12 elementary-level students, aged 13, divided into two groups of six boys and six girls They attend three 45-minute English lessons weekly, with an average mark of 2.75 from the previous year Their skills in reading and listening are mediocre, while speaking and writing are below standard Despite being active in class, they show little motivation to study at home, resulting in a limited vocabulary and a reluctance to complete homework assignments Overall, their behavior is considered standard.
The ERP program was implemented over ten 45-minute lessons, beginning with an introductory session on ERP and a discussion on reading habits, followed by the completion of a questionnaire based on Bamford and Day's framework In the second lesson, students took Reading Test 1 to assess their initial English knowledge, which included four assessments designed to measure progress in language and reading development through extensive reading The "One-Minute Reading Test" was utilized to evaluate students' reading rates, using the opening of a story as the assessment material.
"Dangerous Journey" by Cox for it "Answering Test" (Appendix 3) shows how students understand text I found a suitable text in Soars and Soars (11) "Cloze Test" (Appendix
4) measures students' language proficiency I decided to use a simplified version ofOscard Wilde's Selfish Giant (The Selfish Giant) "Vocabulary Test" checks on how well the students have learned new vocabulary (Appendix 5) It is necessary to mention that questionnaire 1 and reading test 1 were also completed by twelve students from the other half of class 8 who did not participate in ERP Those students were asked to complete reading test 2 after finishing the programme as well Their results then were measured and compared with the students who participated in ERP The third, fourth and fifth lessons were dedicated to reading the first book All the students read the same book After some consideration I selected "Deep Trouble" by Lesley Thompson The reasons for selection will be explained in the following chapter The main reason was that the students had not read English books before the programme and therefore they were not used to reading in English for a longer time Moreover, I needed to know if the students understood what they read or not When preparing the activities I was mostly inspired by Bamford and Day's ideas and Collie and Slater's suggestions After finishing the book students evaluated it on the "Rate It!" form (Appendix 6) During the sixth lesson the students were shown books' covers and titles and they matched them with their blurbs (Appendix 7) On the basis of the blurbs each student chose the book he/she liked The seventh and eighth lessons students read the bok of their choice I prepared some activities as well, but I decided to use fewer activities than in the first stage of extensive reading, because I wanted the students to spend more time on sustained silent reading As some students read faster than others I had some additional titles at hand.Upon finishing their choice of reading, students were asked to prepare a free-form presentation on their books for the ninth lesson According to the presentations each student chose another book to read and fill in a book report (Appedix 8) The tenth lesson students completed reading test 2 Apart from "Answering Test" (Appendix 9) and "Vocabulary Test" (Appendix 10) I used the same tests as in reading test 1 The last students' task was filling questionnaire 2 (Appendix 11) where they evaluated ERP.Concerning the questionnaires, I decided to use them in Czech language because it was the students' ideas and opinions I aimed at Moreover, I wanted to be sure that the students really understood the questions
3.3 The Reasons for Choosing the First Title
In "Deep Trouble" by Lesley Thompson, two students, Matt and Amy, seek excitement instead of studying for their exams and venture to a marina, where they unexpectedly witness a woman shooting a man Their adventure quickly turns perilous as they find themselves aboard a boat with dangerous drug traffickers Fortunately, an undercover agent among the criminals assists them, leading to the arrest of the traffickers Ultimately, Matt and Amy's harrowing experience leaves them relieved and ready to return to their studies, no longer bored.
The primary reason for my story selection was its appealing and engaging topics that resonated with students I favored a narrative centered on contemporary events, as it offered a more enjoyable reading experience The dramatic plot captivated students, fostering their interest in further reading Additionally, the text contained a manageable number of new words, ensuring minimal disruption to reading fluency The book featured vivid photographs that enhanced comprehension, complemented by varied reading checks at the end of each chapter, aligned with task functions While the provided activities were well-crafted, I opted to create custom activities tailored to my students' specific needs Furthermore, the inclusion of audio recordings was crucial, as I planned to integrate listening exercises with the initial reading.
In conclusion, the book posed no significant challenges in vocabulary or grammar that would hinder comprehension, and its engaging nature effectively encouraged students to pursue extensive reading.
Lesson Plans
Since I would like other teachers to take advantage of my bachelor thesis, I decided to include detailed lesson plans in it
Lesson aims: a) to kindle students's curiosity by speculating about the story b) to motivate students for further reading c) to prepare students for sustained silent reading
Context: Starting extensive reading programme
Anticipated problems: a) problem: too many unknown words solution: pre-teaching vocabulary b) problem: student will not be able to concentrate on sustained silent reading solution: including more interesting activities
Materials, teaching aids: multiple copies of Deep Trouble by Lesley Thompson-level 1, blackboard, chalk, audio-recording of the story, comprehension questions sheet, bags, cards
Stage 1: Using the title and cover Time: 5 minutes Interaction: whole class The teacher shows the students the book with covered title Students predict what could be the story about The teacher writes their suggestions on the board Then the teacher uncovers the title Students try to say what the title means After that they try to guess the book's content again The teacher writes the new suggestions on the board Now the students try to guess what the genre of the story could be
Stage 2: Pre-teaching vocabulary Time: 5 minutes Interaction: whole classThe teacher writes a few difficult words from the first chapter on the board and their definitions Students match the words to their definitions
Stage 3: The first chapter Time: 15 minutes Interaction: solo work, whole class The teacher reads the first paragraph aloud and asks students if their predictions have changed Students are told that if they read faster they can take cards prepared on the desk and write some unknown words on one side and their translations on the other side and put them in the bag This activity takes place the whole reading programme If there is enough time in a stage, the teacher takes cards from the bag and students say either the words's definitions or translations After this explanation the teacher plays the CD. Students read and listen to the first chapter After finishing reading they do reading check at the end of the chapter If necessary students can summarize the text briefly or answer comprehension questions prepared beforehand Then they discuss their predictions
Stage 4: The second chapter Time: 15 minutes Interaction: solo work, pairwork The students read the second chapter on their own After finishing reading they do the reading check in pairs The teacher only asks a few checking questions If the teacher feels some students had big problems, it is good to summarize the text briefly Then students discuss their changed or confirmed predictions
Stage 5: Evaluation Time: 5 minutes Interaction: the whole class
The students discuss their feelings, problems or suggestions on the first reading lesson Reflection:
Surprisingly, most students were interested in reading However, it could have been caused by the number of activities and by the newness of extensive reading in the class.
To enhance the learning experience for both fast and disruptive students, I realized the importance of having supplementary materials ready The lesson was successful, with most students engaging in reading activities, and several expressing genuine enjoyment in the process.
Lesson aims: a) to motivate students to further reading b) to support students to be able to understand the plot c) to develop the skill – understanding unknown words from the context
Context: Orientating in the content
Anticipated challenges in the classroom include varying reading speeds among students, which can be addressed by providing more challenging activities for faster readers Additionally, to engage students who find extensive reading boring, pairing them for activities can enhance their enjoyment and participation To mitigate the use of their mother tongue during pair work, teachers can support English-speaking practices by actively listening to students and offering constructive feedback Essential materials for this approach include multiple copies of "Deep Trouble" by Lesley Thompson, tailored for the appropriate reading level.
1, blackboard, chalk, audio-recording of the story, bags, cards, jumbled-sentences sheet for faster students
Stage 1: Predicting from pictures Time: 3 minutes Interaction: whole class The teacher shows the students some photographs from the third chapter The students predict what will happen in the chapter
Stage 2: The first paragraph's title Time: 3 minutes Interaction: whole class The teacher reads the first paragraph The students suggest the best title for it
Stage 3: Questions in pairs Time: 7 minutes Interaction: pairs
The students listen to the CD – and read the first two pages Then each of them prepares two questions for his partner
Stage 4: Finishing chapter 3 Time: 8 minutes Interaction: solo work, whole class
Students complete the chapter reading, after which the teacher employs activities to assess comprehension If any understanding issues arise, the teacher encourages students to provide a brief summary of the chapter.
Stage 5: Key words Time: 3 minutes Interaction: whole class The teacher writes seven key words from the next chapter The students discuss what the chapter could be about
Stage 6: Students' opinions Time: 3 minutes Interaction: whole class The students read page 20 in the book The teacher asks them how they would feel in the situation and what they would probably do
Stage 7: Finishing chapter 4 Time: 13 minutes Interaction: solo work, whole class
The students read chapter 4 to the end Then they do check reading activities from the book and discuss their predictions
Stage 8: Words from the bag Time: 5 minutes Interaction: whole class The students wrote new words on cards and put them in the bag during the lesson Now it is the time to work with them The teacher takes a few cards from the bag and students try to translate or define the words They can also try to use them in sentences
Some students faced challenges in concentrating on extensive reading, while others showed a keen interest in it Those who enjoyed reading progressed faster, so I provided them with a jumbled summary of the chapters to aid their understanding They also assisted weaker students in grasping the plot One student, however, displayed disinterest and reluctance to read, so I tried to engage him by discussing his difficulties and asking simple questions about the chapters, which offered minimal improvement Additionally, during pair work, some students resorted to their mother tongue, prompting me to emphasize the importance of using English and correcting their mistakes.
The lesson aims to help students summarize the entire story, engage in writing activities such as SMS and ratings, and boost their confidence in reading English books As they conclude the first title, students will practice their summarization skills, enhancing their overall comprehension and writing abilities.
Anticipated problems: problem: some weaker students have problems with understanding the story on the whole solution: stronger students can help them with the summary
Materials, teaching aids: multiple copies of Deep Trouble by Lesley Thompson – level
1, blackboard, chalk, audio-recording of the story, bags, cards, rate-it sheet,
Stage 1: SMS Time: 7 minutes Interaction: pairwork
Students are invited to place themselves in the shoes of Amy and Matt, contemplating whom they would send a single SMS to and what message they would convey Each student pair composes a text message, which is then shared aloud with another pair, fostering creativity and collaboration in their writing process.
Stage 2: Chapter 5 Time: 13 minutes Interaction: solo work, whole class The students read chapter 5 on their own After finishing reading they provide a short summary of the chapter and then they try to think of a better title for the chapter
Stage 3: Adjectives Time: 3 minutes Interaction: whole class
The teacher writes the names of two or three characters from the story Then he writes their qualities around the names The students match the qualities to the characters
Stage 4: Chapter 6 Time: 12 minutes Interaction: solo work, whole class The teacher plays CD for the first paragraph and then asks: Did the police believe Matt and Amy? Where did they sleep that night? Who entered the sunny room? Who do you think he is? Then students finish the chapter on their own
Stage 5: Who said this? Time: 5 minutes Interaction: whole class
The teacher reads the most important sentences from the book The sentences are chosen to summarize the story The students try to remember which character said the sentences
Stage 6: Rating Time: 5 minutes Interaction: solo work
Students complete rating sheets (Appendix 7) included in the book copies, assessing both the interest level and difficulty of the book They are encouraged to provide comments on the story, which will assist future readers in selecting their next book.
Research Results and Analysis
For research data analysis PC programmes MS Word and MS Excel were used First
This article presents a summary of data collected from three questionnaires and reading tests to evaluate the impact of an Educational Reading Program (ERP) on students' attitudes towards reading Questionnaires 1 and 2 were administered to twelve students involved in ERP, while Questionnaire 1 was given to twelve students not participating in the program The analysis focused on comparing the reading attitudes and performance of students in Group A (ERP participants) versus Group B (non-participants) Additionally, results from reading tests 1 and 2 were incorporated to provide a comprehensive comparison between both groups.
Question 1 How much time do you read in a week?
Table 1: The amount of reading in a week
How much time do you read in a week? (hours) 62,5 48,5
It can be seen from Table 1 that students in Group A read 62,5 hours a week whereas students in Group B read 48,5 hours a week
Figure 1: The amount of reading in a week
Question 2: What do you usually read?
Table 2: The rate of reading material
2 Group A Group B Group A (%) Group B (%) books 0 1 0 8 magazines 4 8 33 67 both of them 7 3 58 25 none of them 1 0 8 0 total 12 12 100 100
When I wanted the students to specify what they usually read I found out the results showed in Table 2 It shows that most students in Group A (58%) usually read both books and magazines whereas most students in Group B (67%) prefer magazines. Only one student in Group A (8%) does not read any of them On the contrary, one student in Group B (8%) prefers books
Figure 2: The rate of reading material
Question 3: Do you enjoy reading in Czech?
3 Group A Group B Group A (%) Group B (%) yes 9 8 75 67 no 3 4 25 33 total 12 12 100 100
Table 3 shows how the students enjoy reading in Czech Out of 12 students in Group
A, 9 students (75%) enjoy reading in Czech whereas out of 12 students in Group B, 8 students (67%) enjoy reading in Czech
Question 4: Do you enjoy reading in English?
4 Group A Group B Group A (%) Group B (%) yes 4 3 33 25 no 8 9 67 75 total 12 12 100 100
Out of 12 students in Group A, 4 students, which equals 33%, enjoy reading in English whereas out of 12 students in Group B, 3 students, which equals 25% enjoy reading in English
Question 5: Have you read a book in English?
Out of the total number of 24 respondents, none of them has read a book in English Question 6: Would you like to read a book in English?
Table 5: Tendency to read English books
6 Group A Group B Group A (%) Group B (%) yes 6 5 50 42 no 6 7 50 58 total 12 12 100 100
Out of 12 students in Group A, 6 students (50%) would like to read a book in English whereas out of 12 students in Group B, 5 students (42%) would like to read a book in English
Figure 5: Tendency to read English books
Question 7: Does reading in English help to improve your English?
Table 6: Reading in English improves English
7 Group A Group B Group A (%) Group B (%) yes 11 8 92 67 no 0 1 0 8 don´t know 1 3 8 25 total 12 12 100 100
In a study involving two groups of students, Group A demonstrated a strong belief in the benefits of reading in English, with 92% (11 out of 12) affirming that it enhances their English knowledge In contrast, Group B showed a lower conviction, with only 67% (8 out of 12) agreeing that reading improves their English skills, representing a 25% decrease compared to Group A Additionally, 25% of Group B's students were uncertain about the impact of reading, and one student (8%) even felt that reading does not contribute to their English proficiency.
Figure 6: Reading in English improves English
Question 1: Did you enjoy ERP?
Table 7: The students enjoyed ERP
1 Did you enjoy ERP? % yes 7 58 no 2 17 partially 3 25 total 12 100
Out of 12 students participating in ERP, 7 students, which equals 58%, enjoyed it, 3 students, which equals 25%, enjoyed the programme partially and two students, which equals 17% did not like the programme
Figure 7: The students enjoyed ERP
Question 2: Has ERP changed your attitude to reading in English positively?
Table 8: Positive change in the attitude
2 Positive change in the attitude % yes 6 50 no 2 17 partially 4 33 total 12 100
A survey of 12 students revealed that 50% reported a positive change in their attitudes toward reading due to ERP, while 17% indicated no change Additionally, 33% of students felt that ERP had only partially influenced their reading attitudes.
Table 8: Positive change in the attitude
Question 3: Was it difficult or easy to read English readers?
3 Easy or difficult? % easy 3 25 difficult 4 33 just right 5 42 total 12 100
Out of 12 students, 3 students, which equals 25%, consider reading easy, 4 students, which equals 33%, consider reading difficult and 5 students, which equals 42%, considered reading of English readers just right
Question 4: How was ERP prepared?
Table 10: The preparation of ERP
4 How was ERP prepared? % well 9 75 just right 3 25 total 12 100
Out of 12 students, 9 students (75%) think that ERP was well prepared and 3 students (25%) think it was prepared just right No student thinks that the programme was prepared badly
Figure 10: The preparation of ERP
Question 5: Has ERP helped your English ability?
Table 11: The impact of ERP on English ability
5 Has ERP helped your English? % yes 8 67 partially 3 25 no 1 8 total 12 100
In a survey of 12 students regarding the impact of ERP on their English skills, 67% (8 students) reported that ERP significantly improved their abilities, while 25% (3 students) felt it contributed partially Conversely, 8% (1 student) stated that ERP did not enhance their English skills at all.
Figure 11: The impact of ERP on English ability
Question 6: Are you going to read graded readers after ERP?
6 Reading after ERP % yes 7 58 no 3 25 don´t mind 2 17 total 12 100
Out of 12 students, 7 students (58%) want to continue in reading, 3 students (25%) do not want to continue in reading and 2 students (17%) do not mind
Reading Tests: One-Minute Reading Test
Table 13: Results and gains in one-minute reading test
Table 13 displays the one-minute reading test results, indicating the number of words read by students Group A, which participated in the ERP, demonstrated a mean gain of 53.3 words, while Group B, which did not participate in the ERP, had a mean gain of 27 words.
Table 14: Results and gains in an answering test
12 2 3 1 12 3 4 1 total 39 62 23 total 42 64 22 mean 3,3 5,2 1,9 mean 3,5 5,3 1,8 mean % 32,5 51,7 19,2 mean % 35,0 53,3 18,3
Table 14 displays the results from tests 1 and 2, which evaluated reading comprehension among students Group A achieved a mean gain of 1.9 points, reflecting a 19.2% improvement, while Group B recorded a mean gain of 1.8 points, indicating an 18.3% improvement.
Table 15: Results and gains in cloze test
12 0 0 0 12 0 0 0 total 24,0 70,5 46,5 total 20,5 17,5 -3 mean 2,0 5,9 3,9 mean 1,7 1,5 -0,3 mean % 5,3 15,5 10,2 mean % 4,5 3,8 -0,7
The results from the cloze test, detailed in Table 15, assessed language proficiency with a maximum score of 38 points Students earned one point for each exact match according to the scoring guide and half a point for near matches with grammatical or word form errors Group A demonstrated a mean gain of 3.9 points, reflecting a 10.2% improvement, while Group B experienced a mean loss of 0.3 points, indicating a 0.7% decline.
Table 16: Results and gains in a vocabulary test
12 1 5 4 12 6 4 -2 total 58,0 107 49,0 total 63 73 10 mean 4,8 8,9 4,1 mean 5,3 6,1 0,8 mean % 12,7 23,5 10,7 mean % 13,8 16,0 2,2
The results from vocabulary tests 1 and 2 indicate that students in group A achieved an average gain of 4.1 points, reflecting a significant improvement of 10.7% In contrast, students in group B showed a minimal average gain of 0.8 points, corresponding to an improvement of just 2.2%.
This section focuses on highlighting the most intriguing and significant findings from my research, while also exploring the underlying reasons that contribute to these results.
Questionnaire 1 was designed to find out the students' attitudes towards reading before starting ERP and to compare their attitudes with the students not participating in ERP In question 1 I focused on the time the students devote to reading in a week From the results we can see that the students in group A read more than the students in group
The study aimed to explore students' attitudes towards reading in English, revealing that group A prefers longer texts and enjoys reading in their native language more than group B Key reasons for their enjoyment include vocabulary development, a relaxed atmosphere, and the opportunity to learn new things, while boredom is cited as the main reason for disliking reading When it comes to reading in English, group A demonstrates a more positive attitude, with a greater enjoyment attributed to vocabulary acquisition and a passion for the subject Notably, 50% of group A expressed interest in reading an English book, compared to 42% of group B Furthermore, 92% of group A recognize the benefits of reading in English for improving their language skills, in contrast to 67% of group B Overall, the findings indicate that group A holds a more favorable view of reading in both Czech and English, although their fear of comprehension challenges has prevented them from engaging with English literature.
Questionnaire 2 was designed to find out if the students enjoyed ERP and how their attitudes towards reading in English changed after the programme The results obtained from question 1 clearly show that the programme was successful The students stated the reasons for enjoying the programme as well These were: it was interesting,enjoyable, they liked ERP because they liked reading in general, lessons were more enjoyable and that due to ERP they learned new vocabulary The students' reason for not enjoying the programme was only one: disinterest in reading in general In question 2 I focused on the change of the students' attitudes towards reading in English after ERP.When we compare these results with the results in questionare 1, we can see that the numbers considerably changed Out of 8 students who mentioned that they did not like reading in English, 4 of them changed their attitude partially, 2 of them changed their attitude positively and only 2 of them did not change their attitude positively, which corresponds with the number of students who did not like reading at all in the previous question Although 4 students in questionnaire 1 said they enjoyed reading in English,after ERP they stated that their attitudes changed positively, because they like reading inEnglish even more The students who were influenced by ERP positively said that they were not afraid of English books any more and that they understood English texts more now In question 3 the students expressed their opinion on how difficult the reading of graded readers was for them 25% of the students considered it easy and 42% of the students saw it just right Only 33% saw it difficult These students had mainly problems with unfamiliar vocabulary and some of them at times did not understand the plot From these results we can see that the graded readers were chosen well In my opinion, it is logical that the students who considered reading difficult belonged to the group of students who did not enjoy reading and whose attitudes changed positively partially In question 4 I wanted to know if the students considered ERP well-prepared and if they had remarks about it As most of the students think that the programme was well- prepared, it suggests ample preparation from the teacher Moreover, it is very stimulating that none of students thinks that the programme was prepared badly Most of students would not change anything about the programme One of them would not include the presentation and one student would choose more humorous books In question 5 I focused on the impact of ERP on students' English general ability As only 8% of the students think that the programme did not help them, we can see that ERP succeeded in helping the students' English general ability The students mention that ERP helped them to increase their vocabulary knowledge, to improve their reading, reading rate and reading comprehension In question 6 I wanted to know if the students were going to read graded readers after ERP The results show that most of the students want to continue in reading on their own The students mention that their reasons for continuing in reading were that it was interesting and that they enjoyed reading The reasons mentioned for not continuing were that the students do not like reading at all. The results obtained from Questionnaire 2 show that ERP was successful and that most of the students appreciated it It can be said that the programme has changed the attitudes of most of the students towards reading in English positively and even if it lasted only for 2 months, most of the students think that it has had a positive impact on their knowledge of English
The reading tests aimed to assess the influence of Extensive Reading Program (ERP) on students' English proficiency Results showed that students in group A, who participated in ERP, had a mean reading rate increase of 53.3 words per minute, significantly outperforming group B's 27 words While both groups improved their reading comprehension, group A's 19.2% improvement slightly surpassed group B's 18.3% In cloze tests, group A improved by 10.2%, while group B's performance declined by 0.7%, indicating that extensive reading enhances language proficiency more effectively than traditional methods Additionally, group A showed a 10.7% improvement in vocabulary knowledge compared to group B's 2.2% Overall, the results demonstrate that ERP positively impacts students' English skills, with group A consistently outperforming group B across all tests, highlighting the benefits of incorporating extensive reading into language curricula for notable progress in reading and language development.
In my bachelor thesis, I set out three key objectives, one of which was to investigate students' perspectives on reading and the incorporation of ERP in the basic school classes I teach Additionally, I aimed to engage students in extensive reading and enhance their interest through the use of graded readers I successfully achieved these goals.
Finally, the data and ideas that stem from my research were analyzed subsequently
The hypothesis supposing that the students' reading rates will increase after ERP
(which increased by 53,3 words per a minute) more than the rates of the students not participating in ERP (which increased by 27 words per a minute) was confirmed
One-Minute Reading Test
After receiving the teacher's signal, read the text at a comfortable pace for one minute When the final signal is given, stop reading and mark the point where you paused with a slash.
Surrounded by vast forests with no roads, only tracks, two tents stood in a clearing where Manuel was brewing coffee on a small stove He predicted rain, which Leon acknowledged would turn the ground to mud, complicating their return to base The team of four, led by the frustrated Leon, was searching for iron and other metals, but Joe and Pedro were late returning from their two-day trip in the truck Joe, a clever and ambitious younger man, often caused trouble and desired to take over Leon's position As Manuel and Leon sipped their coffee, they heard the sound of the truck approaching, signaling Joe's return, who emerged with a smile despite the delay.
His smile made Leon more angry "You are late," said Leon "Where have you been?"
"Hunting," replied Joe And he held up his rifle "Hunting," Leon shouted angrily "That ´s not your job We haven´t time for hunting."
"We were away for two days," replied Joe "We´re not very late."
"I am the boss here!" Leon shouted Joe looked at Leon angrily He was not smiling now
"We're running very late," Leon urged, stressing the urgency as rain threatened to turn the ground to mud Manuel quickly took down the tents while Joe and Pedro loaded the boxes into the truck "Hurry up! It's already ten o'clock!" Leon shouted, pushing everyone to move faster Once everything was loaded, Joe took the driver's seat with Leon beside him, while Manuel and Pedro settled in the back With the engine started, their journey commenced smoothly for the first twenty kilometers until they encountered a stream.
Answering 1
Read the texts and answer the questions You have got five minutes
Vichai, an eighteen-year-old engineering student in his second year at Kasertsart University in Bangkok, Thailand, lives in a townhouse with his family, including his older sister His classes run from 8 AM to 3 PM, Monday through Friday, and he aspires to become a civil engineer after completing his studies.
For breakfast, I typically enjoy boiled rice, followed by chicken with fried rice or a bowl of noodles for lunch at the university canteen In the evening, I have dinner with my family, where my mother prepares the meals, and I believe her cooking is the best in the world!
On weekends, he supplements his income by teaching computer studies at a private school, while also enjoying the traditional Thai game of "takraw." Although he loves residing in Bangkok, he finds the ever-worsening traffic and congestion to be a significant drawback.
2 Where is his house situated? ………
3 How many brothers and sisters has he got? ………
5 What does he usually have for lunch? ………
6 Where does he have lunch? ………
7 Where does he eat in the evening? ………
8 Is his mother a good cook? ……….
9 What does he want to do after finishing university? ………
10 How does he earn his extra money? ……….
Cloze Test
Read the text and fill in the missing words Each blank needs just one word You have got 19 minutes.
Once, a giant owned a beautiful garden filled with vibrant flowers, lush grass, and peach trees that bore sweet fruit each summer However, the giant decided to visit a friend in the mountains and disappeared for seven years During his absence, local children discovered the garden and began to play there daily after school, enjoying the greenery, climbing the trees, and savoring the delicious peaches Their joyful experiences in the garden made them incredibly happy.
After seven years, the giant returned to find children playing in his garden, and he was furious He shouted, "Go away and never come back! This is my garden, and no one is allowed to play here!"
The selfish giant constructed a tall wall around his garden and posted a large sign that read "DO NOT ENTER!" His self-centered nature left the children feeling very sad, as they could no longer play in the garden they once enjoyed.
(8) ……… the wall and remembered the beautiful garden Then
Spring arrived after winter, bringing vibrant greenery and beautiful flowers everywhere However, the giant's garden remained blanketed in snow and ice Spring could not enter the garden due to a large sign, preventing flowers from blooming there.
(14) ……… there were no children The giant was very (15) ………
He looked out of the window of his (16) ……… "Where is spring? I hope the weather will (17) ……… soon." But the weather didn´t change There was
One morning, as a cold wind swept through the garden, a boy lay in his bed when he suddenly heard enchanting music Curious about the source, he looked out the window and spotted children playing in the trees, joyfully singing.
(23) ……… green and there were flowers in the grass below
(24) ……… in one corner of the garden it was (25) ……… winter A small boy was standing there and he was (26) ……… small that he couldn't climb the tree He was (27) ………
The gian said to himself: "I was very (28) ……… !" and he went out of his castle When the (29) ……… saw him, they ran away and winter came (30)
……… Only the little boy didn´t run, because his (31) ……… were full of tears The giant took him in (32) ……… hand and put him in the tree The
The giant was filled with joy and developed a deep affection for the children When the other children noticed the giant's change in demeanor, they returned to the garden, climbing the trees and playing joyfully With the arrival of spring, the garden blossomed, and the giant spent the entire day enjoying the company of the children As they left for home, he took down the wall and removed the sign, no longer harboring selfishness.
Vocabulary Test 1
The term "sure" can refer to being confident in one's correctness, an area of water, a type of gun, or something that has become popular "Wave" may indicate walking on foot, moving one's hand in the air, remaining stationary, or a very negative situation Lastly, "desert" can denote a meal, a small hill, a military person, or a location characterized by scarce water resources.
2 Opposites the opposite of dangerous is ……… the opposite of rich is ………. the opposite of dead ………
Three kinds of animals living in water are: ……… Three kinds of means of transport are: ……… Three kinds of health problems are: ………
Roses, daffodils and tulips are all kinds of ……… Milk, beer and coffee are all kinds of ……… Birches, oaks and firs are all kinds of ………
Recipe means ………. Key means ………. Married means ………
Strange is ……… Push is ……… Treasure is ………
Rate It!
Grades: 1 (great), 2 (good), 3 (OK), 4 (poor), 5 (terrible)
Easy or hard?: very easy, easy, just right, hard, very hard
Name Date Grade Easy or hard? Comment
Identify the Books
Match the blurbs that describe the books with their titles.
1 Very famous stories about New York, Texas, Oklahoma and other places Money and love are often problems But how is a story going to finish?
The title of this book is ………
A surfing competition with a substantial prize is taking place on the beach close to Nick's home, and as an exceptional surfer, Nick is determined to win and travel to Australia However, his father disapproves of his ambitions The question remains: can Nick overcome the obstacles and secure victory in the competition to fulfill his dream of going to Australia?
The title of this book is ………
Tom enjoys thrilling adventures both at home and with friends, often finding excitement in unexpected places He embarks on a spooky adventure in a graveyard, explores the mysteries of an old house, and ventures into a dark cave Throughout these experiences, Tom encounters intriguing characters that spark his fear and curiosity, making each adventure unforgettable.
The title of the book is ………
For centuries, the mummified remains of the young Pharaoh Tutankhamun lay undisturbed beneath the sands of Egypt until Howard Carter and his team discovered and opened his tomb in 1922 Excitement filled the air as Carter's young assistant, Tariq, chronicled the thrilling events in his diary However, the discovery soon took a dark turn as mysterious deaths began to occur, raising questions about whether the ancient king's spirit was angered by the intrusion into his resting place.
The title of the book is ………
In the timeless classic, Rip Van Winkle, the protagonist experiences a twenty-year slumber, awakening to a bewildering new world Meanwhile, Ichabod Crane, a school teacher, encounters a terrifying headless rider on a dark night These two iconic supernatural stories have captivated audiences for nearly two centuries, showcasing the enduring appeal of folklore and the unknown.
Hal leads a mundane life working at the zoo until he encounters Tim, a troubled movie star Both men are unhappy in their own worlds, but their decision to swap lives sparks a series of unexpected events Through this experience, Hal and Tim discover what truly matters to them, leading to personal growth and newfound perspectives.
The title of the book is ………
In the desolate heart of Australia, where the sun blazes and human presence is scarce, Bill encounters a solitary man on a remote road, sparking both surprise and concern Bill's unease is justified, as the stranger exhibits peculiar and unsettling traits.
The title of the book is ………
Rick, a passionate music lover with dreams of becoming a rock star, faces a turning point when his financial struggles lead to his wife's departure However, his luck changes dramatically when he wins the lottery, opening the door to a fresh start and new opportunities in his pursuit of a music career.
The title of the book is ………
When the Emperor summons every man to join the army against the enemy, Mulan steps in to protect her ailing father by disguising herself in men's clothing and riding into battle She courageously fights for the Emperor, quickly earning the admiration of her fellow soldiers, including her close friend Ye Ming However, the question lingers: does Ye Ming know Mulan's true identity, and can she navigate her feelings for him while keeping her secret?
The title of the book is ……….
Three university students plan a holiday in a remote Welsh cottage, lacking electricity and telephone access This isolation attracts the attention of a bearded man, who sees it as an ideal location to execute a significant crime.
The title of the book is ………
11 A young girl leaves her violent, drunkard father in the town and goes into the country to search for happiness among the plants and flowers that she loves
The title of the book is ………
12 Old Adam is delighted at the surprise gift of a money order from his son working in
In England, he is thrilled at the prospect of cashing a money order that represents more wealth than he has ever encountered, envisioning a celebratory party for his friends and family However, his excitement quickly turns to frustration as he faces dishonesty, deception, and overwhelming bureaucratic obstacles while trying to access his funds.
The title of the book is ………
Thirteen-year-old Tina Daniels is a talented singer adored by many, but despite her mother's ambitious dreams of Hollywood fame, Tina feels unfulfilled Seeking change, she embarks on a journey by train, where she encounters new people and experiences that lead her to discover a fresh perspective on life.
The title of the book is ………
Mark Jackson, currently on holiday in Turkey, explores the ancient city of Troy where he discovers a mysterious yellow stone Recognizing its significance, he is abruptly transported back in time, witnessing the splendor of the city, its soldiers, and the iconic wooden horse.
The title of the book is ………
While flying in a small plane over the Rocky Mountains, the engine begins to make unusual noises, leading to an emergency landing in a snowy, remote area at a high altitude Stranded in the cold, you must navigate your way out of the mountain wilderness.
The title of the book is ………
In 1879, Hank Morgan, a cheerful young man from Connecticut, experiences a life-altering event when a frantic employee bursts into his office, exclaiming, "Come quickly, Boss! Two men are fighting!" This unexpected incident sets off a series of strange occurrences that transform Hank's life forever.
The title of the book is ………
Mark Twain: A Connecticut Yankee in King Arthur's Court
Washington Irving: Rip Van Winkle, The Legend of Sleeping Hollow Alan Hines: Changing Places
Joyce Hannam: The Curse of the Mummy
Phillip Burrows and Mark Foster: Starman
Julia Allen and Margaret Iggulden: Who Wants to be a Star?
O Henry: The Gift of the Magi and Other Stories
Mark Twain: The Adventures of Tom Sawyer
Stephen Rabley: The Troy Stone
John Milne: The Long Tunnel
T C Jupp: Rich Man Poor Man
Book Report
1 What kind of story is it? (adventure, romantic, horror, thriller, detective, sci-fi …)
2 Where does it take place?
4 Who are the main characters?
5 Describe the character you like best.
6 Write a short summary of the story.
7 Did you find the book easy or difficult?
8 Write ten key words you find important for the book
9 Would you recommend the book to your friend? Why? Why not?
Answering 2
Read the texts and answer the questions You have got five minutes
Thirteen-year-old Ursula Buhlmann resides with her family in Lucerne, Switzerland She describes her father as a lorry driver and her mother as a housewife, highlighting that she is the youngest of five siblings The family lives in a small apartment building alongside five other families in the historic part of town.
She takes approximately fifteen minutes to walk to Mariahilf secondary school, but during the summer, she prefers to ride her bike Currently, she is in her second year at the school, which has around 250 students, with each class consisting of eighteen to twenty boys and girls.
The speaker has a busy schedule, conducting around thirty lessons weekly from Monday to Saturday, beginning at 7:45 AM and concluding at 4:30 PM, with Wednesday and Saturday afternoons off and a daily lunch break of two and a half hours Since schools in the area do not provide lunch, students typically return home during this time After completing her education, she aspires to work with children, potentially in a kindergarten setting.
3 What does her mother do? ………
4 How many brothers and sisters has she got? ………
5 Does she live in a house? ………
6 How long does it take her to walk to school? ………
7 When does she go to school by bike? ……….
8 How many pupils are there in each class? ………
9 Where does she have lunch? ………
10 What does she want do do after leaving school? ………
Vocabulary Test 2
Prison means a) a machine for printing b) king´s son c) a toy d) a place for criminals
College means a) your neighbour b) a place you study after secondary school c) a person you work with d) if two cars have an accident
Dive means a) walk slowly b) have a rest c) swim down under water d) be angry
The oppossite of clever is ……….
The opposite of heavy is ………
The opposite of exciting is ………
Three kinds of flying animals are ………. Three kinds of vegetables are ……… Three kinds of sports are ………
Cooks, waiters and drivers are kinds of ………. Guitars, Flutes and drums are kinds of ……… Geography, History and Biology are kinds of ………
Passport means ……… Diary means ……… Trouble means ………
Boat is ……… Angry is ………. Guard is ………
Questionnaire 2
1 Did you enjoy the reading programme? Why? Why not?
2 Has it changed your attitude to reading in English?
3 Was it difficult or easy to read English readers? What problems did you have?
4 How was the reading programme prepared? What would you change? Why?
5 Has the reading programme helped your English ability? How? Why not?
6 Do you want to continue in reading English graded readers? Why? Why not?