This is a limited demonstration of one way to do extended reading with a mix level of intermediate and above readers.
I also briefly explain some different steps you can include with it to accomplish different things.
This is the link to the PowerPoint for the lecture for Chapter 15.
This is the link to the folder for the scans of the page including my highlights.
E1: Romy & Jinny
1. I’ll divide you into groups of five.
2. One person from each group will be a reader.
Now, you need to Decide who’ll be the reader. And the readers, please come up to the front.
Here is passage to be dictated. I’ll give one copy to each group’s reader.
3. We need one more person from each group to act as an emissary.
The readers are going to read the sentences to the emissary. But, don’t show the sentences to the emissary!
4. The emissary will return to the rest of the group members and dictate what he heard.
5. Listen carefully to what the emissary says, and write down the sentences.
You can ask him to repeat it as you need, and the emissary can also ask the reader to repeat the text if necessary.
6. When the emissary feels tired, it is okay to change the role with someone else from the group. You can do this several times if needed.
7. When you’re finished the dictation, please say “We’re finished!”, and then I’ll tell you which group is the winner.
Click on images to enlarge to see the activity procedures.
This activity comes from the book: Teaching Large, Multilevel Classes
Aim : reading, speaking, review or preview
Level : beginners-intermediate
Time : 10-20 minutes
Preparation : Choose sentences from a reading you have recently done with your class or one that you plan to do. Choose enough sentences for one third of your class. Write the sentences on strips of paper and cut each strip into three pieces, so that there is a third of the sentence on each piece of strip.
<Teacher talk>
1. I divided a story into three parts.
2. I’m going to give you a piece of strip. It’s one third of whole story.
3. After reading your strip, find other two classmates who have the same story.
4. Each group member will read out his/her sentence in front of your class.
5. You have to arrange the whole story in order.
6. And, you will read the whole story again.
Click on images to enlarge to see the activity procedures.
This activity comes from the book: Teaching Large, Multilevel Classes
1. Let’s make groups of five.
2. I’ll give you numbers from one to five in your group.
3. Number 1, raise your hand. Number 2, raise your hand.
Number 3, raise your hand. Number 4, raise your hand.
Number 5, raise your hand.
4. I’ll give each group a letter from A to D.
5. I’ll give you a question.
6. First question is what’s in the box?
7. So, now discuss with your group members about the answer.
8. OK. Times up.
9. Number 1, stand up please.
10. What’s the answer?
11. Your group members can’t help you now.
(go to number 6 repeats procedures)
12. OK. It’s time to finish.
13. Group A is winner.
Click on images to enlarge to see the activity procedures.
This activity comes from the book: Teaching Large, Multilevel Classes
Tags: activities, group review, Lesson Plans
Group Dictations
We are going to do "Group relay writing".
I will tell you how to do this game. You should form groups of five and choose a reader in your group.
The rest of the group will take the role a reporter.
Each reader will come to the front. The readers’ role is read out loud sentences of a passage to your reporters.
You can read it more than once as long as the reporters in the group request it.
However, it is not permitted to show your passage to your reporters.
As I mentioned, this activity is sort of a relay. So, reporters can’t have total access to the readers.
Instead, one reporter at a time will go to listen to a sentence, then come back to your base, then speak what you heard and let the rest of your group write down that sentence.
If a reporter forgets or get confused about what they heard, they can go listen to it again and again.
Each relayer has two minutes.
The group that is finished with the entire passage first will get 10 points.
The next following group will get 9 points…and you can guess how many points the rest of groups will get.
Right after all groups finish relay-writing, you will get with the rest of the groups and check their writing. Each group will lose points for the number of incorrect sentences they have. For example, if you have three incorrect sentences, you lose three points.
Click on images to enlarge to see the activity procedures.
This activity comes from the book: Teaching Large, Multilevel Classes
Today, we’re going to do a Picture Puzzle.
Do you remember how to do information gap activities?
The Picture Puzzle is similar to that.
1. Let’s make groups of 4.
2. I’ll give an envelop to each of you.
3. There is a quarter of a picture in it.
4. Do not show it to your other teammates.
5. Describe your part of the picture without showing it to others.
6. Without looking at the whole picture, decide what the picture probably looks like.
7. Then put your pieces together and see how correct your verbal description was.
Click on images to enlarge to see the activity procedures.
This activity comes from the book: Teaching Large, Multilevel Classes
Tags: activities, Lesson Plans, listening, speaking
Today we’re going to do <picture puzzle>.
This is a group activity. So let’s make groups of fours.
I’ll give envelopes to each group. In this envelope, there is a piece of a picture.
1> Watch carefully your picture.
2> Think about how to explain it without showing it to the other members.
3> The group will try to guess the whole picture and decide what it looks like.
4> Put your pieces together after you have finished talking about it and check how well your descriptions match the real thing.
5> Next, you will give a presentation about your group picture in front of the class.
Who’s today’s leader?
Click on images to enlarge to see the activity procedures.
This activity comes from the book: Teaching Large, Multilevel Classes
Tags: activities, group review, Lesson Plans
Post your answers to the idioms for the lesson below and check back later for the corrections…
This is the area for trainees to ask questions about confusing sections of the chapter or to make comments on the good and bad parts of it or how it fits or doesn’t fit in the Korean context…
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