May 17, 2018
by Nora Nagy
0 comments

Talking Sense and Sensibility in the classroom

We are all aware of the benefits of extensive reading, but some of us may feel unsure about how to approach longer texts in class. How should we scaffold the reading for our students and how much time should we dedicate to talking about the book in class? How will the students benefit from their reading experience? How can we link the book to our syllabus?

In this series of posts, we would like to encourage you to take extensive reading seriously and take a novel into class. We will look at how you can prepare your students for the text and expand it beyond the frame of the story. It is important to prepare the students so they are aware of what they are doing. Some of them may feel intimidated by the idea of reading a book in English, others may not see the benefits. These fears and preconceptions can be easily addressed and thereby make the reading process much more beneficial and all-importantly FUN for the students. It is always a good idea for students to keep a WORD BOOK where they can jot down new words and expressions. We also recommend getting your students to read slightly below level (‘I’ minus 1) so they are at ease with the language and consolidating language while learning new words in context.

This month we continue with the much loved novel, Sense and Sensibility written by Jane Austen. You can read a short description of the Helbling Reader edition here.

The book was adapted by Elspeth Rawstron and illustrated by Sara Menetti.
The activities were written by Elspeth Rawstrom and Gianfranco Martorano. The reader is written for teens and adult readers at an intermediate level of English (CEFR B1).

Our aims are to:

  • raise interest in the story,
  • become familiar with the reader,
  • find pathways into the story through projects,
  • expand the social, cultural and historical setting of the story,
  • make personal links,
  • have fun.

CLIL links:

  • Sociology
  • History
  • Psychology

A novel about love, marriage and social issues

This novel was published in 1811, and it shows the danger of Romanticism, and suggests that there needs to be a fine balance between emotions and common sense. It also describes the social issues of the middle and upper classes in 18th- and 19th-century England by showing how unstable people’s social status – especially women’s – can become.

 

The characters in Sense and Sensibility. Illustrated by Sara Menetti. © Helbling

Continue Reading →

May 9, 2018
by Nora Nagy
0 comments

Three projects with Peter Pan

“Second star to the right and straight on ’til morning.”

The story of Peter Pan, Wendy and Tinker Bell is an all-time favourite for many readers, both young and old, and its numerous adaptations have made it a popular both on screen and stage, as well as comic books and theme-parks. As most stories for children, Peter Pan also deals with serious themes such as growing up, motherhood, childhood and innocence, adulthood and responsibility. Besides the philosophical questions which make the story interesting for adult readers, it also offers a lot of entertainment for younger people. Magical creatures, faraway lands, friendship and family relationships make the story accessible for children, too.

Today we have three projects to do before or after reading the story with elementary and pre-intermediate learners between the ages 7 and 12. For this age group we have thought of playful projects to familiarise the readers with the story, its characters and setting it through interaction in small groups.

MAGICAL CHARACTERS

Fairies, pirates, crocodiles (with a clock inside), mermaids and flying children are just a few of the creatures that we meet in the story of Peter Pan. Try two activities with with your groups, depending on what resources you have.

Costumes and arts & crafts

If you have the right materials, you could create costumes for the characters in the book. Here are the materials you need to make some of them:

  • Fairy: wings (wire, cloth, paper, glitter, threads), a magic wand, a skirt, flowers, golden or silver powder, scissors, glue
  • Pirate: eye patch, hook, old clothes, hat, and a toy parrot!

Creating your own magical creatures

  • Hook’s nemesis, the crocodile with the clock inside is a fascinating creature. What other creatures might scare the evil pirate captain?
  • What would you look like if you were a fairy? Draw pictures of each other.

NEVERLAND AND OTHER LANDS

Take a large sheet of paper (or stick together some A3 size sheets) and grab lots of coloured pencils, crayons or paint. Discuss what Neverland is like, and what other faraway magical lands you can imagine.

  • Who would live there?
  • What kinds of plants would grow?
  • Where would your house be? Underground? In the trees?
  • Would the different creatures live in peace?

Come up with names and directions for your version for Neverland. In the story Peter says that he lives “Second star to the right and straight on ’til morning”. Can you come up with similar directions and addresses? What would your Neverland be called?

MINIATURE THINGS

Wendy and Peter Pan exchange small gifts as ‘kisses’ in the story. Wendy gives Peter a thimble, and Peter gives her a button. What other small things do you think they could have given to each other? What tiny objects make good gifts that you can keep with yourself? Make a list and put these fairy gifts in a box.

Then, take each object and describe it in class.

  • What colour is it?
  • What material is it?
  • What is it good for?
  • What magic power might it have?

Then you can save this box for later and play guessing games with the objects, when one student draws an object and the others have to ask questions to find out what it is.

Do you have other playful projects for young language learners? Share them with us!

May 3, 2018
by Nora Nagy
0 comments

“The more, the merrier”: extensive reading in the classroom

The more I talk to my students and colleagues, the more I am convinced that good readers make good language learners across the skills. One recent and somewhat surprising discovery was that some students credit their excellent pronunciation to the quantity of books they read. Although our primary purpose in reading classes might not be improving pronunciation, it is clear that reading reaches areas that might not even come into mind. In other areas of language development, it is almost a universally accepted truth that people who read a lot become more knowledgeable, better writers, more creative thinkers and expressive speakers. However, in second language development, extensive reading is not yet widely adopted as a methodology.

Helbling Readers Catalogue 2018 cover illustration by Gabriella Giandelli. © Helbling Languages

Does speed really matter?

One exciting area of research informs us about practical aspects of the inclusion of extensive reading in any language course ranging from elementary level young learners to advanced learners in business and third-level education. Reading fluency, and within that reading rate development has become the focus of several studies informing us not only about the benefits, but also about the most practical approaches to extensive reading.

As Beglar, Kite and Hunt (2011) explain, reading rate is one aspect of the complex construct of reading fluency, and it informs us about reading performance time. As they report relying on a series of studies, 180 word-per-minute is the threshold between mature and immature reading. They cite various sources to review the reading rate in different settings and at different levels (p. 8):

  • “Weigle and Jensen (1996): advanced-level international students studying at UCLA began a reading program reading an average of 184 wpm”;
  • “Nuttall (2005, p. 56) stated that English-as-a-second-language (ESL) students often read at 120–150 wpm before training;
  • Anderson (2008, p. 67) used 200 wpm as the reading rate goal for intermediate-level ESL readers.”

When you think about reading rates and reading comprehension, a number of factors naturally occur to all of us. What might influence our reading rate? First of all, what we read matters. Imagine reading a newspaper article, a simple narrative or a text about theoretical mathematics. Second, imagine why someone is reading. Your reading purpose can be personal as well as professional (or even both at the same time!). Of course not only the genre, complexity and purpose of the reading matters, but our first language reading will also influence our second language reading rate. On top of all of this, psycholinguistic factors such as age, motivation and anxiety will also affect our reading rate. Still, empirical research shows that aiming at a reading rate between 120 and 200 words per minute is a good objective for almost every reader.

Reading a lot = reading faster and better?

Our short answer is YES, the more students read, the better and faster reader they become. It seems common sense, so why don’t we encourage students and create activities to motivate them to read more?

As I see it, the response is in the misinformed thinking that there is a magic method, which means focusing on either grammar translation, spoken communication or intensive reading followed up with exam-style reading comprehension. Alhough any of these methods provide great opporunities for language development, the exclusion of reading large amounts of texts from the curriculum will lead to less-able students who struggle with reading comprehension, writing production, vocabulary development and general reasoning in a second language.

Empirical research within the fields of applied linguistics, language pedagogy and cognitive science also confirms the claims that extensive reading leads to all-round language development. Among many studies we would like to highlight two research papers. The first was written by Beglar, Hunt and Kite in 2011, and the most recent one was written by McLean and Rouault in 2017. Not only do these studies support the inclusion of extensive reading in the second language English curriculum, they also inform us about practices teachers can pay attention to when designing their programmes.

Practical advice on extensive reading in class

Based on their detailed empirical evidence backed up by statistical data analysis in experimental research designs, the authors provide us with ideas on how a successful extensive reading programme might work. First, they remind us of the widely known basics of extensive reading we learnt from Mason and Krashen (1997), Day and Bumford (1998) and Grabe and Stoller (2002), which highlight the importance of providing students with large quantitites of simplified texts within their linguistic competence. Second, they also point out that reading one book every two weeks or one book every week is an effective in promoting reading rate development, and it can be more effective than reading short texts intensively. Another important aspect of the extensive reading programme described by McLean and Rouault (2017) is that students can aim at a reading goal of 60 minutes of homework every week. In their design, each extensive reading group participant was required to read an average of 4000 running words a week over two academic semesters at a Japanese university. The students were also asked to read beyond the set goals. These measures resulted in the development of reading rates while maintaining their reading comprehension rates as well.

All in all, we can see empirical evidence that consistency in reading large quantities positively influence students’ reading abilities, without mentioning their vocabulary development rates that followed the reading development rates. As the research indicates, reading a large amount of well-designed and carefully selected books over a long period of time will make your students more successful learners of English. What’s more, if they read for pleasure, they will probably become more motivated and relaxed about reading, which is an extra benefit.

References

  • Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners’ reading rates. Language Learning, 62, 665-703. https://doi.org/10.1111/j.1467-9922.2011.00651.x.
  • Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge, England: Cambridge University Press.
  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow, England: Pearson Education.
  • Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91 e 102. https://doi.org/:10.1016/S0346-251X(96)00063-2.
  • McLean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System, 70, 92-106. http://dx.doi.org/10.1016/j.system.2017.09.003

Read more about Extensive Reading:

April 17, 2018
by Nora Nagy
1 Comment

Hooked on Books: Writing stories with Paul Davenport

Paul Davenport

In this series of interviews we talk to teachers, ELT writers, visual artists and researchers about the importance of using literature in the language classroom. Together they have over a hundred years of experience in teaching and writing so they can definitely give us plenty of advice and insight into the best practices. We talk about the importance and transformation of literary texts in education, we ask for genre and title recommendations as well as personal stories.

This month we talked to Paul Davenport, the author of two of our graded readers, Princess on the Run and Stubs Grows Up. Paul worked as a teacher for almost 40 years and has written about 30 stories for language learners. He talks about his reading and teaching, his background and shares his views on reading in school. Continue Reading →

April 11, 2018
by Nora Nagy
2 Comments

The Secret Agent in the English classroom

We are all aware of the benefits of extensive reading, but some of us may feel unsure about how to approach longer texts in class. How should we scaffold the reading for our students and how much time should we dedicate to talking about the book in class? How will the students benefit from their reading experience? How can we link the book to our syllabus?

In this series of posts, we would like to encourage you to take extensive reading seriously and take a novel into class. We will look at how you can prepare your students for the text and expand it beyond the frame of the story. It is important to prepare the students so they are aware of what they are doing. Some of them may feel intimidated by the idea of reading a book in English, others may not see the benefits. These fears and preconceptions can be easily addressed and thereby make the reading process much more beneficial and all-importantly FUN for the students. It is always a good idea for students to keep a WORD BOOK where they can jot down new words and expressions. We also recommend getting your students to read slightly below level (‘I’ minus 1) so they are at ease with the language and consolidating language while learning new words in context.

This month we continue with the important political novel, The Secret Agent written by Joseph Conrad. You can read a short description of the Helbling Reader edition here.

The book was adapted by Donatella Velluti and illustrated by Claudia Palmarucci for teens and adult readers at a pre-intermediate to intermediate level of English (CEFR A2-B1).

Our aims are to:

  • raise interest in the story,
  • become familiar with the reader,
  • find pathways into the story through projects,
  • expand the social, cultural and historical setting of the story,
  • make personal links,
  • have fun.

CLIL links:

  • History
  • Philosophy
  • Sociology
  • Political Science

A political novel

This novel was published in 1907 but its themes have resonated among its readers over the long decades since then. It is a political thriller, a spy and detective story and a psychological novel.

The characters in The Secret Agent. Illustration by Claudia Palmarucci. ©Helbling Languages

Continue Reading →