Using Graded Readers In The Classroom - Macmillan Education

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Using GradedReaders in theClassroomwww.macmillanreaders.comThis page has been downloaded from www.macmillanenglish.com.It is photocopiable, but all copies must be complete pages. Macmillan Publishers Limited 2014.www.macmillanreaders.com1

Welcome to the wonderful worldof Macmillan Readers!One of the most popular and respected series of simplified readers for learners of EnglishKey features of the Macmillan Readers seriesAbout Macmillan Readers Macmillan Readers are a range ofcontemporary and classic titlesspecially retold for learners ofEnglish. Levels are carefully gradedfrom Starter to Upper Intermediateto help your students choose theright material for their ability.To access our free online level test,go to www.macmillanreaders.com With over 180 titles, Macmillan Readers offers a range of classicand contemporary fiction, as well as non-fiction, plays, and storiesespecially written for the Readers seriesMost titles come with extra exercises and are available withaudio CD and as eBookFree support materials are available from the Readers website andinclude: Worksheets, Worksheet Answer Keys, Answers to thePoints For Understanding comprehension questions, Extra exercises,Storytelling videos, Sample Chapters, Sample Audio, and more.Extra resources for the classroom: For students and independent learners:Stay up-to-date with the latest Macmillan Readers news,resources and competitions by following us online:wwwTests to check understanding and monitor progressWorksheets to explore language and themesListening worksheets to practise extensive listeningWorksheets to help prepare for the First (FCE) reading examWordlists with sample sentences and exercises to practisenew vocabularyMacmillanReaders @MacmillanELT www.macmillanreaders.com An online level test to identify reading levelAuthor pages and information sheetsSelf-study worksheets to help track and record your readingCreative writing worksheets to help you write short stories,poetry and biographiesAcademic writing worksheets on literary criticism and how towrite essaysFun videos, web quests, charades and writing competitionsStart your own Book Corner TERMEDIATEUPPER INTERMEDIATELITERATURE COLLECTIONSA1A1A2A2-B1B1B2C1300 words600 words1100 words1400 words1600 words2200 wordsOriginal, unadaptedshort storieswww.macmillanreaders.comThis page has been downloaded from www.macmillanenglish.com.It is photocopiable, but all copies must be complete pages. Macmillan Publishers Limited 2014.

Using GradedReaders in theClassroom12 Using films with Graded Readers. . . . . . . . . . . . . . . . . . . . 813 Online projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 814 Using non-fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 915 Using short stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 916 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111What are Graded Readers?. . . . . . . . . . . . . . . . . . . . . . . . 2Vocabulary, grammar and contextContentOrganisation of the textText type2Why are Macmillan Readers so popular? . . . . . . . . . . . . . . . . 23Reading and the Common European Frameworkof Reference (CEFR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Why use Graded Readers? . . . . . . . . . . . . . . . . . . . . . . . . 35How can extensive reading improve my students’language level? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Improving reading fluencyVocabulary acquisitionLanguage constructionImproving writing skillsBuilding confidence and independent learningCreating a positive attitude67How to use Graded Readers in the classroom. . . . . . . . . . . 5Setting the sceneChoosing ReadersThe class library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Displaying ReadersA library loan systemMonitoring students’ readingCategorising ReadersSuggested post-reading activityWhen should students read?Choosing the Graded Reader. . . . . . . . . . . . . . . . . . . . . . .Pre-reading activities . . . . . . . . . . . . . . . . . . . . . . . . .While-reading activities. . . . . . . . . . . . . . . . . . . . . . . .Post-reading activities. . . . . . . . . . . . . . . . . . . . . . . . .Using the audio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Pre-reading/listening activities. . . . . . . . . . . . . . . . . . .While-reading/listening activities. . . . . . . . . . . . . . . . .Post-reading/listening activities. . . . . . . . . . . . . . . . . .Using films with Graded Readers. . . . . . . . . . . . . . . . . . . .Online projects and activities. . . . . . . . . . . . . . . . . . . . . .Using non-fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Pre-reading/listening activities. . . . . . . . . . . . . . . . . . .Post-reading activities. . . . . . . . . . . . . . . . . . . . . . . . .Using short stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . .111316182121222425262727282817 Level-based activities. . . . . . . . . . . . . . . . . . . . . . . . . .Starter level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Beginner level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Elementary level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Pre-intermediate level. . . . . . . . . . . . . . . . . . . . . . . . . . .Intermediate level . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Upper Intermediate level. . . . . . . . . . . . . . . . . . . . . . . . .3030303030313118 Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Quiz 1: Around the World in Eighty Days. . . . . . . . . . . . . . .Quiz 2: The Adventures of Tom Sawyer . . . . . . . . . . . . . . . .Quiz 3: Viking Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . .Quiz 4: The Invisible Man. . . . . . . . . . . . . . . . . . . . . . . . .Quiz 5: The Old Curiosity Shop. . . . . . . . . . . . . . . . . . . . . .Quiz 6: The Ghost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Quiz 7: China. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .323334343536363719 Quiz answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388Motivating reading during the year. . . . . . . . . . . . . . . . . . 720 A guide to Macmillan resources . . . . . . . . . . . . . . . . . . . 419Holiday reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 721 A guide to the structural grading of Macmillan Readers. . . 4210 Reading journals and portfolios. . . . . . . . . . . . . . . . . . . . 822 Macmillan Readers ISBNs. . . . . . . . . . . . . . . . . . . . . . . . 4311 Worksheets, extra exercises and audio recordings. . . . . . . . 8The aim of this guide is to introduce teachers to Graded Readers and provide a wide range of activities and ideas to motivate languagelearners both inside and outside the clossroom.This page has been downloaded from www.macmillanenglish.com.It is photocopiable, but all copies must be complete pages. Macmillan Publishers Limited 2014.www.macmillanreaders.com1

1 What are Graded Readers?Most people agree that exposure to a second language is the key toeffective learning. However, it is also vital to success that learnersfeel motivated, that they enjoy learning the language and thatanxiety levels are as low as possible.Graded Readers meet the needs of today’s language learners bymaximising reading opportunities in an enjoyable, relaxing andaccessible way. They are short books and audio books, encompassingboth fiction and non-fiction genres, which have been specially writtenor adapted with the language learner in mind, so they will find themquick and easy to read. Finishing a novel in another language willgive your students a real sense of achievement, and will motivatethem to go on reading more and more. Then, of course, the morethey read, the more their language proficiency increases, the moreconfident they feel and the more motivated they are.But why adapt or write special novels for language learners? Whenreading a text in another language, we know that learners can facecertain difficulties. These include: complex or unfamiliar vocabulary or grammar, or a lack of contextfor unfamiliar itemsunfamiliar contentcomplex text organisationunfamiliar text type(Scott Thornbury, Beyond the Sentence, 2005, Macmillan)Graded Readers can overcome these problems by controlling languageand content and, as their name suggests, by being graded into levelsof difficulty.Vocabulary, grammar and contextGraded Readers are based around a general core vocabulary thatlearners at each level should have met in their regular coursework. Theamount of new and unfamiliar vocabulary is controlled, and new itemsare repeated and recycled so that they become familiar to the learner.The illustrations (such as photos, drawings, maps, family trees anddiagrams) can give the student extra help in understanding difficultwords and events in the story. From Pre-intermediate level upward,Macmillan Readers offer further support through glossaries. All of thesecomprehension aids help the students to develop their reading abilitywithout necessarily referring to a dictionary or interrupting readingfluency. The grammar in Graded Readers is also controlled and limitedto structures that will be familiar to learners at each level.ContentThe amount of new information in each sentence, paragraph or chapteris limited. Descriptions are clear and vivid, and sub-plots are kept toa necessary minimum so that learners can follow the story easily andenjoyably. When we read in our native language, we bring an enormousamount of cultural and background knowledge to a text, but for manylearners, a lack of knowledge of the culture or background can hinder2www.macmillanreaders.comunderstanding of certain authentic texts. This is why the amount ofcultural background included within the text of the Readers is limited.Where information or references are needed, support is given by theillustrations (particularly at Starter and Beginner levels, where theillustrations are an important feature of the Readers) and/or by a shortsummary with maps, diagrams, portraits etc. at the start of the book.Titles in the Macmillan Cultural Readers series are illustrated with maps,timelines and full-colour photographs.Organisation of the textThe organisation of paragraphs and chapters, as well as the use ofillustrations or, in the case of the Macmillan Cultural Readers, ‘factboxes’, helps to break up the information into manageable chunksand aids chronology, so learners can follow the story more easily.Text typeMacmillan Readers are mainly narratives with some dialogue. Theymay also include simple notes or letters. These are the most learnerfriendly text types and are familiar to most readers. Other text typesincluded in the series are biographies, travel books such as theMacmillan Cultural Readers, and plays (Shakespeare), all of whichare also familiar, unchallenging text types which students will haveexperience of in their own language.Macmillan Readers offer a wide and attractive range ofshort, learner-friendly books which can be read quickly,easily and enjoyably. They are specifically designed tolook like ‘real’ popular paperbacks or eBooks, and areoften accompanied by an audio recording, as well as by avariety of supplementary resources to support the teacherand the self-study student.2 Why are Macmillan Readersso popular?Originally launched as Heinemann Graded Readers over 30years ago, the series quickly set a new standard in EFL readingprogrammes, with a wide range of titles and a wealth of supportmaterials to help teachers and learners gain the most fromextensive reading. Now known as Macmillan Readers,Macmillan Cultural Readers and Macmillan Literature Collections,the series today still contains many of the original and muchloved favourites but also include an even wider range of titlesto engage and captivate learners: from thrillers and detectivenovels, through biographies, romances, historical novels andhumour, to science fiction, travel, horror, mysteries and legends.They include adaptations of classic works of fiction, such asThe Old Curiosity Shop and Wuthering Heights, modern works suchas the James Bond and The Princess Diaries titles or SlumdogMillionaire and Touching the Void, biographies of contemporaryfigures such as Mahatma Gandhi or Michael Jackson and othernon-fiction titles on topics such as China and The Story ofThis page has been downloaded from www.macmillanenglish.com.It is photocopiable, but all copies must be complete pages. Macmillan Publishers Limited 2014.

Football. The range of lower-level readers also includes severalspecially written and illustrated original stories.The original authors of the adapted works are from many parts ofthe world including France (Alexandre Dumas, Stendhal), Zambia(Wilbur Smith), South Africa (Peter Abrahams) and India (ChitraBanerjee Divakaruni and Vikas Swarup), as well as the UnitedKingdom, Ireland and the United States.Macmillan Readers are deliberately designed to look like ‘real’popular paperbacks*, rather than school books, motivatingstudents and building their confidence to read further, and sometitles are also available as eBooks. The majority are available withaudio recordings, which essentially work as audio books, for usein class, at home or even when travelling, so learners have greateropportunities to extend their English language learning.The Macmillan Readers series also continues to provide you with thevery best support material to help you get the most out of readingprogrammes. Resources include worksheets, audio worksheets,author data sheets, video resources, competitions, The Book CornerClub and articles for the teacher. They are available for free from ourwebsite at www.macmillanreaders.com.*The Workbooks for the adult course Straightforward also include aReader towards the end of the book.3 Reading and the CommonEuropean Frameworkof Reference (CEFR)The CEFR is an initiative established by the Council of Europe andis, in their words, ‘a practical tool for setting clear standards tobe attained at successive stages of learning and for evaluatingoutcomes in an internationally comparable manner’. Although it isaimed for use in the member states of the European Union, the CEFRis increasingly being adopted as a series of reliable guidelines byother countries around the world.At each of the CEFR levels, there are descriptors such as ‘Canunderstand short, simple texts containing the highest frequencyvocabulary, including a proportion of shared international items’(A2). These are given to help learners evaluate their learning,communication and comprehension competences for each of theskills on this scale (full details of the descriptors and levels areavailable at the Council of Europe website http://hub.coe.int)The descriptors refer to various aspects of reading, such as readingcorrespondence, reading for orientation, reading instructions and alsoreading for pleasure, which is reading literature. While most coursebooks provide practice of reading pamphlets, letters, short articles etc.in a foreign language, the Graded ReaderMacmillan ReadersCEFRis the most practical, attractive resourceStarter and Beginner A1for helping the learner to really makeElementaryA2measurable progress in their reading forPre-intermediateA2-B1pleasure. The levels of the MacmillanReaders approximately match the CEFRIntermediateB1levels A1-B2 in the following way:Upper IntermediateB2This page has been downloaded from www.macmillanenglish.com.It is photocopiable, but all copies must be complete pages. Macmillan Publishers Limited 2014.4 Why use Graded Readers?Much of the reading our learners do in the EFL or ESOL classroom isbased on individual sentences, paragraphs and short reading passagesfrom coursebooks or exam practice papers. These are generally used asa focus for language: students are asked to concentrate on vocabulary– whether individual items or collocations – or structure, and possiblyto practise or develop specific reading skills and sub-skills such asscanning, skimming or guessing the meaning of words from context.This kind of reading is known as intensive reading, and is importantin preparing students for the extensive reading they can do outsidethe classroom, as well as for many of the internationally recognisedqualifications in English, such as Cambridge English: First or TOEFL.Extensive reading, on the other hand, is about content and meaning,and refers to the kind of reading learners may already do in their ownlanguage, e.g. reading a great variety of longer texts such as novels,non-fiction or reference books, and internet articles for pleasure, toincrease their general knowledge or to think about issues raised.5 How can extensive readingimprove my students’language level?The value of extensive reading in language learning is considerable.Research shows that reading extensively in a foreign language canresult in: faster, more fluent readinggreater vocabulary acquisition and familiarity (also called‘automaticity’)a better understanding of how the language works and is usedbetter writing skillsimproved confidence and motivation, greater independent learninga more positive attitude to the foreign language in generalLet’s take a look at each of these in more detail.Improving reading fluencyStudies prove that extensive reading during language learningincreases reading speed and proficiency. When we read in our ownlanguage, we often read whole ‘chunks’ of words together, with oneeye movement taking in several words at a time. The more familiar thewords, the faster we read, because we automatically recognise whatwe see, and do not have to process it (this is called ‘automaticity’).Many learners reading in a foreign language move from one word toanother. They do not ‘automatically’ recognise vocabulary as theirlevel of automaticity is low, and this can slow down their readingconsiderably. It can even prevent comprehension of the text as awhole. By the time they get to the end of a paragraph they may haveforgotten what they read at the beginning. With Graded Readers,we enable students to read and understand more of the text bysimplifying the language, controlling the amount of informationand repeating new vocabulary systematically and naturally.www.macmillanreaders.com3

As key vocabulary is repeated and recycled, it is ‘over-learned’ andbecomes so familiar that students don’t need to process it – itbecomes ‘automatic’ and increases the level of automaticity. Themore students read, the easier it becomes for them to transfer theirnative language reading skills to the language they are studying. Thisincreased fluency can be checked against the CEFR descriptors.Vocabulary acquisitionFor many students, trying to read longer texts, such as articlesfrom newspapers or online, or short stories in magazines, is bothfrustrating and demotivating because of their inability to understandmany of the words. Graded Readers, however, allow the learnersto read extensively with a limited vocabulary. By seeing words indifferent contexts, students get a more complete understandingof their meaning and the ways in which they are used. Althoughstudents might not recognise all the words in a Graded Reader, theywill be able to make reasonable guesses at the meaning of unknownitems and understand most of the text. Also, the more frequentcollocations – words which often go together, such as verbs andprepositions, or particular adverbs and adjectives – become familiaras learners meet them again and again. Such collocations areconsidered an essential part of the English language but they arenot easy to learn in other contexts.As the number of new items is limited in a Graded Reader, anxietylevels are much lower than with other kinds of longer text, so whenthe learner meets an u

of Macmillan Readers! One of the most popular and respected series of simplified readers for learners of English Key features of the Macmillan Readers series With over 180 titles, Macmillan Readers offers a range of classic and contemporary fiction, as well as non-fiction, plays, and stories especially written for the Readers series

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