Eli Readers Is A Beautifully Illustrated Of English.
Eli Readers is a beautifully illustratedseries of timeless classics andspecially-written stories for learnersof English.GUIDEThis guide offers a detailed insight into theNew Eli Readers, what they are and howto use them. It includes a section on howthe readers are graded and the contentsof each level, identifying and resolvingstudent reading problems, how to tackleextensive and intensive reading tasks withstudents, whether as a class or individually,and a detailed section with practical ideasand full instructions for using the Readerswith students, before, during and after eachReader at all levels.to the New ELI ReadersThe guide includes: What are New ELI Readers? Why use New ELI Readers? Choosing an ELI Reader Using ELI Readers in Class Drama in the Classroom: Techniques fromthe Theatre Evaluating Reader PerformanceThe guide to the New ELI Readers isdownloadable from our website in full.www.elireaders.comELI S.r.l. Via Brecce snc - 60025 Loreto, ItalyTel. 39 071 750 701 - Fax 39 071 977 e Bowie
GUIDETO THE NEW ELI READERSJane BowieContents4What are New ELI Readers?Young ELI Readers - Lectures ELI Poussins - Lecturas ELI Infantiles y JuvenilesTeen ELI Readers - Lecturas ELI Juniors - Lecturas ELI Adolescentes - Junge ELI LektürenYoung Adult ELI Readers - Lectures ELI Seniors - Lecturas ELI Jóvenes y Adultos - Erwachsene ELI Lektüren6Why use New Eli Readers?Intrinsic Motivation - Extrinsic Motivation - Emotional Response - Learner Autonomy - Reading Skills - Cross-curricular Learning and CLIL Style - Co-learning and Peer Teaching - Holiday Reading7Choosing an ELI Reader8Using ELI Readers in ClassClass Library SystemPre-reading Activities in the ClassroomWhile Reading ActivitiesPost Reading Activities18Drama in the Classroom: Techniques from the TheatreBasic Role PlayDrama TechniquesOrganic Creative ProcessTackling Reader Problems23 Evaluatiing Reader Performance
YoungTe e nReadersReadersYOUNG ADULT2READERSGUIDE TO THE NEW ELI READERS
GUIDE TO THE NEW ELI READERS3
New Eli Readers are chosen for studentson the basis of narrative quality. Many aretimeless classics with which students areprobably already familiar through filmversions and parodies. Some are original titleswritten by experienced authors specificallyfor the Eli Reader collection. Eli Readers areavailable in four languages, English, French,Spanish and German.Eli Readers are published exclusively on paperfrom managed forests to guarantee the safetyof the environment.WHAT ARE NEW ELI READERS?New Eli Readers are a series of narrative textswith specifically written original linguisticactivities, glossary and dossiers as well asaudio CD. They are graded according to theage and the linguistic competence of thereader. The latter criteria is referenced to theCommon European Framework of Referencefor Language.Original texts are written specifically withage and level in mind, while adapted textsare reworked by linguistic experts to answerto the needs of each level and respond tothe European Common Framework withoutdamaging the original style of each singleauthor. At the higher level texts are publishedin their original unabridged form with a seriesof activities specially written to assist learnersin gaining maximum advantage from theirreading.Examination practice in the form of “mock”examination activities is offered: in Englishthe UCLES main suite examinations, DELFfor French, FIT for German and DELE forSpanish.The New Eli Readers collection is dividedinto three series according to the age of thereader.Young ELI Readers - Lectures ELI PoussinsLecturas ELI Infantiles y JuvenilesThese readers are aimed at Primary Schoolage children, and include both original textsand children’s classics. Within this groupthere are four stages, aimed at linguisticcompetences from pre A1 to A2. Each Readeris fully illustrated in both the narrativeand the activity sections in order to assist4comprehension. At all four Stages there arefive pages of revision activities at the end ofeach book. Language activities are presentedas games, and new lexis is included in acolourful picture dictionary which is placedon the inside of the cover so that the studentcan keep it in sight while reading. A full audiorecording of the text is attached on CD.Students can personalise their books with acut-out bookmark.Young ELI ReadersStage 1Stage 2Stage 3Stage 4100 headwords200 headwords300 headwords400 headwordsbelow res ELI PoussinsNiveau 1Niveau 2Niveau 3Niveau 4100 mots200 mots300 mots400 motsA0A1A1.1A2Lecturas ELI Infantiles y JuvelinesNivel 1Nivel 2Nivel 3Nivel 4100 palabras200 palabras300 palabras400 palabrasSub-A1A1A1.1A2Teen ELI Readers - Lecturas ELI Juniors Lecturas ELI Adolescentes - Junge ELI LektürenAs their name suggests these are aimed atteenage students. These Readers also includespecially written texts and classics.These Readers range from A1 to B1 and makereference to the UCLES Movers, Flyers, KETand PET examinations as well as the relevantDELF, FIT and DELE examinations.Each chapter, which has its own glossary,opens with a 2-page Before you Read sectioncontaining pre-reading activities designed toprepare and activate the learner. There follow4 pages of After Reading Activities whichfocus on the language particularly relevantto each chapter. These activities focuson Reading, Listening, Writing, Speaking,Grammar and Vocabulary. There is also anexamination practice activity for the UCLES,GUIDE TO THE NEW ELI READERS
DELF, FIT or DELE examination relevant tothe book’s level. Listening recordings arecontained on a CD attached to the book.A special Test Yourself section providesactivities relevant to the whole book. Thesyllabus for the level is also provided.An 8-page booklet is attached containingquotes relevant to the theme of the Readerwhich the students can use as a diary, makingthe book a more personal object.Each classic book contains a series offactual dossiers providing information on theauthor’s life and times.Teen ELI ReadersStage 1Stage 2Stage 3Elementary600 headwordsPre-Intermediate 800 headwordsIntermediate1000 headwordsA1A2B1MoversFlyers/KETPETAs with the Teen Eli Readers, each chapterhas its own glossary, is preceded by aBefore you Read section and followedby After Reading Activities which focuson the language particularly relevant toeach chapter. The activities again focuson Reading, Listening, Writing, Speaking,Grammar and Vocabulary. The examinationpractice activities are for the UCLES,DELF, FIT or DELE examination relevant tothe book’s level. Listening recordings arecontained on a CD attached to the book.There is a final Test Yourself section withactivities relevant to the whole book. Thesyllabus for the level is also provided.A series of factual dossiers at the end of thebook provide information on the author’s lifeand times as well as further reading practice.Young Adult ELI ReadersLectures ELI JuniorsNiveau 1Niveau 2Niveau 3600 mots800 mots1000 motsA1A2B1Lecturas ELI AdolescentesNivel 1Nivel 2Nivel 3600 palabras800 palabras1000 palabrasA1A2B1Junge ELI LektürenNiveau 1Niveau 2Niveau 3A1A2B1(Fit 1)(Fit 2)(Zertifikat Deutsch für Jugendliche - ZD J)Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6ElementaryPre-IntermediateIntermediateUpper IntermediateAdvancedProficiency600 headwords800 headwords1000 headwords1800 headwords2500 headwordsUnabridged TextsA1A2B1B2C1C2KETPETFCECAECPELectures ELI SeniorsNiveau 1Niveau 2Niveau 3Niveau 4Niveau 5Niveau 6600 mots800 mots1000 mots1800 mots2500 motsTexte integrálA1A2B1B2C1C2Lecturas ELI Jóvenes y AdultosYoung Adult ELI Readers - Lectures ELI Seniors- Lecturas ELI Jóvenes y Adultos - ErwachseneELI LektürenThese are aimed at older students. TheseReaders are classic texts and are offered insimplified or original unabridged versionsaccording to the Stage.These Readers range from A1 to C2 levelsand make reference to the UCLES mainsuite examinations as well as the relevantDELF, FIT and DELE examinations in French,German and Spanish.GUIDE TO THE NEW ELI READERSNivel 1Nivel 2Nivel 3Nivel 4Nivel 5Nivel 6600 palabras800 palabras1000 palabras1800 palabras2500 palabrasTextos integralesA1A2B1B2C1C2Erwachsene ELI LektürenA1A2B1B2Start 1Start 2Zertifikat Deutsch – ZDZertifikat B25
WHY USE NEW ELI READERS?Intrinsic MotivationIntrinsic motivation is always the bestreason for doing anything and reading in asecond language is no exception. The act oftackling a longer text, at times a version ofa classic well known text, can be daunting,but with sufficient guidance the studentwill successfully finish a book, gainingimmense satisfaction in the process, goodreason for then tackling a second reader,perhaps at a higher level. The activities inthe book will guide the student to successfulcomprehension while input on the teacher’spart (see Using Eli Readers in class) willassist motivational development. Studentsshould be able to associate a Reader withpleasure and success.Extrinsic MotivationExtrinsic motivation can play an importantpart in a student’s development. Studentsmay be studying for examinations, orintending to use the second language fora specific purpose (the work place, furtherstudy in a chosen field) Extensive readinghelps greatly in acquiring structures, styleand lexis, as well as developing successfulreading strategies which it is not alwayspossible to put into practice in the short textsgenerally available in standard course books.Readers help students to perceive readingas a useful tool and good habit in languagelearning.Emotional ResponseIt is a general truth that students rememberbetter what they have an emotional responseto. Presentation of language inside a storywhich in some way involves students andstimulates an emotion or reaction on theirpart is highly effective in developing bothmotivation and acquisition.Learner AutonomyLearner Autonomy is to be fostered at alltimes, avoiding the development of studentswho are unable to tackle any language actin the second language outside the learner6environment and without the guidance ofthe teacher. A longer language act, such asreading a book in the second language, mustinevitably be carried out in the student’s freetime and own environment, and thereforedevelops the learner’s autonomy in dealingwith the language. Good habits shouldbe actively encouraged by the teacher,including:- Strategies for inferring meaning oflexical items or new structures fromcontext- Strategies for inferring general meaningof text, avoiding frequent obsessive stopsat every new item- Strategies for processing informationand continually predicting furthercontent (reading as an active skill)- In case of total meaning breakdown, theuse of a monolingual dictionary to assistcomprehensionReading SkillsReading Skills are now generally acceptedto be as active as writing and speaking. Thestrategies which a successful reader in his orher own language puts into practice can beinvestigated in class, and then practised bythe reader with his or her Eli Reader at home.Successful extensive reading, (that isreading of longer passages for generalcomprehension - as we read novels forexample) is one of the main aims of anyReader. Choosing an Eli Reader for extensivereading practice means having a gradedtext with carefully chosen structures andlexical items which will expand both passiverecognition and actively usable language.Incidental lexical learning in an involvingcontext is proven to be an effective meansof language acquisition.The teacher can also select short passagesof the reader to practise intensive readingskills, such as:- Perceiving and comprehending specificuse of structures- Approaching new lexical fields- Use of cohesive devices- Perceiving use of irony, humour- Grasping formality or informality ofregisterThe activities provided in the reader itselfgive practice in both extensive and intensivetypes of reading, focusing both on generalGUIDE TO THE NEW ELI READERS
comprehension of each chapter and on morespecific issues which arise from the languageof each individual chapter, not necessarilyrelevant to others.Other skills: it is of course very rare to readin a vacuum, and successful lesson planningwill lead to students being able to use theirreading as a step towards further activitiesinvolving speaking, listening (each Readerhas a CD attached) and writing. See Using EliReaders in class.Cross-curricular Learning and CLILCross-curricular learning and CLIL: Elisupports cross-curricular learning and CLIL.While the Readers are specifically developedfor the language classroom, every Readerhas aspects in its narrative which are outsidethe student’s own experience and tackleissues beyond mere language practice –they take place in many cases in another L1community, they may take place in anothertime, they focus on particular aspects of life.Imaginative use of the Reader can includeusing it as an approach to aspects of history,geography, sociology, economics, philosophyand science in other classes. The dossiersin the Teen and Young Adults classicsgive helpful information regarding theseaspects of learning and provide much usefulinformation regarding the life and times ofthe author as well as a possible springboardto further research and learning above andbeyond the immediate linguistic impact ofthe Reader.StyleStyle is an important aspect of any writer’swork, and every care has been taken inthe preparation of the abridged Readersto respect and maintain the author’s style.While language has been simplified, whereverpossible the author’s original choice of lexisand “turn of phrase” has been used. WhileEli Readers are simplified (apart from theProficiency Young Adult stage) they do givelearners the chance to tackle the individualstyles of great writers. Eli Readers do not just“tell the story in other words”.GUIDE TO THE NEW ELI READERSCo-learning and Peer TeachingCo-learning and peer teaching are effectiveways of fostering student autonomy andresponsibility, while making maximum use oftime available in the classroom. Encouragingstudents to share with each other aspectswhich interested them from their readingmeans enhancing and increasing languageinput. This practice can be fostered whetherencouraging students to read different textsand then present their language findingsand thoughts and opinions to each other, orencouraging them to read the same text andthen compare which different aspects struckdifferent people. Hearing something abouta text which you did not immediately noticecan foster further curiosity.Holiday ReadingHoliday reading with an Eli Reader is funand motivating. The risk with a text bookcontaining a series of disconnected texts isthat it will not provide scope for extensivereading which is something the student hastime to do during long breaks. The learnerkeeps “in training” and can also enhancelanguage acquisition while seeming not tostudy actively.CHOOSING AN ELI NEWREADERWhen deciding which Eli Readers to use inclass and how, an important distinction mustbe made between Readers which remainproperty of students, and those whichare purchased by the school to be lent tostudents. The second case obviously allowsmore extensive use of the Reader.Readers which are purchased by theindividual student will be exploited in moreindividually-driven communicative andlanguage sharing activities while class setsof the same Reader will enable group-drivenactivities where students work togetheron the same language and text as well asindividual response to the same material.When guiding students in the choice of an EliReader, attention should of course be paid to7
the reader’s age and level. It may be possiblethat within one class there are ranges of leveland of student approach. Stronger or moreconfident students may be happy to tacklea level above their own (a strong B1 studentmay for example benefit from trying out a B2text on the understanding that no testing orjudgement will be administered). Weaker orless confident students can be encouraged tostart with a reader which is at their own level,or in extreme cases given a reader which isone level below their own (a learner at B1level with very low self esteem and thereforemotivational problems may benefit morefrom an A2 than a B1 Reader). The easier thereader for a student with low self esteem,the better the chance that the reader willsuccessfully finish the book and the activities,hopefully passing to the next level in furtherreading.Attention should also be paid to the students’personality and likes and dislikes where theEli catalogue offers a variety of choice. Givingstudents freedom to choose is always moreadvisable than simply handing out an arbitrarychoice on the part of the teacher.Where students show little immediateinterest in the subject of a Reader which isavailable to them, careful planning of extraactivities which are immediately relevanteither to the student’s learning objectives orlinking the subject in some way to a hobbyor interest of the student can be attempted.It may be for example that a title appears tooffer little more than a love story, but morecareful reading can offer insight into otheraspects of young people’s lives, such as thelevel of parental control, which may interestteenagers and provide an interesting afterreading discussion forum.It is important to decide how the class willtackle the Readers. Some possibilities are:- together in semi lock-step fashion: forexample everyone will read one chapterof the same book per week, managingtheir time within that week autonomously.This has the advantage that it enablespre-reading activities and while readingactivities, as well as post reading, butcan lead to a sense of “obligation” if nothandled well. This way of reading meansthat every student will have a copy of thesame Reader.8- together with no time limit: i.e. everyonein the class will read the same Readerover a longer time frame, with no requestto keep pace chapter by chapter. This hasthe advantage that it encourages greaterstudent autonomy and time managementbut more or less excludes any coherentin-class pre and while reading activities,leading to more focus on post-reading.Again, every student has a copy of thesame Reader.- individual choice of Reader: wheremore than one is available for age andlevel. This has the advantage of creatinga “class library” situation with studentsexchanging information and opinions,making the choice of book in itself afocus during lessons, a more realistic andauthentic communicative language taskthan simply summarizing the contentsof a Reader. To enable circulation ofReaders within the class where they areclass and not individual property, it isadvisable to give time limits to students,who should then hand in the Reader.USING ELI READERS IN CLASSClass Library SystemThis system entails a series of Eli Readerspurchased by the school and made availableto students.AdministrationTo ensure fair time sharing and circulation,the teacher, or a student who offers to takeon the responsibility, should make sure thatevery Reader is labelled or numbered anda register of available Readers is kept. Thename of each Reader should have the nameof the student who has borrowed it andwhen it is due back. The class can decide atime frame for lending together based on arealistic assessment of how much readingthey can handle per week.InformationThis register can be made public, with thename of the student who has borrowed thereader inserted into a grill. The grill can crossreference students’ names and Reader titlesand be put on display where students havesufficient wall space. A coloured sticker canGUIDE TO THE NEW ELI READERS
be placed next to each student’s name givinga general reaction to the Reader on the partof the student. These can be based on trafficlights: green for “Recommended reading”,orange for “I’m not sure, not entirely positive”and red for “I didn’t like this book”.Checking upIt is important that
to the New ELI Readers. Eli Readers is a beautifully illustrated series of timeless classics and . specially-written stories for learners of English. This guide offers a detailed insight into the New Eli Readers, what they are and how . to use them. It
T ELI READERS. Stories of Mystery and Suspense ISBN 978-88-536-1592-3. YOUNG ADULT READERS YOUNG ADULT READERS. Eli Readers is a beautifully illustrated series of timeless classics and . specially-written stories for learners of Eng
a different age group; Young ELI Readers, Teen ELI Readers and Young Adult ELI Readers. The books are carefully edited and beautifully illustrated to capture the essence of the stories and plots. The readers are supplemented with ‘Focus on’ texts packed with background cultural
Teen ELI Readers Teen Readers Eli Readers is a beautifully illustrated series of timeless classics and specially-written stories for learners of English.l. TEEN ELI READERS The Call of the Wild ISBN 978-88-536-1577-0 ELT Teen
a different age group; Young ELI Readers, Teen ELI Readers and Young Adult ELI Readers. The books are carefully edited and beautifully illustrated to capture the essence of the stories and plots. The readers are supplemented with ‘Focus on’ texts packed with background cultural
Eli Readers is a beautifully illustrated series of timeless classics and specially-written stories for learners of English. PB3 and the Jacket by Jane Cadwallader Illustrated by Gustavo Mazali ELI Readers Founder and Series Editors Paola Accattoli, Grazia Ancillani, Daniele Garbuglia (Art Director) El
T ELI READERS Heart of Darkness ISBN 978-88-536-1302-8 G C 5 /2C:B @3/23@A Eli Readers is a beautifully illustrated series of timeless classics and specially-written stories for learners of English. STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5 STAGE 6 Classic Elementary Pre-Intermediate Intermedia
Skema 5 Puma ELI Skema 5 castellini@castellini.com www.castellini.com QUICK REFERENCE Puma ELI Puma ELI Ambidestro Puma ELI Skema 5 Skema 5 cod. 97050608 rev.07 ref. 97050610 IT FR DE PL. Puma ELI Skema
start again from scratch the next Weak processing speed Poor short-term memory Emotional impacts Difficulties processing visual material. 01/04/2016 14 How can dyslexia affect music? Commonly reported difficulties with music Reading musical notation (especially sight reading and singing) Learning new music quickly Rhythmical difficulties especially from notation .
