Vhat és a reader? SA eer 20 args book writen in imlied BB etapa x sta ora conve of Langan Grogan ay bea eon of tratauw cst or 9 Dew ry. Why using readers in our English lassroom? sing readers inthe EFL. classroom meas exploring and petng erste. Cole sna slater (1987) expla hat gang imaginatively with erature enables learers to shit 3 oe of elation beyond the more mechanea aspects be forelgh language sytem,” Seats Wil read a story. en fn ern the Engh lnguge as they Cll the development ithe story, ccnding To Penny Ur (1956) efleent reading takes place when Te language of he testi comprehensible tothe less The conten ofthe texte aeeesbl othe learners, The ean pogiedss fay fs. The reader concentsts onthe sigicat bl, and skins the The reader guesees the meaning of incomprehensible cablary fom the surrounding texto gre it and manages ithout uses a dicsionary any when these stateles re The reader thinks ahead, hypotheses, redits fhe reader has and uses background information to help nderstand the test, E The eae s matiata 6 read: by interesing content of 3 alleging as f The Yeadersavare of leo purpose in eating. j The vader uses diferent state for diferent Kinds of ing > What sort of reader is suitable for one particular group? ‘Whenever you selec a ory, you should ake int acount your student bachgiound Knowledge, ag and intrest, ls, Inake sure the level of the eader i ight forthe group of Staats you wil be using that story with. Apart fom this ry To-expose your students to vray of gener and author “Maybe the are only interested in rime stories, but you can ple them to ej love stories or scence lon ste, to. Pind this pcre om poster 3y can teachers and students K with a reader? ake the most of the conten ofa reader you should sy ds presen, ile ening a ost high Also, develop your stent rial ng them go beyond the text. Remembe tay level may have 3a sy bal in Spanish nd ite tel Meat onthe bea nin is working with ns edn a tall ie reading or itening to he recorded sed to read” (Colle and 987). Your students newly prot tombe floeng suggestions may be appli to any elected reader oF sor story. aking ito Secu the group’ evel ands harrison re-reading activities ang man ay Harg Nan on the ard a et ste ou tet To est efile ofthe soe en you can male ur students predlet atthe story wl be out fom the went te sing pictures ck theo four tures (ig enough for eyy oe) lated othe story on the board and st rents guess about the pot. White the ieas onthe Board and ce the have rea the try, go back to these rections to se ich one ih sailing about the author ea Working Wiha simplfed version of 2 dass, tis portant that you work with and analyse the author's bogey. (ay provide a short ext and make yur ents complete 3 arith personal deta or man event or answer tue or alse mdlng, about the setting (place) mesorcs ake place inimporant ces (Londn, HC set) andthe man evens take place in well known paces thie Ithepe sient before pinging into the tory, ay have a lest den of what the ly sightseeing ples ae You proba ssk them to do sme esearch on tatty forehand or bing thers a short text with a chart wo complet, eins to answer or wih some rue o ase statements sng the cover he stents examine the cover in deta and a hem to make dictions by answering some question, eo fie emer describing the characters rte place they can se, yhile-reading activities sking questions nen reading the story albu to Your sides you may carfully > Selet when 10 make a pause 1 ask them ONE question for redlctions. This actvity should not take ore than So sntes othat you keep thet atenton aod he pot sno st. Yu Should no eer overdo this because again, they may ose Listening to the story Many readers nowadays ae alto avaable i este a CD. Students enjoy lstening tothe story tld by somebody ese (he teacher ofthe strytell) Expl this resource whenever possible Post-reading activities Using pictures Display feo i pletres onthe board and el students to ‘haose the one that best deseribes the plt of the soy, They Shou acount for ther answers eve if they do sot Spanish) Drawing a “Wanted” sign Ie the story isa erme or detective stacy and the pot gives oom forthi activity, tents could draw 2- Wanted ig of ¢haracier hat hasn't Been shown in any picture inthe book and hy could ete to enfonce that describe his character in pate Is even more Interesting he police oul eat them an they are tl looking oe them Who saia iv? slat 8 010 quotations nd give the stents he list. They shou tind out which character sa Literary elements ‘Discuss Wi your stents the meaning of he erry elements The, students should work in group ond tbe Hesry ements ofthe given sory. [Se te tableon page 7) ‘ote: maybe ara work forthe learners o spot what the {heme and gent of 3 story are. So, when dsling with gees ‘vale provide the optons to make it ease for your Srudenson Vocabulary: Oppoies oe eee eee et words and ak he \Seascen Ce cm or ia Fa en iad Oo wa oe Ogee i {Stine in TOD ENTER POTTS THE STON or Linkers Give students two coluns A and B wih pit sentences ll {he sentences eairnn tr ih king word or, ut haan, 2a e) Ac ther © match the two clus {aking tnt account the plot andthe Haken, Summary {ive students thre sort possible summaries ofthe try ‘Sk them ind the most appropriate one nt EBay The Hot Seat ne ortwo students (pening onthe story go the rot of fhe ad sit dawn oa cha They wil play the rle of oe of the nt von characters nthe tory. The est ofthe lass may (Ri tem qurons an thy il ave to answer a they were the character the sto vocabulary: Solve the puzzle / crossword Prepare» puaze of 2 crossword wth ‘hes wi ako eight words ake from te story. Make sue the worl trerelevant so that they help your ‘ents understand he sory and {hey te either wef fr fre use oF ret You may also give them Tlngexreies that they shoul omplte with the words presented 8 the pul or crossword (i ths way You wl make sore your stents Udertand their eneaning and they Se ble opt the word in rates in ‘erent context