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Extend the discussion to how bridges can be formed out of class. Draw up a list on the board
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5. Extend the discussion to how bridges can be formed out of class. Draw up a list on the board.
6. Give your students a few minutes to discuss with those sitting near them which of these ideas they feel are most appropriate to them and how they intend to implement them. It is better in this phase to let pairs/groups form spontaneously than to impose them. Ask a few members of the class what conclusion they came to.
Encouraging Reading
1. Initiate an informal discussion on your student’s reading habits in their own language. Ask which of them are in the habit of reading regularly in English outside class. Ask what kind of things they read and where they get their reading material from.
2. Put it to the class that for most learners regular reading out of class is absolutely essential to reach an advanced language level – it is one of the best ways of expanding vocabulary and probably the only way to get a good sense of style. Tell them you are going to work with them to set up a framework that encourages them to read regularly.
3. The first hurdle is to find a source of suitable books. With the help of your students, write a list on the board of possible sources of books in English. Tell them to copy it into their notebooks. It will probably look like this:
a) public lending libraries;
b) school libraries;
c) bookshops;
d) each other.
Discuss with the class which of these sources is/are most readily available.
4. Arrange with your students for all to bring a book to class the lesson after next so that everyone can get an idea of what their colleagues are going to read.
5. When the class brings their books, ask each student to set a realistic target date to read their book by. Tell them that the date must be agreed with you. Draw up a class list of author/title/target date for all their books and fix this to the classroom wall.
6. As target dates are reached, check on progress, do not be 'heavy' if they do not achieve their targets but remind them that they are the ones who set the target dates and that you do expect them to finish soon.
7. As students finish their books, ask them to fill in information about the books they have read on a ‘book recommendation sheet’, which you van fix to the wall for your students to consult. It might look like this:
Recommended Reading
Author Title Interest Difficulty Comments Reader
For ‘Interest’ and ‘Difficulty’ it is best to use a scale, for example one to five, to indicate the degree of interest and difficulty.
Variation
The same broad principles apply to listening. Below is a list of possible sources for material:
a) English-speaking people that students meet
b) television programmes
c) films (original or subtitled), film clubs
d) videos
e) theatre
f ) radio
g) songs
h) spoken word cassettes
Discuss with your students which of these are available locally. Draw their attention to the help that images give in understanding and to the high level of concentration needed when listening, which is quickly tiring. Follow-ups for listening are more difficult to set up than for reading. Once again, in general encourage reflection. Here are possible headings for a ‘recommended listening sheet’ that you can fix to the classroom wall:
Culture Project
1. Initiate a discussion with your students about their interests. Ask them about how they might link those interests to their study of English. Put it to them that they could extendan interest or begin a new one by doing a project on some aspect of English-speaking culture. Tell them that they can choose anything they like within that, only that atthe end of the project they must produce something to presentto theothers in the class - orally or in writing. This can be something quite modest but its purpose is simply to provide some kind of objective. If you get a reasonably positive response, go on to Step 2.
2. Tell them that the hardest part is often choosing the project. So give them copies of the handout given below:
Example topics for personal culture projects
1. History
a) A long period, e.g. the Elizabeth era, the Victorian era
b) A short period, e.g. the American Civil War, Henry VIII and the Reformation
c) An incident and the events surrounding it, e.g. the Spanish Armada, the Wall Street Crash
2. Geography
a) A country you do not know about where English is spoken, e.g. one of the Caribbean or Pacific islands
b) A region or state in an English-speaking country, e.g. Florida, Wales, Queensland
c) A city or town, e.g. Cambridge, Stratford-upon-Avon, Auckland
3. People and their work
a) Statesmen and women, e.g. Gandhi, Churchill, Lincoln
b) Scientists, e.g. Newton, Darwin, Einstein
c) Artists of all kinds, e.g. The Beatles, Constable, Blake, Jane Austen, Shaw
d) Entertainers, e.g. Charlie Chaplin, Fred Astaire, Marilyn Monroe
e) Individuals, e.g. Martin Luther King, Bede, Dr Johnson
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