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picture of my student!!!!!

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Video clips, flash-animations, web-quests, pod-casts or other interactive materials on

English websites combine motivating and illustrative materials with authentic language

input. They constitute a rich source for designing challenging tasks that foster creative

thinking and create opportunities for meaningful language output. Such websites also

provide ample opportunities for self-directed and differentiated learning, a chance for

students to autonomously prepare for the next lesson, to review issues dealt with in

class using a different medium/mode of presentation, or for individual portfolio work; or all of the above.

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Wordle is a free Web application that allows you to create a word cloud based on the frequency of words in a particular text.

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Wordle is a free Web application that allows you to create a word cloud based on the frequency of words in a particular text.

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http://www.wordsift.com/
http://www.cross-plus-a.com/balabolka.htm
for meaning words-vocabolary
http://www.snappywords.com/
to reading https://www.pearsonelt.com/tools/readers.html

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Rewordify
Snap & Read Universal
for writing

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http://www.onestopenglish.com/skills/listening/serialized-macmillan-readers/

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http://www.macmillanreaders.com/

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extensive reading                                               Ask students to look at the cover of the books they are reading.  Give them thirty seconds to write down as many words as they can think of prompted by the images in the illustration. Then…Ask students to categorise the words they have collected by word class.  Do they notice any patterns? Or…Ask if the colours they have noticed on the cover suggest anything about the story they are reading. Or…Ask the students to use the words they have collected to write a 50 to 100-word description of a place they know well.Ask the students to do this task with the cover of a book they have not read.  After they have collected the words (without looking at the blurbs) ask them to use their collections to write 50 to 100 words predicting the story. Students can then compare predictions with the blurbs on the back.

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extensive reading                                               Ask students to look at the cover of the books they are reading.  Give them thirty seconds to write down as many words as they can think of prompted by the images in the illustration. Then…Ask students to categorise the words they have collected by word class.  Do they notice any patterns? Or…Ask if the colours they have noticed on the cover suggest anything about the story they are reading. Or…Ask the students to use the words they have collected to write a 50 to 100-word description of a place they know well.Ask the students to do this task with the cover of a book they have not read.  After they have collected the words (without looking at the blurbs) ask them to use their collections to write 50 to 100 words predicting the story. Students can then compare predictions with the blurbs on the back.

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Provide a range of differentiated tasks which all students can access and enjoy.

Stimulate interest in the class libraries by getting students to share their reading experiences.

Offer a range of brief do-able activities which persuade students that writing in English is not only something which can be practised and improved but which also can be fun!

Give teachers an opportunity to observe how students are interacting with the libraries while, at the same time, getting students to extend, practice and reinforce textbook tasks with ‘real’ language.

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Extensive reading                                    Research has confirmed that comprehensible input is among the key factors contributing to language acquisition. For a discussion of extensive reading, it is the input hypothesis that is of central importance. Focusing on how language competency develops over time, this hypothesis suggests that language acquisition will only occur if the text is neither too difficult nor too easy. Krashen concludes that the correct level is one step above the learner's current level of linguistic competence, "level i+1". At this level, the learner is often able to use the textual context and knowledge of the world to fill in the gaps in understanding. This opens up for differentiation in reading, since learners will be reading texts that are understandable, at their "i+1" level. It also justifies the "silent period," in which the focus is on acquisition rather than production of language. Thus, the input hypothesis claims that the input level is a determining factor influencing language acquisition.

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Extensive reading                                    Research has confirmed that comprehensible input is among the key factors contributing to language acquisition. For a discussion of extensive reading, it is the input hypothesis that is of central importance. Focusing on how language competency develops over time, this hypothesis suggests that language acquisition will only occur if the text is neither too difficult nor too easy. Krashen concludes that the correct level is one step above the learner's current level of linguistic competence, "level i+1". At this level, the learner is often able to use the textual context and knowledge of the world to fill in the gaps in understanding. This opens up for differentiation in reading, since learners will be reading texts that are understandable, at their "i+1" level. It also justifies the "silent period," in which the focus is on acquisition rather than production of language. Thus, the input hypothesis claims that the input level is a determining factor influencing language acquisition.

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What are the benefits of using graded readers?

•allow students to meet lots of comprehensible language •
allow students to ‘step-up’ their reading ability gradually level by level
• provide motivating interesting reading materials
• are a bridge to the eventual reading of native-level reading materials

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Read quickly and                                                  Enjoyably with                                                Adequate comprehension so     they                                            Don’t need a dictionary

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Read quickly and                                                  Enjoyably with                                                Adequate comprehension so     they                                            Don’t need a dictionary

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eXtensive reading

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A new world!!

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Work in progress

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By student to teacher

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Boats and boating--Equipment and supplies

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Il mio padlet