Complete Tl1is Questionnaire About Reading in Life

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- I

A . Complete tl1is questionnaire about reading in your life.

Reading Questionnaire

2. \Vhcre arc \'Ou


•'
from? -- - - --
3.
\V hat is your first language?__ _

4. Do you like rc:1dincr? -- - - - - - - - - - - - - - - -

5. Do you r p:lrcnts like reading?__ _

6. Do you r friends like reading? -- - - - --- - - -- -

7. V\That do you enjoy readi ng in your language? Check (/) your


answers.
books __ magazmes webpages/articles
newspapers __ other ()

8. Do you have a favorite book or writer?_ _

Book title: _

vVriter's name: - - - - ----


- - - - - - - - - - -

9. Do you read in English? -- - - - - - - - - - - - - -

If so, what do you read in English? - - - - - - - - - - -

B. Work with two other students. Talk about your answers. Do you like
to read the same things?
Extensive Reading
·-
The best readers arc people who love to rca<l an <l who rca<l a lot. I 11 Pa rt I , you wil l
learn abou t and practi ce exten sive read i ng.

What Is Extensive Reading?


• Readi ng a Jot-many books i n a semester
• Choosing books that you want to read
• Read i ng as fast or as slow as you wan t
• Not havi ng any tests on your readi ng

Why Is Extensive Reading Important?


Ifyou read a lot in English, you can become a better reader, and you can im prove your
English in many ways.

Extensive readi ng will help you


. . . read faster and u nderstand better.
. . . learn new words.
. . . write better.
. . . learn about the world.

When you read a lot in English, you get a lot of practice with the language. You learn to
recognize words more quickly and understand sentences better. You may even begin to think.
in English. But this only happens if you read a lot!

.. .................................................................................................................................................
Introduction
.....
New Vocabular y in Your Reading

When you read stories or books, you will find new words . Sometimes you may not know the
exact meaning of a word, but you can guess the general meaning. This may be enough to
follow the story.

Follow these guidelines for dealing with new vocabulary in your reading:
• Don't stop to look up many new words in the dictionary. Ifyou stop often for
new words, you will read slowly and forget the story.
• Try to use the other words and sentences in the story to help you guess the general
meaning of words you don't know.
In the following exercises, you will read some passages with missing words. This is like
reading a passage with words you don't know.

r
A . Thispassage is from the beginning of astory. Some words are missing .
Read the passage, but don'ttry to guess the missing words. Then
answer the questions.
Susan Conley and Sam Diamond live in Rosebud, a
small town in New Jersey. It looks like many other xxxxxx
in the United States. On Main Street, there is a post office
and a police xxxxxx. The drugstore and the library are
down the
.There's also a shopping center with a supermarket, a
video store, and a fast xxxxxx restaurant.
Dr. Sam Diamond is a dentist.His xx:xxxx. is in the
middle of Rosebud, near the post office. Everybody in town
knows and likes Dr. Diamond .He's a good dentist and a
xxxx:x:x person. He likes telJing funny stories to his xxxxxx.
They forget about their teeth when they listen to him.
Susan Conley is Sam Diamond's wife. She's a scientist
with a Ph.D. in Biology. She works with a x:xxxxx of
scientists in a laboratory in New York City.They're .xxxxxx
the human brain and looking for ways to x:xxxxx people
with Alzheimer's and other serious brain diseases.

Extensive Reading '-


Susan usually takes the xxxxxx from Rosebud to New York. Sometimes she
stays at horn and works on her xxxxxx. She's happy when she can work at home,
but she also likes working in the lab with interesting people.

a. Where do Susan and Sam live?


---------------
b. What is Sam's job ? ---------------------
c. Why do people like Sam Diamond?
-------------- d. What is
Susan's job
? --------------------
e. Where does she work?
--------------------
B. Talk about your answers with another student. Are they the same?

A. The story continues in this passage. Read the passage, but don'ttry to guess
the missing words. Then answer the questions.
Susan and Sam are different in many ways. Susan is tall and thin . Sam is
short and xxx:xxx. Susan has blonde hair and blue eyes. Sam has dark hair and
"\
xxxxxx: eyes. Susan is a quiet person, who can xxxxxx for hours alone in the
laboratory.
Sam loves to talk and meet .xxxxxx.
Susan and Sam's children are now grown up and live far away.Their
daughter, Jane, is an airline pilot. She lives in California and xxxxxx all around
the United States. Their son, Ted, is a journalist. He lives and works in
Washington, D.C. He is :xxxxx.x to a young Brazilian painter named Maria.Jane
and Ted come to visit Rosebud as often as they can.
Intheir xxxxxx time, Susan and Sam like to work in their xxxxxx. Susan
takes care of the rose bushes and the many other flowers. Sam takes care of
the vegetable garden. He's very proud of his tomatoes and his xxxxxx.
Susan and Sam also care a lot about the town of Rosebud, and they try to
make it a better xxxxxx to live. Susan often goes to meetings about xxxxxx in
the town. Sam helps with the town vegetable garden. People in the town can
work in the garden and take xxxxxx some of the vegetables.
a. Do Susan and Sam look alike?
-----------------
b. How many children do they have? ---------------
c. Where do their children live?
-----------------
d. What do Susan and Sam like to do in their free time? --------
e. How do they help the town of Rosebud? ------------
B. Talk about your answers with another student. Are they the same?
............................................................................................................................................................................
New Voca bulary inYour Reading 5
- ,¥-
EXERCISE 3
;_ -

A. Read the passage again. This time, try to guess the missing words. Writeyour
guesses in the blanks.

Susan Conley and Sam Diamond live in Rosebud, a small town in New Jersey.
It looks like many other in the United States. On Main Street,
1
there is a post office and a police __ ,_ • The drugstore and the library
2
are down the------·There's also a shopping center with a supermarket,
3
a video store, and a fast _ restaurant.
4

Dr. Sam Diamond is a dentist. His _ is in the middle of


5

Rosebud, near the post office. Everybody in town knows and likes Dr.Diamond.
He's a good dentist and a person. He likes telling funny stories to
6
his , They forget about their teeth when they listen to him.
7

Susan Conley is Sam Diamond 's wife. She's a scientist with a Ph.D. in
Biology.
She works with a __ of scientists in a laboratory in New York City.
8 ,-.
They're ,,....-_ _ the human brain and looking for ways to _
9 10

people with Alzheimer's and other serious brain diseases.


Susan usually takes the from Rosebud to New York.
11

Sometimes she stays at home and works on her • She's happy


12

when she can work at home, but she also likes working in the lab with
interesting people.

B. Talk about your answers with another student. Are they the same?
Extensive Reading
·.. .;;
EXERCISE

A. Read the passage again. This time, try to guess the missing words.
Writeyour guesses in the blanks.
Susan and Sam are different in many ways. Susan is tall and thin. Sam is short
and . Susan has blonde hair and blue eyes. Sam has dark hair and
eyes. Susan is a quiet person, who can for hours
2 3
alone in the laboratory. Sam loves to talk and meet -----
4

Susan and Sam's children are now grown up and live far away.Their daughter,
Jane, is an airline pilot. She lives in California and all around the
5

United States.Their son, Ted, is a journalist . He lives and works in Washington,


D.C. He is to a young Brazilian painter named Maria. Jane and
6

Ted come to visit Rosebud as often as they can.


Intheir -----..,,....----time, Susan and Sam like to work in their
7
------·Susan takes care of the rose bushes and the many other flowers.
B

Sam takes care of the vegetable garden. He's very proud of his tomatoes and his

Susan and Sam also care a lot about the town of Rosebud, and they try to
make it a better to live. Susan often goes to meetings about
10

--,,---in the town. Sam helps with the town vegetable garden. People in
the town can work in the garden and take _ some of the vegetables.
12

B. Talk about your answers with another student. Are they the same?

Remember
You can tell a lot about a word from the other words and sentences around it. You can often guess the meaning.

..
....................... ....................... .................................................................................. ········································· ·················

New Vocabulary in Your Reading


Fiction and Nonfiction

In this unit, you will learn about two types of reading material: fiction and nonfiction
.You will practice some steps for reading and understanding fiction and non.fiction.

What Is Fiction?
Fictional stories or books are about people and events that are not real.The author makes
up the people, the events, and sometimes the place. Fiction often includes a "message"-
an idea or opinion about life in general.
There are different kinds of fiction:
• realistic stories about people and places today, or about people and places in the past
• fantastic stories about unreal worlds, or about our world in the future

EXERCISE

This story was written in 1933 by the famous American author Ernest
Hemingway. The definition for some words are given at the bottom of each
page. These will help you follow the story better. You do not need to learn these
words.

A. Preview.
• Look at the picture and read the title. What do you think this story is about?
• Do you know anything about the author, Ernest Hemingway?

B. Read the story to the end. Don 'tstop to look up new words.

Extensive Reading
A Day's Wait
He came into the room to shut the windows while we were still in bed, and I
saw he looked ill. He was shivering,1 his face was white, and he walked slowly as
though it ached2 to move.
"What's the matter, Schatz?"3
5 "I've got a headache."
"You better go back to bed."
"No. I'm all right."
"You go to bed. I'll see you when I'm dressed."
But when I came downstairs he was dressed, sitting by the fire, looking a very
10 sick and miserable boy of nine years. When I put my hand on his forehead I knew
he had a fever.
"You go up to bed," I said. "You're sick."
"I'm all right," he said.
When the doctor came, he took the boy's temperature.
15 "What is it?" I asked
him. "One hundred and
two."
Downstairs, the doctor left three different medicines in different colored
capsules with instructions for giving them. One was to bring down the fever,
another a purgative, 4 the third to overcome an acid5 condition. The germs6
of
20 influenza7 can only exist in an acid condition, he explained. He seemed to know
-.
all about influenza and said there was nothing to worry about if the fever did not
go above one hundred and four degrees. This was a light epidemic8 of flu and
there was no danger if you avoided pneumonia.9
Back in the room I wrote the boy's temperature down and made a note of the
25 time to give the various capsules.
"Do you want me to rea d to you":'"
''.All right. Ifyou want to," said the boy. His face was very white, and there
were dark areas under his eyes. He lay still in the bed and seemed very detached10
from what was going on.
30 I read aloud from Howard Pyle's Book of Pirates, but I could see he was not
following what I was reading.
"How do you feel, Schatz?" I asked him.
''Just the same, so far," he said.
I sat at the foot of the bed and read to myself while I waited for it to be time
35 to give him another capsule. It would have been natural for him to go to sleep, but
when I looked up he was looking at the foot of the bed, looking very strangely.
"Why don't you try to go to sleep? I'll wake you up for the medicine."
"I'd rather stay awake."
{continued)

1 shivering shaking because you are cold or 6


afraid germs bacteria, small things that make you sick
7
2
ache hurt influenza a common disease like a bad cold
8
3Schatz a nickname (Treasure in German) epidemic a disease that affects many people
9
4
purgative a kind of medicine pneumonia a serious illness in your lungs
10
5 acid chemical,sour (e.g.,lemon) detached distant
············································································································································································· .......................
...........
Fiction and Nonfiction
After a while he said to me, "You don't have to stay in here with me, Papa, if it
40 bothers you."
"It doesn't bother me."
"No, I mean you don't have to stay if it's going to bother you."
I thought perhaps he was a little lightheaded and after giving him the
prescribed 11 capsules at eleven o'clock I went out for a while.
45 It was a bright, cold day, the ground covered with a sleet12 that had frozen so
that it seemed as if all the bare trees, the bushes, the cut brush, and all the grass
13
and the bare ground had been varnished with ice. I took the young Irish Setter
for a little walk up the road and along a frozen creek,14 but it was difficult to stand
or walk on the glassy surface, and the red dog slipped and slithered, and I fell
50 twice, hard, once dropping my gun and having it slide away over the ice.
We flushed a covey of quail15 under a high clay bank with overhanging brush,
and I killed two as they went out of sight over the top of the bank. Some of
the covey lit16 in trees, but most of them scattered into brush 17 piles, and it was
necessary to jump on the ice-coated mounds of brush several times before they
55 would flush. Coming out while you were poised 18 unsteadily on the icy, springy
brush, they made difficult shooting, and I killed two, missed five, and started back
pleased to have found a covey close to the house and happy there were so many
left to find another day.
At the house, they said the boy had refused to let anyone come into the room.
60 "You can't come in," he said. "You mustn't get what I have."
I went up to him and found him in exactly the position I had left him,
white-faced, but with the tops of his cheeks :ftushed 19 by the fever, staring still, as
he stared, at the foot of the bed.
I took his temperature.
65 "What is it?"
"Something like a hundred,'' I said. It was one hundred
and two and four tenths.
·-
"It was a hundred and two," he said.
"Who said so?"
70 "The doctor."
"Your temperature is all right," I said. "It's nothing to
worry about."
"I don't worry,'' he said, "but I can't keep from
thinking." "Don't think," I said. "Just take it easy."
75 "I'm taking it easy," he said and looking straight ahead. He was evidently20
holding tight onto himself about something.

11
prescribed ordered by the doctor 16 1it landed
12
sleet frozen rain 17
brush small trees
13Irish Setter a kind of hunting dog
18
14
poised standing in a careful position
creek a small river 19
15
flushed red
flushed a covey of quail made birds fly 20
up evidently clearly

Extensive Reading
"Take this with water."
"Do you think it will do
any good?" "Of course it
8 will."
0
I sat down and opened the pirate book and commenced to
read, but I could sec he was not following, so Istopped .

8
"About what time do you think I'm going to die?" he
asked. "What?"
"About how long will it be before Idie?"
-
5 "You aren't going to die. That's the
matter with you?" "Oh, yes,Iam.Iheard
him say a hundred and two."
"People don't die with a fever of one hundred and two.
That's a silly way to talk."
9 "I know they do. At school in France the boys told me you
0 can't live with forty-four degrees. I've got a hundred and two."
He had been waiting to die all day, ever since nine o'clock in the
morning. "You poor Schatz," Isaid."Poor old Schatz. It's like
miles and kilomete rs.
. You aren't going to die.That's a different thermometer.On that
. 9 thermometer thirty- seven is normal. On this kind it's ninety-
. 5
eight."
"./n\ re you sure'r "

''.Absolutely," said."It's like miles and kilometers. You know,


like how many kilometers we make when we do seventy miles in
the car?"
1
0
"Oh," he said.
0 But his gaze at the foot of the bed relaxed slowly. The hold over
himself relaxed too, finally, and the next day it was very slack,21 and
he cried easily at little things that were of no importance .

21
slack loose

C. Read the story again. Underline any new words you need to
know to understand the story. Show the words to your teacher.
If your teacher agrees, look them up and write the meanings
in the margins.

D. Discuss these questions with another student:


• Where does the story take place? Who are the people
in it, and what happens to them?
• Did you like the story? Why or why not?
• What do you think about the doctor's cure for the flu?
What do you do when you have the flu?
• Hemingway often wrote about hunting. Why do you think
he wrote about hunting in this story? What do you think
about hunting?
• Why was the boy confused? Have you ever had a similar misunderstanding ?

.. "
...............................................................................................................................................................................
.................................
Fiction and Nonfiction
E. Withanother pair of students, retell the story from beginning to end.
Try to use your own words. (You can look back at the story.)
F. Choose five words you want to learn from the story.Write them
inyour vocabulary notebook with the parts of speech, the definitions,
and the sentences where you found them. (See Part 2, Unit 1.)

What Is Nonfiction?
Nonfiction is about real people, places, or things, for example, history, science, psychology,
travel, nature, a person's biography, or other real-life subjects. In nonfiction books, the writer
gives facts and information that he or she says arc true.

EXE R CI
. ..
SE
Read and discuss the following nonfiction story.

A . Preview.
• Read the title. What do you think this passage is about?
• What do you know about the Middle Ages in Europe? What do you
know about the plague? 1

B . Read the passage to the end. Don't stop to look up new words.

·-

1plague disease that causes death and spreads quickly to a large number of people

. ... ......... . ......... ... .. " ... .. "' ..... ...... .... ......... ··············.. ... .......... ....... .. ... .. .. . ...... ......... ' ..
Extensive Reading

The Black Death e


Black Death was the name people gave to a terrible disease called the
bubonic plagu e. It lasted for two years in Europe, from 1347 to 1349. In those two
years, nventy-five million people died. That was one third of all Europeans, or one
out of every three people. Whole families disappeared. Farms and villages were
5 left empty. Cities came to a stop. Churches, universities, banks, and shops closed.
How did this happen?
Life in Europe in the Middle Ages was very different from life today. In ...
1300,
there were no cars or trains. People walked, rode horses, or traveled in boats.
There were no machines to help farmers or to make clothes. There were few
10 factories. People made most of the things they needed by hand: clothing,
shoes, food, tools. There were no printed books or newspapers. And of course,
there was no telephone, Internet, or television. The news traveled from one
person to another by word-of-mouth. And it was usually bad news. Violence
was a part of everyday life. There were wars that went on for years and years.
Robberies and
15 murders were common. People often died young from accidents or illness.
In those days, most Europeans lived in small villages. But the cities were
growing. Inthe early 1300s, the weather was colder and wetter than usual.
Because of this bad weather, farmers often couldn't grow enough food for their
families. Many country people didn't have enough to eat, so they went to the
20 cities.
The cities became more crowded and unhealthy. Infact, they weren't very
pleasant places. The rich people had big, beautiful houses. But everyone else lived
in dark, crowded little houses. No one, rich or poor, had running water or toilets.
All the waste2 was thrown into the streets or rivers.
25 This was one reason why the plague spread so easily.This disease was caused
by bacteria.3 The waste from sick people's homes was full of these bacteria. Soon
the streets and rivers and drinking water became very unhealthy. Many people got
sick from drinking the dirty water. Others got sick from the waste in the streets
and because of the rats. There were many rats, and they ran freely through the
30 streets, in and out of houses. People then didn't understand that rats were part of
the reason for the plague. The bacteria that cause the disease were carried on fleas4
that lived on rats.
The plague started in China in the early 1300s.Today diseases move quickly
from one part of the world to another. In the Middle Ages, diseases-like
35 people-traveled more slowly.It took about t\venty years for the plague to move
west from China. At that time, rich Europeans liked to buy silks and spices from
Asia. Traders could make a lot of money from these things, so they took long
trips to get them. Sometimes they went over land, sometimes by sea. That was
how the rats that carried the disease probably traveled-by ship.
(continued)

2
waste anything not used, things thrown away by huma ns
3 bacteria small living things that can cause disease
4
• flea a small jumping insect that bites animals or people to drink their blood

.......................................................................... ................... ··············- ········· ............................. ···················· ·····································


Fiction and Nonfiction
40 By 1347, the plague had reached the countries arou nd the Black Sea in eastern
Europe. In October of that year, an Italian ship stopped at a Black Sea town and
picked up the disease. By the time the ship arrived at Messina in Sicily (Italy),
many sailors were dead. A few days later, people in Messina were sick, too. They
sent the ship away, but it was too late. The plague had arrived in Italy.
45 For two years after that-village by village, town by town-the disease
spread north through Europe. By the end of the year 1349, it had spread as far as
Scotland and Norway. Only one part of Europe (central Poland and Lithuania)
stayed free of the disease. No one knows why.
What happened when the plague arrived in a town? People got sick and
so died-fast. Italian writer Giovanni Boccaccio wrote about the plague in Florence,
Italy."How many men and women had breakfast with their families, and the same
night, had dinner with their ancestors5 in the next world!" Not everyone died the
same day, but most people died within three days. And it was a horrible death.
The first signs were black lumps6 around the neck and other places. That's why it
ss was called the Black Death. Then, there was high fever and blood-and that was
the end.
No one understood what was happening or why. Many people thought it was
a punishment sent by God. Some doctors in Paris thought it was caused by the
planets and the stars. Other doctors believed it was caused by a bad smell. (Cities
60 with the plague smelled horrible.) They told people to keep flowers and use
perfume. Some people thought they could keep away the disease with loud noises,
so they rang church bells and fired guns. None of these cures7 helped, of course.
There was no cure in those days. There was no way to help a sick person.
People were terrified. Some stayed in their homes and didn't let anyone in. But
65 the fleas and rats went in and out, and so did the disease. Other people ran away
from the cities and into the country.The countryside was probably healthier than
the city, but these people often brought the disease with them, and they helped to
spread it.
In some towns in Germany and France, people also got angry.They wanted
70 to find someone to blame for the plague, so they blamed the Jews. They said the
Jews had put poison in the water. Angry groups of people went to the Jewish
neighborhoods. They set fire to houses aad killed whole families. In Strasbourg
in 1349, 200 Jews were burned to death. Inthose years, many Jews moved east,
to Poland and Lithuania.
75 The disease died down in 1349, but it didn't disappear completely.It came
back many times in Europe, though it never again spread so far so fast. The
last
big outbreak8 was the Great Plague of London in 1665, when about 100,000
people died. After that there were smaller outbreaks in Marseilles, Vienna,
Moscow, and other cities, until the early 18th century.

s ancestor a member of a family who lived in past times


61ump an area on someone's skin or body that becomes larger and hard
7
cure a medicine or treatment that can stop a disease
8
outbreak the sudden start of something

Extensive Reading
80 Inother parts of the world, h owever, the plague continued to be a
problem. Between 1855 and 1929, outbreaks of the plague killed over 12
million people in India and China. Even now, the plague is still present in
some countries, for
example, l\lladagascar, Tanzania, Brazil, Peru, Myan mar, and Vietnam. Every year
around the world, several thousand people get the plague, and several hu ndreds of
85 th em die.
Could a new outbreak of the Black Death kill millions of people today?
Probably not. Now we understand how the disease is carried and we can stop
it from spreading. We can also cure it with modern medicines. However,
another disease could still be a problem. Even today, new diseases can
suddenly appear.
90 Then scientists and doctors have to work fast to u nderstand it and find a cure.

C. Read the passage again. Underline any new words you need to know to
understand the story. Show the words to your teacher. I f your teacher
agrees, look them up and write the meanings in the margins.

D. Discuss these questions with another student:

• Why did the plague kill so many people? How did it spread?
• How did people in the Middle Ages try to stay healthy? How do you try to
stay healthy?
• Do you think there could be another plague today?
• Do you know about any diseases that spread and killed many people?
What was the disease? When and where did it spread?

E. Withanother pair of students, retell the story from beginning to end.


Try to use your own words. (You can look back at the story.)

F. Choose five words you want to learn from the story. Write them in
your vocabulary notebook with the parts of speech, the definitions ,
and the sentences where you found them. (See Part 2, Unit 1.)

............................................................................................................ ...............................................................................................
....
J Fiction and Nonfiction
Books

Choosing the Right Book


It's very important to choose the right book for extensive reading. First of all, you should
choose a book that interests you.Your teacher and friends may have good ideas, but it
should be a book that you want to read.
It's also important to choose a book at the right level. Ifthe book is too easy or too
difficult, you won't enjoy it, so you won't read it. You need to find a book that you will
read.
Preview a book to find out if it is right for you.
);> Read the title, back cover, and first page. What is the book about? Is it interesting?

);> Check the level: Look again at the first page. How many words are new to you?
No new words --? This book may be too easy.
1-5 new words --? This book is the right level.
6 or more new words --? This book may be too difficult.

EXAMPLE

A. Look at the example on page 17.Then answer these questions.

1. What is the title? Anne of Green Gabl es

2. Look at the front cover and back cover copy.Then read the first page.
What is this book about?
Is it interesting to you? _

3. Look at the first page again.


How many words are new to you?
---------------
Is this book the right level for you?
---------------

B. Talk about your answers with another student. Are they the same?
(from thebock cover)16 Extensive Reading

"You don't want me!" PENGUIN II


criedACTIVE
Anne."You
READI don't want me
because I'm not a boy! Oh, what shall I do?"
LEVCL 1

Marilla and Matthew


NG
Cuthbert want a boy from the orphanage to help them on their farm.
But a thin little girl is waiting for Matthew at Bright River Station.Anne,a funny and sometimes difncult child, changes every
Anne of Green Gables
lM Montgomery

CHPTlR

Anne Arrives in Avonlea


fvbrill.i Curhlxn wu busy in the kitchen. Sbc: ""'1..S a WJ. thin wom 11n wilh gn.y ha..ir.M.uill11 Wiln'c young or prcny, oind she didn't smile wry mua.. But ihc h.id a "1nd bea.n.. She Wbn't urp1i..rJ. hy.\1u.. L)•ndc'1 visic.
'"Hello, b.ri.lh. • 12id MrJ.lynJc. '"J iaw
•)Ow dfJ'fill '•Ufl uur
M.uthcw trVJ
on rhc rooi.d . ,wJtk,.I].
,h,rJu/J
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Mrs. Lynde couldn't speak. Then )he s..iJ., -An orpha.n boy!\'(/by do ou ..am ut orphin boy·
her kJCchcn ind ow. She ofccn s.it there bcawc >l1c could stc (he
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A\'Onlc.,,i road \'cry ¥.di from there.
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A m.m 111 itli J horK .lild bu.gg_l'"1JT\C' up tht' tOJ.d. Ir\\"2.S Mr Lynde'
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Books
Getting the Most from Your Reading
After you choose a book for extensive reading, follow these guidelines.

Guidelines for Extensive Reading


• Read for at least 30 minutes every day. Find a regular time in your day _for reading. .
When you stop reading each time, write the date in pencil in the margm. Try to fimsh
your book quickly.Your teacher will check on your progress.

• Don't stop to look up new words unless they are necessary to understand the story.

• Look up useful words after you finish reading the chapter or book. Write the words in
your vocabulary notebook with the parts of speech, the definitions, and the sentences
where you found them. (See Part 2, Unit 1.)

• When you finish a book:


Tell your teacher.
Write the name of the book on your Reading List on pages 21-22.
Ifyou liked the book, tell your classmates about it.

Talking about Your Books


Book Conferences
A book conference is a conversation with your teacher. It is not a test. Tell your teacher
when you finish a book. Then your teacher will ask you questions about it. You don't need to
study for a book conference. You just need to read the book!
Here are some questions your teacher may ask:
• What is the title?
• Who is the author (writer)?
• Where does the story take place?
• Who are the characters (people in the story), or what is it about?
• What happens in the story?
• Did you like the book? Explain your opinion.

Reading Circles
A reading circle is a small group of students. The group meets often to talk about the books
they are reading.
Rules for reading circles:
The group should have four to five students. It should meet about once a week.

,
.

Extensive Reading
};;> At each meeting, students talk about their books. Each student takes a turn talking
about his or her book (not more than four minutes).
Suggested talking points:
• where you are in the book (beginning, middle, end)
• the level (easy, not so easy, difficult)
• the setting (where it takes place)
• the characters (fiction) or the subject (nonfiction)
• what happens (fiction) or what it tells about (nonfiction)
• your opinion about the book

};;> Students who are not talking must listen and then ask questions. One student should
also watch the time and say when four minutes are finished.

Book Talks
In a book talk, you talk to the class about your book. You should only talk for a few minutes
(not more than five minutes).
How to get ready for a book talk:
};;> On a small piece of paper, write the information below. Don't write whole sentences.
Write only a few notes (words or phrases) for each answer.
• the title and author
• the level of difficulty
• the characters (fiction) or subject (nonfiction)
• the setting (where it takes place)
• what happens (fiction) or what it tells about (nonfiction)
• your opinion about the book

};;> Use your notes to talk about the book.

};;> Practice your talk by yourself or with a friend or classmate. Try not to read from your
notes. Look at them only when you need to. Look up as much as possible. Speak
slowly and clearly.Try not to stop or say "um" or "ah" too often. Practice saying the
sentences until you can say them fluently.

Time your talk before you give it in class. Ifit takes less than four minutes, think of
more things to say. Ifit takes more than five minutes, cut out some parts.

.. Books
Writing about Your Books
Book Reports
When you finish a book, fill in a book report form. Ask your teacher for a form, or copy
these questions onto a separate piece of paper. Your book report may help your teacher
decide which books to get for the class or library.

Title:-----
----
-----
-----
------
--
Author:_FictionNonfiction
Pages:Level of difficulty ( l = very easy, 10 = very difficult): _ Characters (fiction) or subject (nonfiction):

Setting (where):------
----
- -----
- ---
- -- -­
Story (fiction) or what it tells about (nonfiction):

Your general opinion:--


----
- ----
-----
------
-

The best parts, characters, or other things you liked about the book:

The worst parts, characters, or other things you disliked about the book :

Rate this book: _

**** = a great book! * = not very interesting x = a terrible book


*** = a good book
** = some good parts

Extensive Reading
Book Files

When you finish a book, ask your teacher for a book file card. Then make a card for
your class book files. You and your classmates can use the files to find books you like.

Onrate
to theyour
card,book.
write information about your book. Follow the example below. Remember

**** = a great book!


*** = a good book
** = some good parts
* = not very interesting
x = a terrible book

.E.X.A..M..P.L.E..

Anne of Green Gables


TITLE:
_AUTHOR: L._t\ . M ontgomery

NUMBER OF PAGES: (;,() FICTION OR NONFICTION:Fiction

WHATISTHE BOOK ABOUT? An orE_han girl is adopted by a


farm fam ily
RATE THE BOOK: k >. K

Reading List
Make a list of your extensive reading books here. For each book you read, write the title,
author, and the date you finished.
1. Title: _

Author: ---------------- Date finished :-----


2. Title: _

Author: _
Date finished:-----
3. Title: __

• Author:---------------- Date finished:-----

.................................. ................B..o...o..k. s... ······.. 2-


·... ·.... ..... .......... . .,....,,,., . .. ...., .,,. . . .
-1--.

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