Richard Barber
Reading and young learners: song lyrics for reading content with young learners
In this presentation, Mr. Barber provided an in-depth description and explanation of a set of activities he developed for young learners that use song lyrics for reading content words. After getting to grips with the meaning of the song, the learners do various activities to read the form. Step-by-step, they work together to build up to reading the content words in the lyrics. Specifically, the learners focus on reading the onset letters (the letters representing the initial consonant sound of a word) as an essential sub-skill of phonics. This set of activities encourage peer interaction and collaborative dialogue as the learners help each other in putting the mixed-up lyrics in order.
Hugh Graham-Marr
Intensive Reading in the EFL Classroom
Mr. Graham’s presentation contrasted extensive and intensive reading and examined their relative merits and their relative places within a reading program. It also examined some of the textual features that can be looked at in an intensive reading program – reference, ellipsis. word choice, the use of discourse markers, organization.
Reading and young learners: song lyrics for reading content with young learners
In this presentation, Mr. Barber provided an in-depth description and explanation of a set of activities he developed for young learners that use song lyrics for reading content words. After getting to grips with the meaning of the song, the learners do various activities to read the form. Step-by-step, they work together to build up to reading the content words in the lyrics. Specifically, the learners focus on reading the onset letters (the letters representing the initial consonant sound of a word) as an essential sub-skill of phonics. This set of activities encourage peer interaction and collaborative dialogue as the learners help each other in putting the mixed-up lyrics in order.
Hugh Graham-Marr
Intensive Reading in the EFL Classroom
Mr. Graham’s presentation contrasted extensive and intensive reading and examined their relative merits and their relative places within a reading program. It also examined some of the textual features that can be looked at in an intensive reading program – reference, ellipsis. word choice, the use of discourse markers, organization.
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