Louanne Piccolo is a native English speaker living in France who is also an English language teacher. As a regular reader and contributor to our blog, she’s written an article that’s bursting at the seams with top tips for using graded readers in the English classroom!
Louanne Piccolo 是一名居住在法国的英语教师。作为剑桥博客的常客，她在近期撰写了一篇文章，分享了一些在英语课堂上展开分级阅读教学的重要技巧！
What’s a graded reader and why should I use it? 什么是分级阅读？又为什么要使用分级阅读？
Graded readers are books written for foreign language learners. They can encompass any genre and they are sometimes a simplified version of an existing book. Graded readers can be adapted to different levels: beginner, intermediate and advanced. Extensive reading is the concept behind graded readers. Learners read large quantities of texts, and they do so for pleasure. They should be able to read quickly and without relying on a dictionary. The idea is that they can read as easily and enjoyably as they can in their mother tongue. Extensive reading promotes fluency, reinforces vocabulary and teaches new words in context. It has nothing to do with decoding a text, and it isn’t meant to replicate comprehensive reading in a muggy classroom on a long and hot afternoon!
分级读物是为外语学习者编写的书籍。它们可以包含任何类型，有时甚至可以是现有书籍的简化版本。分级阅读可以适应不同的级别：初级、中级和高级。泛读是分级阅读背后的概念。同学们在兴趣爱好驱使下，阅读大量文本，作为娱乐活动的一部分。在阅读的时候，同学们能够快速阅读，而无需依赖字典。他们可以像用母语一样，轻松愉快地阅读。泛读可以提高流利度，加强词汇量，并在上下文中习得新单词。它与解码文本无关，也不意味着需要在漫长而炎热的下午，在闷热的教室里不断重复枯燥的综合阅读练习！
Extensive reading is fun! 泛读是有趣的！
In order to ensure that the extensive reading process remains fun, I’ve suggested some activities. You can use these with single learners, or with a class full of students (so long as everyone is reading the same book)!
为了确保泛读过程保持乐趣，我建议在该过程中进行一些活动。这些活动可以仅针对个别学生展开，也可以同全班级学生一起进行（只要每个人都在阅读同一本书）！
Activities before reading 读前活动
Contrary to popular belief, you can judge a book by its cover (well, at the very least, you can make a guess as to its contents). Ask your learners to describe what they think the book is about, based on the cover. Then, make them vote on what they think is the most likely story they’ll read inside. Based on the winning story, divide the class into groups and ask them to come up with an ending. Ask them to present to the rest of the class.
与流行的看法相反，你可以通过封面来判断一本书（至少，你可以根据封面猜测它的内容）。请同学们根据封面描述他们所认为的这本书的内容。然后，让他们投票选出最有可能在正文里读到的故事。根据获胜的故事，将全班同学分成几个小组，并要求他们为该故事编写出一个结局，并向全班其他同学展示故事结局。
You can also give your students information on a particular character. Ask them to walk around the classroom and talk about their character to the other learners. Encourage your students to add some strange information – the stranger the better – to their character descriptions. Then, get them to write down everything that they have learnt from each other. Finally, get them to vote on what they think to be true or false. Whilst reading the book, get them to check for the truth.
还可以向学生提供有关特定角色的信息。让他们在教室里自由走动交流，和同学们谈论角色的性格。鼓励学生在他们的角色描述中添加一些新奇的信息，越新颖越好。然后，让他们写下从彼此那里获取的一切信息。最后，让他们对信息的真伪进行投票，并在阅读这本书时，检查自己的判断。
Activities whilst reading 阅读中活动
Once learners have started the book and have some idea of the plot and who the characters are, they can use this knowledge to their advantage. Provide learners with a list of personality traits for each horoscope sign and ask them to attribute a sign to each character and to justify their answers. They can work in groups or discuss ideas as a class. The learners must decide which character would behave in a certain way or say a particular sentence. For higher level classes, learners can create their own quizzes.
一旦同学们开始阅读某本书，并对其中情节和人物有一定的了解后，他们就可以利用这些知识来发挥自己的优势。向同学们提供每个星座的人格特征列表，并要求他们为每个星座赋予一个标签，同时证明他们的标签是合理的。他们可以分组工作，也可以全班讨论自己的想法。同学们必须决定哪个角色会以某种方式表现或说出哪些特定的句子。对于更高级别的课程，同学们可以创建自己的小测试。
You could also ask learners to create alternative endings to chapters that they have read. Get them to present this to the class. Ideas can be serious, weird or comical – it’s their ending and their choice! There are no right or wrong answers.
还可以要求同学们为他们读过的章节创建替代性结尾，并向全班展示。想法可以是严肃的、怪异的或滑稽的——这都是同学们自己设定的结局和选择！没有对错之分。
Activities after reading 读后活动
Ask your learners to draw posters or cartoon strips of the story. They can either orally describe what is happening in their poster, or they can draw speech bubbles in their cartoon strip that show the characters speaking.
请同学们为所阅读的故事绘制海报或卡通画。他们可以口头描述海报所展现的事情，也可以在卡通画中画出对话框，以展示角色之间的对话。
Mini plays are also useful for checking how much a learner has understood of the story. Divide the class into groups and ask each group to act out a chapter. Allocate the task in front of the other groups, and don’t give any advance warning (this will help you to see who has fully understood the contents of the graded reader).
迷你游戏对于检查同学们对故事的理解程度也很有用。将全班分成几个小组，并要求每组表演一个章节。将任务分配给各个小组，且不要提前给与任何提示（这将有助于检查同学们对阅读内容的理解程度）。
Lastly, you can make flashcards with the titles of each chapter, or with a sentence describing the main idea in a chapter. Get your learners to put them into the correct order. Encourage your learners to swap their flashcards with each other.
最后，老师们还可以制作带有每章标题或者每章节中心内容的闪卡。制作好了以后，请同学们按正确的顺序排列它们。在此过程中，可以鼓励同学们相互交换闪卡。
Playing is to children what extensive reading should be to language learners: fun, whilst learning stuff along the way! So, make sure to give these activities a go and let us know how you get on!
游戏和泛读对孩子们来说都是一样的，其需要有乐趣，同时在游戏和阅读的过程中习得知识！所以，一定要试一试这些活动哦！
转自：“山东省荣年英语教研”微信公众号
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