An imaginary entry in Anne of Green Gable's diary

Today was the happiest day of my life...so I thought. I was so excited to come to Green Gables. The road was lined with old apple trees. they were full of sweet-smelling and snowy-white flowers! The beautiful way made me feel like I were walking into a wonderful dream. I fell in love with this lovely place at once.

But everything changed so quickly. Matthew and Marilla wanted a boy, not a girl like me. What a horrible mistake! Why was I not born a boy? My heart was full of hopeness in this morning, but now, I feel so lonely and miserable.

What will happen to me tomorrow？Will they send me away?

Oh, Dear God, please! Please let me stay here. I promise I will work hard and be a good girl.

Posted for Nene

Let the kids talk!

Three videos here, highlighting how even very young learners can quickly become content creators in their English langauge learning journey! Each of these examples are a result of after reading projects, from graded readers, which all of our students at Luna invest in. We use these readers in a myriad of ways - not 'just' reading...we try to 'milk' them for all the're worth!

Misaki's Cake is the outcome from Oxford University Press' Read & Imagine graded reader called 'The Cake Machine'. Inventor Grandpa has a fairly calamitous baking experience...our children do better with a drawing project (homework) & then guided with a writing task in class to describe their lovely, dreamy, cake creations.

My approach as teacher is to do the background prep quickly, then let the students take control of the creative process, using the iPad + Chatterkids app intuitively. Recording themselves & criticising their own speaking (want to be smoother, or quicker, or not stop in the middle or get a word wrong...) is an easy fix - just re-record against the thirty-second limit. Their own pressure, not teacher's! As you can hear, the focus is on far more than just a list of ingredients - a proper description. As a quick finisher, Misaki was first - after that, she was first assistant & bling direction for whoever finished next. Teacher - job done (help the slower finishers with gentle suggestions & corrections).

 

What do you think of Misaki's cake?

A twist on this exercise I love with slightly older young learners, is to have them interview each other about their after reading projects. Here is Moe's description of her favourite animal (her real pet), from OUP's Read & Imagine title 'In the Treehouse'. Here the pressure is on both learners to ask, and answer, a set of questions quickly...so of course they want to practice a few times before hitting the record button - who said 'drilling' is boring?! Love Moe's "Wolfie"?

And from another class, Yuri & Koharu tackle the same task from their reader. 

Extensive reading has obvious benefits - so does intensive reading...the two do not need to be mutually exclusive. As you can hear, students are empowered with being able to share their imaginations and are unencumbered with stage fright, instead collaborating and being bold. Love these outcomes!

Magic Ingredients! App-smashing with a reader

One app I really enjoy using with our graded readers as a boost to after reading projects, is to make sure that all of the students have taken time (and been shown how) to produce full, grammatically sound, sentences.

In this case, after reading OUP's Read & Imagine beginner level title The Cake Machine, easy homework was to draw their own 'dream' cake. The blank space below 'describe your cake' is a forbidding prospect without guidance...teachers job to ask leading questions, and then help everyone agree on their responses (all different, of course, but simliar in structure.

Obviously, most of the structures & vocabulary they need are high frequency from the book they've just read (and enjoyed) + the Picture Dictionary at the back a rich resource. "New words" (our own ingredients) an easy share on the whiteboard.

Bit of teacher speed needed to photo & crop drawing into the app, and then gave a example of 'how to' for early finishers, who get on with their project enhancement. Then they help the slower finishers through the tech hurdles and encourage the narrating part (they read their own writing into a 30 second limit). 

 

Miyuki's profile of Jaz Santos

Jaz Santos is a young football player.

She started playing when she was about six years old. She plays as a forward and loves trying to score goals. Her best moment was when her team scored. It made the team feel happy.

She didn't give up when she had problems around her. However, sometimes she had hard times. She felt it was hardest to keep motivated.

The most fun part of football for Jaz is being with her team. She loves passing, playing & laughing with her friends. Jaz playes for her team & her parents!

She will continue playing football & everyone who watches her feels encouraged.

Posted for Miyuki

Jaz Santos vs The World - profile of the player

You may have heard the name Jaz. Her name is Jasmine Santos-Campbell. She is a famous football player who played in the World Cup.

When she was eleven years old, she approached some people and formed a team.

Their coach was Rhiannon. She taught them that the things a player does off the field are as important as the things they do on the field. Some players become role models for young people.

In the final against the Silverton Shiners, at her first tournament, Bramrock Stars FC, where Jaz is a captain, played fairly and fought as a team. The game finished 2-2, and finally they won it on penalties.

She trusts her team, building good relationships.

Posted for Ritsuko

My cousin's wedding

I'm going to talk about when I attended my cousin's wedding. 

The wedding was held in the city of Tokyo on a sunny day. The place was a very spacious and beautiful building. From there, I could see the bay and the morning sun was very beautiful. At the ceremony, my cousin and my cousin’s wife were wearing very beautiful dresses and tuxedos, and they were very bright.
I ate a lot of food at the wedding. I ate seafood salad, cold corn soup, beef steak, foie gras, stewed seafood, sorbet, cake, and so on . I also drank Sudachi's non-alcoholic cocktail. The colour was blue and it was very refreshing.

There were two entertainments for the wedding. The first is to guess the colour of the dress that the bride will change. We choose which dress the bride will wear with a penlight. The dress, which was originally white, has become a very beautiful blue dress. The result,l could not collect,but the dress looked very good on the bride and was beautiful. The second is dancing. My cousin's classmate danced in costume. It was very fun and exciting. Everyone in the audience was laughing.

It was a very fun wedding with a lot of food and everyone laughing.

Posted for Ayumi

Sherlock Holmes - The Sign of Three (a year later...)

One year later, things have changed a bit for the characters. John and Mary are very busy taking care of their baby. John still works as a doctor, but he spends more time with his family now. Mary has become a good mother. They felt worried before having the baby, but they are happier.

Sherlock is still solving many crimes. He has changed a little because he understands friendship more deeply now and cares more about other people’s feelings. For Sherlock, John and Mary are still his best friends and very important people to him.

Janine didn’t start dating the man in the white jacket and blue shirt at the end, but she is more confident now. She enjoys meeting new people.

Sholto survived the crime and now lives more carefully. He will continue to feel guilty about the deaths of young men in Afghanistan for the rest of his life. But after the wedding incident, he felt a little better and started to trust other people more.

Jonathan Small is in prison to atone for his crimes. But he never forgave Sholto and doesn’t regret trying to kill him.

Posted for Nene

Are All Animals Equal on Animal Farm?

 I don’t think life on Animal Farm is fair for all the animals.  

At the beginning of the story, all the animals believed they were in an equal society. They thought the human was not good for them. So, they worked together to kick out Mr. Jones, and they hoped that everyone would share the work. For a short period of time, it seemed like everything might get better.

However, as time was passed, the pigs started to take more and more power. They said that pigs were the “smartest” animals, so they should make the decisions. At first, the other animals accepted this, but soon the pigs began to act like leaders. They got better food, they slept in beds, and they did not work as hard as the other animals.

The pigs also changed the rules. For example, they rewrote the commandments so their actions look correctly. They used Squealer to spread propaganda and made the other animals believe that everything was fine, even when it was not. The animals like Boxer worked extremely hard, but they never got respect for their work.

In the end, the pigs became almost the same as the humans the animals had tried to escape from. They walked on two legs, drank alcohol, and made deals with humans. The other animals were tired, hungry, and confused, but they were unable to fight the pigs because they had no power or education.

For these reasons, life on Animal Farm is not fair for all the animals. Only the pigs enjoyed a good life, while the rest of the animals cannot feel freedom. 

On Thin Ice - the graded reader (not the state of Greenland)

Reading for detail - Read & Imagine

As you can easily see, there's a lot of text on the page, which most learners in Japan would baulk at immediately!

Our 'can do' learners at Luna have got used to this psychological barrier & can jump it with ease.

• Quiet reading? Yes
• Reading independently (at home)? Yes
• Overcome 'new' words? Yes
• Familiar with characters? Yes
• Enjoy the storylines? Yes
• Recycle language? Yes
• Personalisation with 'after reading' projects? Yes
• Work together with comprehension tasks? Yes
• Gain confidence with pronunciation of longer words? Yes
• Notice direct speech markers (punctuation)? Yes
• Read ahead for markers? Yes
• Look back in the story to refresh? Yes
• Travel in time & space, around the world? Yes
• Learn really cool stuff? Yes
• Put proper intonation into longer utterances (taking turns 'in character')? Yes
• Listening skills explored? Yes
• Gain confidence spelling? Yes
• Volume of vocabulary? Yes
• Expanding vocabulary sets beyond limited textbook content? Yes
• Yes.Yes. Yes.

There are so many benefits to our dedication at Luna to incorporating graded readers into our students' language learning careers. One of them is our adoption of Oxford's Read and Imagine + Read and Discover series - designed for young language learners with audio and activity books to enhance the learner experience. In our opinion, Oxford's Reading Tree is not fit for purpose, and the Extensive Reading Foundation's continued idolisation of that culturally loaded & unsuitable series is frankly annoying - driven by 'experts' who lecture from their high perches at universities without any idea what they're talking about wrt young learners, accessibility, learning styles, affordability. You never saw Oxford's Story Tree, which WAS ideal for the EFL classroom & independent home-readers?

Rant over? Not really!

My Tropical Rainforest Project - Kokona

 

Orang-Utans live in Indonesia's rainforest. Orang-Utans sleep in nests in trees and eat birds, insects, some frogs. 

Bali Mynas live in Indonesia's rainforest. Bali Mynas eat insects and fruit. 

Atlas moths eat smaller insects. Atlas moths lives in Sarawak.

Shizuku's animated Lion - after reading project

 After reading Crocodile in the House, and a confused robot, Shizuku couldn't wait to talk about her favourite animal, a lion. Lovely drawing and great answers written dow, this interview with a classmate was a first take success! Reading/talking aloud the final act to complete an after reading project - no performance pressure or stumbling over unknown words - rather, unstoppable keenness to get it said!

Nice work Haruki, getting over the giggles to ask the questions quickly. Another stunning Friday success story at Luna!

Meet Moe's (talking) pet dog!

 

Check out Moe's project from her reading book (OUP's "Read & Imagine" series 'Crocodile in the House'). In this Chatterkids talking photo, she's interviewed by her classmate to read her own answers from the prompts provided. Yes, one word answers would 'do' but why not 'go for it' and fully exploit the chance to say more?!

Cute drawing, and lovely pronunciation = great job Moe!

 

Haruki's after reading project

Listen to Haruki being interviewed by his classmate Moe, about his original artwork & description of his favourite animal!..Unusually for most japanese kids his age, he likes snakes...budding herpatologist?

This is a project derived from an after reading task, following up 'completing' his OUP Read & Imagine graded reader "Crocodile in the House". I'm a big fan of getting 'more from less' - here exploiting the Chatterkids app to anonymously add audio to a picture, and to have to hurry up within a 30 second limit. Thus, no teacher pressure to get on with it - a timer. Ideal, as this means students can practice, restart, retry before agreeing that they could do it to their own satisfaction (not the teacher's!).

Great practice for Cambridge exams or any speaking activity; personalised and with a peer, importantly not getting interrogated!

 

Rina's snow animal - not melting!

We'd love to know what you think about Rina's after reading creation! Please leave a comment!

 

A rabbit talks!

 Koharu wrote about her favourite animal, and talked about it/recorded herself using an iPad app (chatterpix) - as you can hear, her pronunciation is very intelligible with intonation across longer uttereances under control, and word stress + individual sounds clearly enunciated. All of which should add up to success in a #younglearners #CEFR_A1 #CambridgeMovers speaking test

 

A talking platypus

Check out Minami's unseen platypus project, as an after reading piece for her graded reader (OUP Read & Discover) series. She narrates her illustration beautifully :)

 

 

Kenshin's platypus project

Check out Kenshin's description of Australia's very shy platypus (an animal he's never seen( but we read about in an Oxford Read & Discover graded reader - we can travel in our minds!
 

Yushin's snow animal

Check out Yushin's after reading project! How cool is his snow animal (in the middle of summer - we're melting!)

 

Hazuki talks about...her chimpanzee

 

Although we do not have chimpanzees native to Japan, we do have loads of monkeys up in the hills, and famously a monkey onsen in Nagano prefecture, which is a very popular tourist attraction

This is Hazuki's after reading project, where the task was to write about her favourite wild animal (and sketch it) then narrate using Chatterpix on (my) iPhone. As you can see & hear, a really good expansion beyond a graded reader, and a piece of work to be proud of.

Project Platypus - creative Kana

Check out Kana's fantastic artwork! Truly the best artist I think I've ever had in my English classroom...put her mind to Australia's most shy creature and also narrated her description of it, as an after  reading project (using Chatterpix). I love this app, as it is personal yet maintains our students' privacy :)

How would you rate Kana's work (I'm at A++)?