Using non-fiction books with your students

This blog post will focus on using non-fiction books in the classroom. Non-fiction can often be a welcomed relief for reluctant readers. They provide an opportunity for reading that is not based around a traditional beginning, middle and end.

Non-fiction books can provide engaging and stimulating topics that can be used for debates and discussions. If teachers can choose particular titles, it can provide personalisation for a class of learners which can really help motivate and provide engaging content. Finding titles of non-fiction books that we know as teachers will inspire our learners and help engage students who do not normally enjoy reading.

Let’s focus on some ideas and activities from two particular non-fiction books from the Penguin Readers range. Both topics are extremely current and provide not just a base for reading, but for a whole host of additional activities.

 

How can we use this page?

  • Use the pictures to elicit information from the learners. This can be done as a pre reading task, during reading and post reading to consolidate key vocabulary.
  • Use the pictures to give opinions on the problems we face with plastic.
  • Use the pictures as a discussion tool before you show the cover of the book. Ask the learners to come up with the title and blurb based on the initial pictures.
  • A marathon story – this activity can be done pre reading, during reading and post reading. Ask the students to stand up in a circle with the new words page. Each student must give a sentence and the next student must continue the sentence. They need to try and give as much detail as possible for each picture whilst turn taking. For lower level learners, you can do the same style activity, but focus purely on word association of each word.

Example
Word association
Cup / drink / liquid /
Recycle / reuse / remake /
Rubbish / litter / garbage /

Using project work to coincide with the book topic.

Make a recycling corner in the classroom. Ask learners to work in groups and select some of the recyclable objects. Ask the learners to put the items they have selected to good use, they have to try and build something or make something and then present their ideas to their peers.

Discussion and Debate

Use the page above to start a discussion about the impact on the environment from the use of plastic. Ask the learners to focus on the ocean and think of all the possible negative effects.
Extension: This could lead onto a debate. Give each learner role cards for the part they have to play in the debate.
Examples of role cards to discuss the negative impact of plastic on the environment.

1) Local residents
2) Politician
3) Greenpeace member
4) Student
5) Parent

Top Tip
Role cards help provide a safe learning environment in a debate style activity. Often, students are given a role orally and asked to start the task. Then, a flood of hands go up asking questions about their role. Role cards can help eliminate this doubt.

Talk about the picture and what is happening. Put students into pairs or small groups and ask them to come up with a caption for the picture. This will involve a lot of student talk time and student collaboration.

Penguin readers give the learners every opportunity to consolidate new vocabulary. The glossary at the back of the book provides an extra resource for the teachers that can be used in a variety of ways. Consolidating vocabulary is an integral part of the language learning process, learners need exposure, repetition and consolidation activities before they can access the word in their active vocabulary.

Learning Vocabulary Cycle
1. See it (initial exposure to a word or phrase)
2. Hear it (repetition in a variety of ways)
3. Use it (becomes active vocabulary)

Activity idea to use with the glossary page.

Running Dictation Task

Use the definitions of the key words from the glossary page of the book ‘Plastic’. Put the definitions on a wall in the classroom and put learners into groups. Ask one student at a time from each group to go to the first definition, remember as much as they can and relay it to their group. The group listens and rewrites the definition, the next person then goes up for the next definition. Once they have all the definitions, they have to read them and try and come up with the key word for each definition.
*A running dictation focuses on high student talk time.
*It is a fun and engaging task to consolidate vocabulary.
*It is a multi-skilled activity – it involves reading, listening, speaking and a small amount of writing.
For lower level learners, you can give them the laminated key words, they have to match up the definitions from the running dictation task appropriately.

 

Climate Change provides a current and relevant topic for the classroom. It is a huge topic and something that should be discussed and incorporated into our classrooms to fully educate and bring awareness into the classroom.

HRH The Prince of Wales is extremely vocal about climate change and plays an active role in education related to this topic. The original text for the book was written by HRH The Prince of Wales. Using HRH The Prince of Wales as a focal point for activities related to the book provides something interesting for learners in the classroom.

Role play task

Put students into groups (depending on numbers in your class) and ask them to come up with 5 questions they would like to ask HRH The Prince of Wales. The questions can be based on:

  • their opinions on climate change.
  • a pre -reading activity on the topic.
  • a post-reading activity based on their understanding of the book.

Floods cause a lot of damage.
Before reading, ask students to do some research into flooding in various countries around the world. Ask them to present information on the geographical positions of the country and the impact flooding has.
Ideas for countries: Bangladesh, Pakistan, Ecuador, China and The UK.
Use the ideas from the book and from their own findings to discuss future predictions for Climate Change. This can be used as a consolidation of key future tenses bringing a grammar element to the discussions.

 

These non- fiction books provide stimulating and current topics to help more reluctant readers. They also provide useful topics for discussion and project work in the classroom. Non-fiction books can be used across curriculum and not just in the English Language Classroom.

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