III. Post-reading

3.1. Humour in focus.

Hold a discussion on the role of humor in everyday life as well as in education. English instruction can hardly do without humor, right? Try to give as many reasons for (or against) this as you can. And remember, humor is to be taken very seriously!

3.2. Do you have ANY FUN to say?

As a teacher of English, you'll hear a lot of phonological errors in the speech of your students. It is not always worthwhile to just correct those, is it? Now think of the ways to react creatively — that is, with a touch of humor — to the following statements made by the students of elfish age (10 — 13 years).

1. Says a 10-year-old girl: "Well, my bathday is in April..."

Answers Teacher:

2. Says an 11-year-old boy: "Travelling is a good way to taste yourself..."

Replies Teacher:

3. Says a 12-year-old boy: "Now I am twelf years old..."

Inquires Teacher:

4. Says a 12-year-old girl: "There is a blackbird in the classroom..."

Exclaims Teacher:

3.3. Tricks and inventions.

Find some facts proving that tricks are not just tricks but something else. It may well happen that a child trickster will become an inventor some day. One such story is given below. The first test-scoring machines were developed in the 1930s. The earliest prototype was created by Ronald B. Johnson, a high school teacher from Michigan. His invention was based on the fact that graphite conducts electricity. His inspiration to use graphite came to him when he was recalling one of the boyhood tricks that he played on his sisters' boyfriends. He would scratch pencil marks on the spark plugs of their parked cars. When the boyfriends would try to start their cars, the graphite in the pencil marks would draw the sparks away from the spark plugs and the engines wouldn't start. Thinking about this, Johnson realized that a machine could electrically sense pencil marks made on a sheet of paper and then indicate if these marks were in the right places. By 1933, Johnson had made a working model of a test-scoring machine. It was improved over the following years, and ever since, American students have used No.2 pencils to answer standardized exams.

3.4. Project work.

Find more stories similar to the one above. Share your findings with the group.

DISCUSSION PROJECTS (STORIES 6-10)

MEET THE AUTHOR.

In the group, arrange a readers' conference. Invite the authors to participate: Katherine Cushman, Linde Pilcher, Kathleen Stevens, Teresa Bateman, and Margaret Mahy. Ask them as many profound questions as you can about the stories they wrote for Cricket.

MEET THE ADULT PROTOTYPE.

The characters of the four stories — two mothers and two teachers - are very good educators, aren't they? Ask them about how they became so perceptive. California's and Joe's mothers, along with Mr Barker the Teacher and Lindquest the Tutor, will answer all your questions.

MMB = MOST MEMORABLE BOOK.

In the group, discuss the books you read in childhood and say if they still make good reading today for the 'now' generation.

LAUGH-AT-YOURSELF SESSION.

One can easily find fault with others. With oneself, it's much more challenging. But the ability to see something funny about your own ways is invaluable, especially for teachers. Display this quality in front of the group. Can you?

BOOK PRESENTATIONS.

Bring your favourite book in English to class and read a passage or two aloud, giving your friends an understanding of the author's design or style. Let your group mates listen and ask you about your choice.