OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

BO OKWORMS CLUB
READING CIRCLES SCHEDULE
1st meeting 2nd meeting 3rd meeting 4th meeting 5th meeting 6th meeting 7th meeting
DATE

STORY
TITLE

ROLE NAMES NAMES NAMES NAMES NAMES NAMES NAMES

DISCUSSION
LEADER

13
SUMMARIZER

S
CONNECTOR

Oxford University Press www.oup.com/elt

C
WORD MASTER

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK

W
PASSAGE
PERSON

CULTURE
COLLECTOR
 READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.

Discussion Leader
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
The Discussion Leaders job is to . . .

read the story twice, and prepare at least five general questions about it.
ask one or two questions to start the Reading Circle discussion.
make sure that everyone has a chance to speak and joins in the discussion.
call on each member to present their prepared role information.
guide the discussion and keep it going.
Usually the best discussion questions come from your own thoughts, feelings, and questions as
you read. (What surprised you, made you smile, made you feel sad?) Write down your questions
as soon as you have finished reading. It is best to use your own questions, but you can also use
some of the ideas at the bottom of this page.

MY QUESTIONS:
1
___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

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___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

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___ ________________________________________________________________________________________________________________________________________

Other general ideas:

Questions about the characters (like / not like them, true to life / not true to life ...?)
Questions about the theme (friendship, romance, parents/children, ghosts ...?)
Questions about the ending (surprising, expected, liked it / did not like it ...?)
Questions about what will happen next. (These can also be used for a longer story.)

PHOTOCOPIABLE 14 OXFORD UNIVERSITY PRESS

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
 READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.

Summarizer
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
S
The Summarizers job is to . . .

read the story and make notes about the characters, events, and ideas.
find the key points that everyone must know to understand and remember the story.
retell the story in a short summary (one or two minutes) in your own words.
talk about your summary to the group, using your writing to help you.
Your reading circle will find your summary very useful, because it will help to remind them of
the plot and the characters in the story. You may need to read the story more than once to
make a good summary, and you may need to repeat it to the group a second time.

MY KEY POINTS:
Main events: __________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

Characters: __________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

MY SUMMARY:
_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________

OXFORD UNIVERSITY PRESS 15 PHOTOCOPIABLE

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
 READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.

Connector
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
C
The Connectors job is to . . .

read the story twice, and look for connections between the story and the world outside.
make notes about at least two possible connections to your own experiences, or to the
experiences of friends and family, or to real-life events.
tell the group about the connections and ask for their comments or questions.
ask the group if they can think of any connections themselves.
These questions will help you think about connections while you are reading.
Events: Has anything similar ever happened to you, or to someone you know? Does anything in
the story remind you of events in the real world? For example, events you have read about in
newspapers, or heard about on television news programmes.
Characters: Do any of them remind you of people you know? How? Why? Have you ever had the
same thoughts or feelings as these characters have? Do you know anybody who thinks, feels,
behaves like that?

MY CONNECTIONS:

1
___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

___ ________________________________________________________________________________________________________________________________________

PHOTOCOPIABLE 16 OXFORD UNIVERSITY PRESS

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
 READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.

Word Master
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________
W
The Word Masters job is to . . .

read the story, and look for words or short phrases that are new or difficult to understand, or
that are important in the story.
choose five words (only five) that you think are important for this story.
explain the meanings of these five words in simple English to the group.
tell the group why these words are important for understanding this story.
Your five words do not have to be new or unknown words. Look for words in the story that
really stand out in some way. These may be words that are:
repeated often used in an unusual way important to the meaning of the story

MY WORDS MEANING OF THE WORD REASON FOR CHOOSING THE WORD

_________________________ ______________________________________________ ___________________________________________________________

PAGE ___________ ______________________________________________ ___________________________________________________________

LINE ___________ ______________________________________________ ___________________________________________________________

_____________________________________________________________________________

_________________________ ______________________________________________ ___________________________________________________________

PAGE ___________ ______________________________________________ ___________________________________________________________

LINE ___________ ______________________________________________ ___________________________________________________________

_____________________________________________________________________________

_________________________ ______________________________________________ ___________________________________________________________

PAGE ___________ ______________________________________________ ___________________________________________________________

LINE ___________ ______________________________________________ ___________________________________________________________

_____________________________________________________________________________

_________________________ ______________________________________________ ___________________________________________________________

PAGE ___________ ______________________________________________ ___________________________________________________________

LINE ___________ ______________________________________________ ___________________________________________________________

_____________________________________________________________________________

_________________________ ______________________________________________ ___________________________________________________________

PAGE ___________ ______________________________________________ ___________________________________________________________

LINE ___________ ______________________________________________ ___________________________________________________________

_____________________________________________________________________________

OXFORD UNIVERSITY PRESS 17 PHOTOCOPIABLE

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
 READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.

Passage Person
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________

The Passage Persons job is to . . .

read the story, and find important, interesting, or difficult passages.

make notes about at least three passages that are important for the plot, or that explain the
characters, or that have very interesting or powerful language.
read each passage to the group, or ask another group member to read it.
ask the group one or two questions about each passage.
A passage is usually one paragraph, but sometimes it can be just one or two sentences, or
perhaps a piece of dialogue. You might choose a passage to discuss because it is:
important informative surprising funny confusing well-written

MY PASSAGES:
PAGE _____________ LINES _____________

REASONS FOR CHOOSING THE PASSAGE QUESTIONS ABOUT THE PASSAGE

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

PAGE _____________ LINES _____________

REASONS FOR CHOOSING THE PASSAGE QUESTIONS ABOUT THE PASSAGE

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

PAGE _____________ LINES _____________

REASONS FOR CHOOSING THE PASSAGE QUESTIONS ABOUT THE PASSAGE

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

PHOTOCOPIABLE 18 OXFORD UNIVERSITY PRESS

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
 READING CIRCLES ROLE SHEETS
In Reading Circles, each student has their own role. The six roles are usually Discussion Leader, Summarizer, Connector, Word Master,
Passage Person, Culture Collector. These role sheets will help you prepare for your Reading Circle discussions in the classroom.

Culture Collector
STORY: ___________________________________________________________________________________________
N A M E : ___________________________________________________________________________________________

The Culture Collectors job is to . . .

read the story, and look for both differences and similarities between your own culture and
the culture found in the story.
make notes about two or three passages that show these cultural points.
read each passage to the group, or ask another group member to read it.
ask the group some questions about these, and any other cultural points in the story.
Here are some questions to help you think about cultural differences.
Theme: What is the theme of this story (for example, getting married, meeting a ghost, murder,
unhappy children)? Is this an important theme in your own culture? Do people think about this
theme in the same way, or differently?
People: Do characters in this story say or do things that people never say or do in your
culture? Do they say or do some things that everybody in the world says or does?

MY CULTURAL COLLECTION (differences and similarities):

1 PAGE _____________ LINES _____________ : _________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

2 PAGE _____________ LINES _____________ : _________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

MY CULTURAL QUESTIONS:
1 _________________________________________________________________________________________________________________________________________

2 _________________________________________________________________________________________________________________________________________

3 _________________________________________________________________________________________________________________________________________

OXFORD UNIVERSITY PRESS 19 PHOTOCOPIABLE

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
Role Sheet Examples
Discussion Leader STORY: The Five Orange Pips
MY QUESTIONS: ________

st or ies ? Wh or ____
y ____ no____
wh____y ____ t?____________________________________________
Do____yo e de
u____lik____________te ct ive
____ ____ ____ ____ ________ ________
e or
fiv____
e ____ ____ge
____an
pip s____in____a____
1 ____
___ ____
____
Op en sh aw , yo
____d____
an u th____
ge____t ____ ________ ____

ine____th
ag____ ____u
at____yo ar hn
e____Jo________ ____ ____ ____ ____ ____ ____ ____

2 Im
___ ________ ____ ____ ____
at wo uld yo u do ne____ ? ________________________________________
xt____
Ho____
r. ____ w____wo____uld u
yo________fe el? Wh
____ ____ ____ ____ ____ ________ ____ ________

___ let te____

________
________ ____
u? ____________________
____________________
________

____th is st or y su rp ____e
ris yo____ ____________________
____in
____
hin____g
____
____yt
____
____an
____
____d
____
3 Di
___ ____ ____________
____________________
____________________
_____________

S Summarizer STORY: Netty Sargent and the House

M Y KE Y PO IN TS : e pa
th____ ____r
____pe to
he____sig____ns
____ ______
s be ____re
____fo
________
un g, pr et ty ____ls
gir un cle
____ die
____ ________ ________

Main events: ________ yo____

Th____e ____ ____ ____ ____ ____ ____ ________
ad un____cle ch____
a ____
in ____ . Sh
air____ e _____
________
lls a lie an d pu ts he r de
____ ____ ____ ________

he____
e ____ a ho
r ____ ____e.
____us e gir
Th____ l te
________ ____ ________ ____ ____ ____ ____ ____ ____ ____

s._____________________________________
giv____
____
________
rs , an d th e ag en t wa he____
tc____
his ha nd to sig e____
th____
n____ pa
____ pe
____
____ ____
____
____
____ ____
____ ____
____ ____
____ ____
____ ____
____ ____
____ __
____ ____

mo ____
____ s ____
ve____
____ ____
____ ____
____ ____
____
____
____ ____
____ ____
____
____ ____ ____
____________________
____________________
un cle He
____. ____ ____is
__
____
____
____________________
____________________
es wi
liv____________ th he r ol d ______
____tty
____

is____a ____ et____

pr____ , yo
ty____ un ____l.
g____gir ____Ne ________
____ ____ ____ ____ ____
s_
nt____
Characters: ____Ne ____tty
________
____ ____
lo ve so
____r____
____he ____mu
. He
ch____ ________wa____
bo____yf____ nd
rie________ , bu t he do es nt
____ ____ ____
________

er____is____Ne
sp____
ill .____Ja____ ____tty s ____ ____ ____ ____ ____ ____

____ry
ve ________ _____
____________________
________ ____________________
____________________
t th
ge____ ____e
ma____ns
ol____d____ us____
ho____ e. ____________ ____ ____ ____ ____
to
________ ____ ________
________ ____________________
____________________
__________
____________________
____________________
____________________ ________________

M Y SU M M ARY: r if____sh
he____
y ____ ____e
t Ja sp ____ys
____sa
er he____wo ____nt ma____rr____
________
_____

to
nt____s____ ma rr y Ja sp er .
____ Bu
________ ____ ____ ________
to____sig ____n
Ne tty____re all
____ ____y____wa
____ ____ ____ ____ ____ ____ ____
lik e Ja sp er . So he____wa ____its
________ _____
________
____Ne
____e. tty____s un cle do es
____ nt
____ ____ ____ ____ ____ ____ ____ ________
____us ____n_____
____
lo he
____s____
____se un____
r____ cle
____s____ho ________ ____ ____ ____

tty un____
s ____ ____ys
cle____sa he____wi____ll____sig
____Ne
________
____y,
____
ho____
e ____
th____ e
us____ to Ne tty . Fin all
____ ________ ____
_____r
____he
____
____e
th pa pe rs____to giv____e____
________
____ ____ ____ ____

wi th____th____em en____
Th____
. ____ , Ne tty____pu
________ ____ ts
____ ____ ____
fo
s____be____ re th e ag en t co
____ me
____ s
____ ____ ____ ____

____e
th pa pe rs t he
bu____
, ____ die
________ ____ ____ ____ ____ ____ ____ ____
____nd to____sig____n th ._
e____pa____pe____rs____
____ha
____s
un____cle
____ ____ ____ ____
____ ____
. An d sh e mo ve s he r
____ de
____ ad
____ ____
________
____air
____
____ch hu____sb____an____d._________
____
____a
____
____ad
de ________ cle____in
un____ ________ ____ ____ ____ ____

us e. Bu____t____ er____is____a____ba____d____
sp____
Ja____
s,____an d Ne tty ge ts th
____ e
____ ho
____ ____ ____ ____

____e
Th wa
____t____
____en
____ag tc____he
____ ____ ____ ____ ____ ____ ____ ____
____________________
____________________
______________
____________________

W Word Master STORY: The Christmas Presents

THE WORD
REASON FOR CHOOSING
MY WORDS MEANING OF THE WORD
us____ho w____po____or ey____
th____ e ___
ar____
____lls
____te
________
____is
Th ________ ____

an_d eig ht y- se ve n ce nt s.
____ ______________
____ink s ___
On____
____ e ____ r ____
lla____
do____ ________ ____ ____ ____ ____ ____

nt of ____d
an sh ____s
ow ____us th____
________ De____lla____th
at ____ ________

____is
____is
Th a sm all____am____ou
____ ____ ____ __ ____ ____
as____a___
PAG E ____1 _______ ________ ________
____e
sh ne ____s____
____ed ____y
to____bu so
____ ____me th ing
________ ________

mo y in
ne____ th e U. S. ____ ____ ______ ____

sb__an__d._____________
____________ ____ ____
LIN E ____ - 8___
1 ____ ________
__ __ __ __ gif
__ __t__fo __ he__r __
r __ hu__
______ __ __ __ __ __
____________________ ou____t he____r cu ___ .
rls
De wo
lla____wa____s____ rr____ied
____ ab____
________
____ ____

es e ar e lit tle rin gs __________ ________

I do nt
rls_________________ Th
____
cu____
____
________ ____ ____ ____ ____ ________
We
________ ink
th____ ____rls
____cu ________ar____e ____ . So
te____
cu____ ________ _______

PAG E ____6_______
of
____ ha
____ ir.
____ ____ ____ ____ ____________________
__
wh____ e wa
sh____
y ____ s wo rr ied .
_______
______ ____de
un ____ta
____rs ____nd________
________ ________

LIN E ____14
____________________
____ ____ ____ ____ ____

__ap __s,__in ____th__ e __ st__ or__ ys__tim____ e,__on__ly_

_______
__ __ __ __ __ __ __ __ __Pe __rh
________ s be au tif ul.
____________________ st ra igh t ha ir wa ______________
____________________
____
____________________

PHOTOCOPIABLE 20 OXFORD UNIVERSITY PRESS

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
 Role Sheet Examples

C Connector STORY: The Christmas Presents

M Y CO NN EC TI ON S: to________
t ____
er th____ ____ing
at____giv pr____
a____ en____
es____
re ____mb
me ________
d ____ or
is____st____
by____th____ y be ca us e
____ I
____ ____ ________ ____
we________
1 ____ I ____
wa____ mo____
s ____ ve____ ____ ____ ____ ____
____nd im____
is ____ rt____
po____ t wh
an____ en____
____d____mi
________
___
po rt an t. Bu t ou r he ar t
____ an ________

me____on____e____is____no
so____ ____ im________
t____ ____ ____ ____ ____ ____ ____ ____ ____
y____sc____ho____ol____st ud en ga____
t,____I____ ve________
me____nt____ar
____
___ ____
es en t. Wh en I wa s an ele
____ ____ ____
____ ____

y to
tr____ giv____e ____ pr
a ________ ____ ____ ____ ____ ____ ____ ____ ____
____uf fe____d____ y ____
to____ t. ____I ____________
ca____
sm____all____st
____
___ ____ ________
t. I ca re fu lly ____ma____de a ____ ry ____
ve____ ____

my____fa a pr
th____er____________es en ____ ____ ____ ____ ____ ________
fa th ____er
d pu
an____ ____t it____________
___ ____ ____
____ ____

, I wr ot e a sh or t let to____my
te____r ____ ________ ________ ____

se____ it ____
we____d ____ lt.____Th
th____fe____
wi____ en
____________ ____ ____ ____ ____ ____ ____ ____ ____
sa____w my
___ ____
ed , I did ________Bu
____it.
t wh ____en
I ____ ____________________
____________

ts____mo ut h. F ini sh ________ ________

ca____ ____s ____my
____
int____o____ e ____
th____ ________________ ____ ____ ____ ____
les____s.____Th
re____ ____e ____xt
____ne
y wa
da ____ ________________
___ ____
ain , it lo ok ed ug ly an d ca____ ________
ag ple____as____ed____! ____I ________
____
ma____ns____hip
wo____rk____ ____________________
____ ____ ____ ____ ____ ____ ____

him , bu t he wa____s ____ ry ____

ve____
___ ____
da____ ga____
y. ____I ____ th e
ve________________fa ilu re to ____ ____ ________ ________
od________
fa th er s ____ th____
bir____ ____ ____ ____
e mo
th____
ss____ed____, ____ re I un de____ to____
rs____
___ ________________
it. Bu t as th e ye ar s pa ____________________

co uld nt ____ de____

un____ ta nd
rs ____ ____________________
____ ____ ____ ____ ____ ____ ____
tic____ed____th
no____
t. ____I ____
ca____
ly____ at
___ ________________
r, bu t my fa th er st ill ha s my ug____
____________________
________________

it. I am ____ mu____ de________________

ch____ol____ ____ ____ ____ ____ ____
tim e. Th is is ____ th____e ____ me________
sa____
___ ________________
en t, bu t my he ar t at ____ th____at ____ ____________________
he re ce ive d no t my pr es ____________________
at ar e
t th e pr es____en____ts____th
____ ____ ____ ____
________
____________________ ________
___ ________________
at Jim an d De lla ha ve wh en th ey ge
____________________
____________________
____________________

fe eli ng th____________________
___ ________________
ss
___ ________________
.
us ele ________________
____ ____ ____ ____ ____
____________________
____________________
________
____________________
____ ____ ____ ____ ____________________
____________________
____________________
____________
____________________
____________________

Passage Person STORY: The Tell-Tale Heart

PASSAGE: I could see it clearly, a horrible, pale blue eye that turned my
blood cold. I could see nothing of the mans face or body, just his eye.

MY PASSAGES:
PAG E 51
_____________ LIN ES 17, 18 , 19
_____________
PAS SAG E
QUE STI ONS ABO UT THE
REA SON S FOR CHO OSI NG
THE PAS SAG E
e____ma ____ar
in____ch ac te r____ ar____on____ly
fe____
Wh y do es th ____ ____ ____

be____ca____
tin____g____ e ____
us____ is____
it ____ sy____
ea____ ____________________
____ ____
e?
____is
Th int____
is ____ er____es____ ma____ns e?____Is
ey____ ____a
____it ____ma gic____ey
________ ____ ____
____d
e ol
th____
________
ma____in ____ar
____ch ____te
____ac
rs ar ____
fe____ ____ ____ ________
ve
ha____
ma____n____
ine____th ____e____ ol____d____
________
ag____
im____ ____e
Do____es____th
____
to
________ it____
Is____ ry____ug
ve____ ly?
________
____
____e.
____
e____sil____en____ce____of e sc
th____ ____en
____
____________________
____d
an th
____ ____
________
a ____ ? ________________________________________________
se____
ea____
dis____
________ ____
____________________ _______________
____________________ ____________________
____________________ ____________________

Culture Collector STORY: The Joy Luck Club

ies)
LTURAL COLLECTION (differences and similarit
MY CU th____
ha____d____ o____
e ____ n da
pe____ ____y
my pr im ar y sc ho , we
ol____da____ys____ ________
_

6 10_____ : ____ In ____ ____ ____ ____ ____ ____

mo____th er
____r____
____
1 PAG E ____94 _________ LIN ES ____
____ ____ ____

A fri en of ____
d ____ mi____ne____did____nt wa____nt____he ____ _____

re____ s vis
nt____ it ou r cla ss es . ____ ____ ____ ____
________
r _____
te____
or____
wh pa____
en____ou____r ____ ____________ ____ ____ ____ ____ ____
ly____an____d ____
ug____ sh____
wa____s ____
____th
mo ____er lo ok ____ed
____r
________
. Sh
ol ________ e sa id th at he ________ ________
ho____ ____ed
____er
____
to me____to
co____ sc____ ____ ____ ____ ____ ____
ow____
kn____ . I____re____me mb _________
________ ________

th er s. Sh e ne ve r wa ed____an____yo____ne____to
nt____ ________
____

of_
____an
th e ot
th____ ____he____r mo
____________ ____ ____ ____ ____ ____ ____ ____ ____ ____

th or____
st____
is____ is ____
y ____ me____d____
ha____
as____
als____o____
________
me
-A________
se____ ric an da ug ht er in
________ ____ ____
Ch____ine sh_ e
____
____be
____is
th ca ____ e th
us____ ____e ________
____ ____ ____ ____
d is
en____ Ja pa____ne
an____d ____
____,____
____se
____fri
____
________
r ap pe ar an ce . Lik____e ____,____
me my ________ ________

mo th er be____ e ____
us____
ca____ he____
of ____ ____ ____ ____ ____ ____ ____ ____
____an As____ian____ide a._
____r
he ____e
____yb ____is
____it
________
____ ________ ________
as th e da ug ht er ____th
____in ____e st____or____y.____Ma
____
________

____d
ha ____th e____sa____me
____
fe eli
________ ng________
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_____________
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LIN ES _____________ : ____________________
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2 PAG E _____________ ____________________

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BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt
Role Badges
These role icons can be photocopied and then cut out to make badges or stickers for the members of
the Reading Circle to wear.

Oxfo Oxfo Oxfo

rd B r dB rd
oo oo Bo
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wo

kw

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o rm
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s Cl ub

s C lu

s C lu
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b
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DISCUSSION LEA

SUM CO N
MARIZER N E C TO R

O xf
or
d

Bo
Oxford Bookworms Club

ok
Oxford Bookworms Club

W
wo
rm s C
lub
CU R
LT U TO
WORD MASTER R E CO L L E C
PASSAGE PERSON

Oxfo Oxfo Oxfo

rd B r dB rd
oo oo Bo
k o

wo

kw

kw
o rm
rm

o rm

S C
s Cl ub

s C lu

s C lu
b

R
DE
DISCUSSION LEA

SUM CO N
MARIZER N E C TO R

O xf
or
d
Bo
Oxford Bookworms Club

ok
Oxford Bookworms Club

W
wo
rm s C
lub

CU R
LT U TO
WORD MASTER R E CO L L E C
PASSAGE PERSON

PHOTOCOPIABLE 32 OXFORD UNIVERSITY PRESS

BOOKWORMS CLUB READING CIRCLES TEACHERS HANDBOOK
Oxford University Press www.oup.com/elt