Developing group summaries

from Teaching Large Multilevel Classes

Reviewing while maintaining interest and momentum

by Natalie Hess, 2001
Cambridge University Press 2001

3.5

Group summaries
Aim
Level
Time

review, writing, reading for meaning, fluency skills

intermediateadvanced
3040 minutes

Procedure

1 Elicit and/or explain the meaning of the word summary.

2 In small groups, students talk about when and why one must
occasionally summarize what one has read or heard. (See Box 33
for suggestions.)
3 Dictate: A summary is .
4 Students finish the sentence in any way they wish.
5 Listen to several volunteers reading their sentences.
6 Together with the class, define and refine the definition of
summary. The following main ideas should come across:
A summary is shorter than (about a third of) the original.
A summary does not state the writers own opinions.
A summary includes the main ideas of the original.
7 In small groups, students study a passage that you have recently
read in class. They locate the main ideas.
8 Listen to several suggestions and write a composite that seems
most suitable on the board.
9 In small groups, students write a summary of the passage.
10 Several summaries are read out and rated on the three attributes in
step 6.

Box 33 Suggestions for when one needs

summaries
When one wants to tell someone about a good movie one has seen.
When one wants to tell someone about a good book one has
read.
When one needs to study something one has read.
When one needs to remember something important.
To talk about the main ideas of what happened in a meeting.
To talk about the news.
Cambridge English Teacher
Cambridge University
Press and Cambridge English Language Assessment 2013
Todescribe
an accident.
To tell someone about a trip one has made.
To talk in class about material one has read.
To make a presentation in class or at a conference.

7
8
9
10

A summary does not state the writers own opinions.

A summary includes the main ideas of the original.
In small groups, students study a passage that you have recently
read in class. They locate the main ideas.
Listen to several suggestions and write a composite that seems
Developing group summaries
most suitable on the board.
from Teaching Large Multilevel Classes
In small groups, students write a summary of the passage.
by Natalie Hess, 2001
Several summaries are read out and rated on the three attributes
in Press 2001
Cambridge University
step 6.

Box 33 Suggestions for when one needs

summaries
When one wants to tell someone about a good movie one has seen.
When one wants to tell someone about a good book one has
read.
When one needs to study something one has read.
When one needs to remember something important.
To talk about the main ideas of what happened in a meeting.
To talk about the news.
To describe an accident.
To tell someone about a trip one has made.
To talk in class about material one has read.
To make a presentation in class or at a conference.

67

Cambridge English Teacher Cambridge University Press and Cambridge English Language Assessment 2013