Section 8 Benicia Easy to Read Guide
Pedagogy Reading Activities According to CELTA
CELTA, like mentioned earlier in this article , is one of the most demanded initial pedagogy qualifications, that is widely recognized throughout the world and has a lot of teachers applying for information technology yearly. Information technology shouldn't surprise united states so, that this a quite intensive grade, rich in theoretical noesis and practical experience.
Information technology tends to be that passive skills are actually getting less attention in the classroom than they should, hence, hither we will exist talking about some reading activities that I take learnt to use during the CELTA course I was doing a couple of years ago.
Stage 1 — Warm up
Showtime of all, nosotros should bear in heed, that no matter what skill we are working with ( speaking, writing, listening or reading ) warming the students up for the upcoming session is the first pace to have. This ensures that the learners are prepared in the frame of the topic and will be ready to swoop into it at later stages of the lesson. Here are a couple of ideas that nosotros can use to create a context for, let's say, a reading department about " Travelling ".
Option 1
Draw a spider's gram and ask the students to begin on what associations they have with the give-and-take " travelling ". Elicit at least 8 ideas. Below is a sample of a spider's gram my students had come up up with.
Next y'all tin inquire the students to narrow down their associations and come up with ane word that would summarize the idea of " travelling ".
In my case the students had equaled " travelling " with " Brazil ". This game creates a skilful circular of laughter and is really fun in the process. The students feel relaxed, ready for the text.
Option 2
You can first with the same clan game, but do just the first role. Next you lot tin accept three questions nigh travelling you want the students to comment on in pairs. For instance;
- Tell near your best travel story.
- Tell about an adventure yous had while travelling.
- Where would y'all like to travel to next and why?
This volition also become the students warmed upwards for the topic and volition let them accept speaking practise correct in the get-go of the course.
Stage 2 — Setting the context
As mentioned earlier, setting up the context is also a vital part of lesson delivery if you want your students to have the big moving picture of the class and meet the lesson outcomes. This phase makes certain the students are on the same page during the sessions and don't go distracted.
Here is what can be washed;
Option one
Present one paragraph of the text ( usually the first one ), inquire the students to read information technology, work in pairs and come up up with ideas of what the text is going to exist about. This ignites their interest and makes them competitive in coming up with the closest story to the original.
Option ii
If the story has characters, places, events, take them out of the context and have the students recreate the story.
You tin take the following for example: " Jack, Mary, Joe, aeroplane, storm, police ". Put the students in pairs and accept them come with possible stories. You lot will be surprised at how many stories the students come with, sometimes amend than the original one. When students are fix, read their stories out ( permit them read it themselves, or possibly laissez passer around ) to make sure everyone knows what the other teams' stories were.
Phase 3 — Reading for gist
At this stage, your primary goal for the students is to compare the original story to the i they had come with. You will need to highlight that they don't need to worry nigh the unknown words. They just need to get the general idea of the text.
This is what I ordinarily exercise;
Option 1
Dissever the text into ii parts and put them on a PowerPoint presentation, unlike slides. Side by side, split the students into pairs and have them sit down back to back, and so that i of the students sees the slide and the other doesn't.
Time the pupil who sees the slide for 2-4 minutes, depending on the length of the text and accept him/her read information technology. And so, enquire the students to change seats and requite the other student an equal amount of time to read the text on the second slide.
When done, ask the students to face each other and tell their parts to each other trying to put the story together.
I really like this action as it keeps the students more focused and is more challenging.
Option 2
If the text is not that long, you can always go with the traditional " Read the text and comment on the post-obit questions " task. This is a much easier way to cover this phase equally a lot of textbooks offer follow upward questions afterwards a reading passage to convey the general meaning of the text. Notwithstanding, I would strongly recommend to wait through those questions carefully before the class and possibly accommodate them according to the level of your learners. Some of those questions can exist too simple for your target group of learners.
In whatsoever instance, at this stage information technology's a adept idea to have the students work in pairs/groups where they can help each other empathize/find answers to some questions together. Information technology will be less challenging for them and the weak learners will not feel under pressure.
Stage 3 — Vocabulary Work
This is the all famous " Vocab pre-pedagogy " stage, where we focus on the words that are new to our learners. A lot has been spoken about different ways of pre-teaching vocabulary, so, not to waste material your time, have a look for some nice ideas here .
Phase 4 — Reading for Details
In one case nosotros have introduced the words that might be new to our students, it'due south safe to move on to the next stage of teaching reading skills. At this stage, students go deeper in the text, try to learn more than information, focus on details and read between the lines ( for B2+ and higher level of learners ).
Here is what can exist washed to go far more fun;
Option ane
A traditional True or Faux exercise can be found in all the ESL/EFL books. How to make it more fun? — alter the T/F statements into open up concluded questions. This will give the students a chance to generate more linguistic communication while answering the questions. You can even create questions which accept more than than one possible answer. In this instance you will also have your students speculating on the possible answers and have more speaking do.
Option 2
Once the students are washed reading the text, you tin can turn it into a gap-fill exercise where they will need to fill up in the missing information. This doesn't take to exist with the exact wording of the text ( unless your focus is to work on the target language in the text ). You can simply ask the students to fill up in the gaps in a logical manner that will not contradict the pregnant of the text and will be lexically/grammatically correct. This is a very nice opportunity for the students to work not only with a uncomplicated task of gap fill, but besides deal with sentence structures, synonyms, antonyms, etc.
Stage 5 — Controlled practise
This is the stage where students need to practice the language/construction of the text. Unremarkably this stage is used to work on the target language presented at an before stage of the lesson.
Here are some activities that take proven to be useful;
Option 1
If there is more one character in the text, accept them out, assign the students to act the roles of those characters and recreate the text past making a dialogue. However, you will need to make sure that the students are using the linguistic communication you want them to. You tin can either put it on the board or enquire them to highlight it in the text.
Choice 2
Another interesting activity tin can be conducting an interview. You will demand to split the students in pairs and assign them the roles of an interviewer and the author/one character from the story , etc. The interviewer will need to ask different questions to their interviewee and keep the chat going in the scope of the text and the story it covered.
Option 3
My personal favourite is telling the story on behalf of some characters. Yous will demand to assign a character from the story to each educatee ( works all-time if you have more than than 2 characters ) and enquire them to tell the story only on behalf of that character. For instance, if the text was about the " Little Carmine Riding Hood " and one of the characters is the grandmother , she will need to tell the story but known to her. This means, she volition not know nearly her granddaughter visiting her that twenty-four hours, about her come across with the wolf, etc. This activeness can be really fun and creates a very warm atmosphere in the classroom.
Phase 6 — Fluency Do
This final stage is to make certain the students can utilise the knowledge gained in real life situations. As we know, reading texts more often than not serves to introduce vocabulary or grammar in ESL/EFL books. So, there are several activities you tin do to give your students some squeamish practice.
Option 1
Put your students in pairs/groups ( depending on your class size ), distribute some questions related to the topic of the lesson (" travelling " in our case ) and ask the students to interview each other with those questions using the target vocabulary/grammar.
Here are some resources that you lot can apply to come up with the questions;
Resource 1
Resources two
Resources 3
Option 2
You can ask the students to write a similar text to the 1 they had just read using the linguistic communication/structure presented in the text. In this case the reading stage tin can be hands turned into a writing session. It works just great if you lot accept a longer form ( 2-2.v hours long ) and want to cover 2 language skills. After, yous can enquire the students to laissez passer the stories around, read them all and vote for the best one.
Well, these were some activities that I have learned, practiced and seen work during and long later on my CELTA course. They always work similar a amuse. Effort and let us know how it went in your classroom.
Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/
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