How Well Do You Know Teen Wolf
Teaching Reading Activities According to CELTA
CELTA, like mentioned before in this article , is one of the about demanded initial teaching qualifications, that is widely recognized throughout the world and has a lot of teachers applying for it yearly. It shouldn't surprise us then, that this a quite intensive course, rich in theoretical knowledge and practical experience.
It tends to exist that passive skills are actually getting less attending in the classroom than they should, hence, hither we will be talking about some reading activities that I accept learnt to use during the CELTA course I was doing a couple of years ago.
Phase 1 — Warm up
First of all, we should bear in listen, that no thing what skill we are working with ( speaking, writing, listening or reading ) warming the students up for the upcoming session is the first step to take. This ensures that the learners are prepared in the frame of the topic and will be ready to dive into information technology at later stages of the lesson. Here are a couple of ideas that nosotros tin use to create a context for, let'southward say, a reading department about " Travelling ".
Option 1
Describe a spider'due south gram and ask the students to brainstorm on what associations they take with the give-and-take " travelling ". Elicit at least eight ideas. Below is a sample of a spider's gram my students had come with.
Side by side you can ask the students to narrow down their associations and come with one word that would summarize the idea of " travelling ".
In my case the students had equaled " travelling " with " Brazil ". This game creates a expert round of laughter and is actually fun in the process. The students experience relaxed, set up for the text.
Option 2
You can beginning with the same association game, but practice just the first part. Side by side you can accept three questions nigh travelling you want the students to annotate on in pairs. For instance;
- Tell about your best travel story.
- Tell most an adventure you had while travelling.
- Where would you like to travel to next and why?
This volition likewise get the students warmed upward for the topic and volition allow them have speaking practice correct in the start of the grade.
Stage 2 — Setting the context
As mentioned earlier, setting upward the context is also a vital part of lesson commitment if you desire your students to have the big motion-picture show of the class and see the lesson outcomes. This stage makes certain the students are on the same page during the sessions and don't get distracted.
Here is what tin can be done;
Option 1
Nowadays one paragraph of the text ( normally the first ane ), ask the students to read it, work in pairs and come with ideas of what the text is going to exist almost. This ignites their interest and makes them competitive in coming up with the closest story to the original.
Option 2
If the story has characters, places, events, take them out of the context and take the students recreate the story.
You can accept the post-obit for example: " Jack, Mary, Joe, aeroplane, tempest, police force ". Put the students in pairs and have them come up up with possible stories. You volition be surprised at how many stories the students come upwards with, sometimes meliorate than the original one. When students are fix, read their stories out ( permit them read it themselves, or maybe pass around ) to make sure everyone knows what the other teams' stories were.
Stage iii — Reading for gist
At this stage, your primary goal for the students is to compare the original story to the one they had come up up with. You will need to highlight that they don't need to worry virtually the unknown words. They simply need to go the general thought of the text.
This is what I normally exercise;
Selection 1
Split the text into 2 parts and put them on a PowerPoint presentation, unlike slides. Next, split the students into pairs and accept them sit dorsum to back, so that 1 of the students sees the slide and the other doesn't.
Time the student who sees the slide for 2-iv minutes, depending on the length of the text and have him/her read information technology. Then, ask the students to modify seats and give the other educatee an equal amount of fourth dimension to read the text on the second slide.
When washed, ask the students to confront each other and tell their parts to each other trying to put the story together.
I really like this action every bit it keeps the students more than focused and is more challenging.
Selection two
If the text is not that long, yous can always get with the traditional " Read the text and annotate on the following questions " task. This is a much easier way to cover this stage as a lot of textbooks offer follow up questions afterward a reading passage to convey the general meaning of the text. Nonetheless, I would strongly recommend to await through those questions carefully before the class and perchance adapt them according to the level of your learners. Some of those questions can exist too simple for your target grouping of learners.
In any case, at this stage it's a proficient idea to have the students work in pairs/groups where they can help each other understand/find answers to some questions together. It will be less challenging for them and the weak learners will not feel nether force per unit area.
Stage 3 — Vocabulary Work
This is the all famous " Vocab pre-education " phase, where we focus on the words that are new to our learners. A lot has been spoken about unlike ways of pre-instruction vocabulary, so, not to waste material your time, have a look for some nice ideas here .
Stage 4 — Reading for Details
Once we have introduced the words that might be new to our students, information technology's safe to move on to the adjacent stage of education reading skills. At this stage, students go deeper in the text, try to learn more than information, focus on details and read betwixt the lines ( for B2+ and higher level of learners ).
Here is what tin be done to arrive more fun;
Option ane
A traditional True or False exercise can exist constitute in all the ESL/EFL books. How to make information technology more fun? — change the T/F statements into open ended questions. This will give the students a chance to generate more linguistic communication while answering the questions. Yous can even create questions which accept more than than i possible answer. In this case you will too accept your students speculating on the possible answers and have more speaking practice.
Selection two
In one case the students are done reading the text, you can plough it into a gap-fill do where they will need to fill in the missing information. This doesn't have to exist with the exact wording of the text ( unless your focus is to work on the target linguistic communication in the text ). Yous can simply inquire the students to fill in the gaps in a logical style that will non contradict the meaning of the text and will be lexically/grammatically correct. This is a very overnice opportunity for the students to work not simply with a elementary task of gap fill up, but likewise deal with sentence structures, synonyms, antonyms, etc.
Stage v — Controlled practise
This is the stage where students demand to exercise the language/structure of the text. Normally this stage is used to work on the target language presented at an before stage of the lesson.
Hither are some activities that have proven to be useful;
Option 1
If there is more than i graphic symbol in the text, take them out, assign the students to deed the roles of those characters and recreate the text by making a dialogue. Still, you volition need to brand sure that the students are using the linguistic communication you want them to. Yous can either put it on the board or ask them to highlight it in the text.
Choice 2
Another interesting activeness can be conducting an interview. You lot will demand to split the students in pairs and assign them the roles of an interviewer and the writer/one grapheme from the story , etc. The interviewer will need to inquire different questions to their interviewee and proceed the conversation going in the scope of the text and the story it covered.
Option three
My personal favourite is telling the story on behalf of some characters. You volition demand to assign a character from the story to each educatee ( works best if you have more ii characters ) and ask them to tell the story but on behalf of that character. For instance, if the text was well-nigh the " Little Ruby Riding Hood " and 1 of the characters is the grandmother , she volition need to tell the story merely known to her. This means, she volition not know virtually her granddaughter visiting her that day, about her encounter with the wolf, etc. This activity can be really fun and creates a very warm atmosphere in the classroom.
Phase half-dozen — Fluency Practice
This final stage is to make sure the students tin can employ the knowledge gained in real life situations. As we know, reading texts mostly serves to introduce vocabulary or grammer in ESL/EFL books. So, there are several activities you can do to give your students some overnice practice.
Option ane
Put your students in pairs/groups ( depending on your class size ), distribute some questions related to the topic of the lesson (" travelling " in our instance ) and inquire the students to interview each other with those questions using the target vocabulary/grammar.
Here are some resource that you lot can employ to come up with the questions;
Resource 1
Resource 2
Resources 3
Selection two
You can ask the students to write a similar text to the one they had just read using the language/structure presented in the text. In this case the reading stage can be easily turned into a writing session. It works but great if you have a longer class ( 2-ii.five hours long ) and want to cover 2 language skills. Later on, you can ask the students to laissez passer the stories effectually, read them all and vote for the best one.
Well, these were some activities that I take learned, good and seen work during and long after my CELTA course. They always piece of work like a charm. Endeavour and let united states know how it went in your classroom.
Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/
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