Reading Connection Between Two Characters or Events
Teaching Reading Activities According to CELTA
CELTA, like mentioned earlier in this article , is one of the nearly demanded initial educational activity qualifications, that is widely recognized throughout the world and has a lot of teachers applying for it yearly. It shouldn't surprise u.s. and so, that this a quite intensive course, rich in theoretical knowledge and practical experience.
It tends to be that passive skills are actually getting less attention in the classroom than they should, hence, hither we will be talking almost some reading activities that I have learnt to utilise during the CELTA form I was doing a couple of years ago.
Stage 1 — Warm up
Showtime of all, nosotros should bear in mind, 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 footstep 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. Hither are a couple of ideas that nosotros can use to create a context for, let's say, a reading section about " Travelling ".
Option 1
Depict a spider's gram and ask the students to brainstorm on what associations they have with the word " travelling ". Arm-twist at to the lowest degree 8 ideas. Below is a sample of a spider's gram my students had come upward with.
Side by side you can enquire the students to narrow down their associations and come up upwardly with i word that would summarize the idea of " travelling ".
In my case the students had equaled " travelling " with " Brazil ". This game creates a skillful circular of laughter and is really fun in the procedure. The students feel relaxed, ready for the text.
Option two
You can offset with the same association game, but do simply the first part. Next you lot can accept 3 questions about travelling you desire the students to annotate on in pairs. For case;
- Tell almost your best travel story.
- Tell nigh an risk y'all had while travelling.
- Where would you lot like to travel to next and why?
This volition also get the students warmed up for the topic and will let them have speaking practice correct in the start of the grade.
Stage 2 — Setting the context
Every bit mentioned before, setting up the context is also a vital part of lesson commitment if you lot want your students to have the large picture of the class and see the lesson outcomes. This phase makes certain the students are on the same page during the sessions and don't become distracted.
Here is what can be washed;
Choice one
Present one paragraph of the text ( normally the first one ), enquire the students to read it, piece of work in pairs and come up with ideas of what the text is going to be about. This ignites their involvement and makes them competitive in coming up with the closest story to the original.
Option 2
If the story has characters, places, events, have them out of the context and accept the students recreate the story.
You can accept the post-obit for case: " Jack, Mary, Joe, plane, storm, police ". Put the students in pairs and accept them come up with possible stories. You will be surprised at how many stories the students come up with, sometimes better than the original ane. When students are set, read their stories out ( let them read it themselves, or maybe laissez passer effectually ) to brand sure everyone knows what the other teams' stories were.
Stage 3 — Reading for gist
At this phase, your chief goal for the students is to compare the original story to the i they had come up with. You volition need to highlight that they don't need to worry about the unknown words. They just need to become the full general idea of the text.
This is what I commonly do;
Selection 1
Split the text into 2 parts and put them on a PowerPoint presentation, different slides. Next, carve up the students into pairs and have them sit down back to back, so that one of the students sees the slide and the other doesn't.
Time the student who sees the slide for 2-4 minutes, depending on the length of the text and have him/her read it. Then, ask the students to modify seats and give the other student an equal amount of time to read the text on the second slide.
When done, ask the students to face up each other and tell their parts to each other trying to put the story together.
I actually like this activity as it keeps the students more than 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 annotate on the post-obit questions " job. This is a much easier mode to encompass this stage as a lot of textbooks offering follow up questions after a reading passage to convey the full general meaning of the text. Nonetheless, I would strongly recommend to expect through those questions carefully earlier the class and perchance adapt them according to the level of your learners. Some of those questions tin be too unproblematic for your target group of learners.
In any instance, at this stage information technology's a good idea to take the students work in pairs/groups where they can help each other understand/find answers to some questions together. It will exist less challenging for them and the weak learners will not feel under pressure.
Stage iii — Vocabulary Work
This is the all famous " Vocab pre-instruction " phase, 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 your time, have a look for some nice ideas here .
Phase 4 — Reading for Details
Once we have introduced the words that might be new to our students, information technology's rubber to move on to the adjacent stage of didactics reading skills. At this stage, students go deeper in the text, endeavor to learn more information, focus on details and read between the lines ( for B2+ and higher level of learners ).
Here is what can exist done to go far more fun;
Option i
A traditional True or Faux exercise tin be institute in all the ESL/EFL books. How to get in more fun? — change the T/F statements into open up concluded questions. This will give the students a chance to generate more language while answering the questions. Y'all can fifty-fifty create questions which have more than ane possible answer. In this example y'all will also have your students speculating on the possible answers and have more speaking practice.
Pick ii
Once the students are washed reading the text, y'all can plow information technology into a gap-fill up exercise where they will need to fill 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 linguistic communication in the text ). You tin can just ask the students to fill in the gaps in a logical way that will not contradict the meaning of the text and volition be lexically/grammatically correct. This is a very dainty opportunity for the students to work not only with a unproblematic task of gap fill up, but likewise deal with judgement structures, synonyms, antonyms, etc.
Phase v — Controlled practice
This is the stage where students need to practice the language/structure of the text. Commonly this stage is used to piece of work on the target language presented at an before phase of the lesson.
Here are some activities that take proven to be useful;
Choice 1
If in that location is more than one grapheme in the text, accept them out, assign the students to act the roles of those characters and recreate the text by making a dialogue. All the same, you lot volition need to make sure that the students are using the linguistic communication you want them to. You can either put it on the board or ask them to highlight it in the text.
Option 2
Another interesting activity can be conducting an interview. You lot will need to split the students in pairs and assign them the roles of an interviewer and the writer/one character from the story , etc. The interviewer will need to ask different questions to their interviewee and go along the conversation going in the scope of the text and the story information technology covered.
Option three
My personal favourite is telling the story on behalf of some characters. You will need to assign a graphic symbol from the story to each student ( works all-time if yous have more than 2 characters ) and ask them to tell the story simply on behalf of that character. For instance, if the text was about the " Little Red Riding Hood " and 1 of the characters is the grandmother , she will need to tell the story merely known to her. This means, she volition not know well-nigh her granddaughter visiting her that 24-hour interval, about her encounter with the wolf, etc. This activity can exist really fun and creates a very warm atmosphere in the classroom.
Stage half dozen — Fluency Practice
This last stage is to make sure the students can utilize the knowledge gained in real life situations. Equally nosotros know, reading texts mostly serves to introduce vocabulary or grammar in ESL/EFL books. And then, in that location are several activities you tin can practise to give your students some nice do.
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.
Hither are some resources that y'all can apply to come up upwardly with the questions;
Resource 1
Resource ii
Resources 3
Option 2
Yous can ask the students to write a similar text to the ane they had just read using the language/structure presented in the text. In this example the reading phase can be easily turned into a writing session. It works just great if you have a longer form ( 2-2.5 hours long ) and want to encompass 2 language skills. Afterward on, you tin ask the students to pass the stories around, read them all and vote for the best ane.
Well, these were some activities that I have learned, practiced and seen work during and long after my CELTA course. They always work like a charm. Try and allow 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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