Reading Kevel for the Coming Storm by Rob Kid
Didactics Reading Activities According to CELTA
CELTA, like mentioned before in this article , is one of the about demanded initial didactics qualifications, that is widely recognized throughout the globe and has a lot of teachers applying for it yearly. It shouldn't surprise us and then, that this a quite intensive course, rich in theoretical knowledge and practical experience.
Information technology tends to be that passive skills are actually getting less attending in the classroom than they should, hence, here we will exist talking almost some reading activities that I take learnt to apply during the CELTA class I was doing a couple of years ago.
Stage 1 — Warm upward
Showtime of all, we should bear in mind, that no matter what skill nosotros are working with ( speaking, writing, listening or reading ) warming the students upwards for the upcoming session is the first stride to take. This ensures that the learners are prepared in the frame of the topic and will exist prepare to dive into information technology at later stages of the lesson. Hither are a couple of ideas that we can use to create a context for, allow's say, a reading section nigh " Travelling ".
Option 1
Describe a spider'southward gram and ask the students to brainstorm on what associations they take with the word " travelling ". Elicit at least 8 ideas. Beneath is a sample of a spider's gram my students had come with.
Next you tin ask the students to narrow downwards their associations and come up with 1 word that would summarize the idea of " travelling ".
In my case the students had equaled " travelling " with " Brazil ". This game creates a good round of laughter and is actually fun in the process. The students feel relaxed, gear up for the text.
Option 2
You tin can kickoff with the same association game, just do simply the offset part. Next you tin have 3 questions about travelling you want the students to comment on in pairs. For instance;
- Tell well-nigh your all-time travel story.
- Tell about an take a chance you had while travelling.
- Where would you like to travel to next and why?
This will too get the students warmed up for the topic and volition allow them have speaking practise correct in the beginning of the class.
Phase 2 — Setting the context
Equally mentioned before, setting upwardly the context is likewise a vital part of lesson delivery if you want your students to have the big picture of the class and see the lesson outcomes. This stage makes sure the students are on the same page during the sessions and don't become distracted.
Here is what can exist done;
Option 1
Nowadays one paragraph of the text ( normally the offset i ), ask the students to read it, work in pairs and come upwardly 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 have the students recreate the story.
You can have the post-obit for instance: " Jack, Mary, Joe, plane, tempest, police ". Put the students in pairs and have them come upwardly with possible stories. You will be surprised at how many stories the students come with, sometimes better than the original ane. When students are ready, read their stories out ( let them read information technology themselves, or peradventure pass around ) to make sure everyone knows what the other teams' stories were.
Phase 3 — Reading for gist
At this phase, your principal goal for the students is to compare the original story to the one they had come up up with. Yous will demand to highlight that they don't need to worry about the unknown words. They merely need to get the general idea of the text.
This is what I ordinarily do;
Selection ane
Separate the text into 2 parts and put them on a PowerPoint presentation, dissimilar slides. Next, split the students into pairs and have them sit back to back, and then 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 accept him/her read it. And so, ask the students to change 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 really similar this activeness every bit information technology keeps the students more focused and is more challenging.
Option two
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 stage as a lot of textbooks offer follow upwardly questions subsequently a reading passage to convey the general meaning of the text. However, I would strongly recommend to look through those questions carefully before the class and maybe accommodate them according to the level of your learners. Some of those questions can be likewise simple for your target group of learners.
In any instance, at this stage it'south a practiced thought to have the students work in pairs/groups where they can help each other empathise/find answers to some questions together. It will be less challenging for them and the weak learners will not feel nether pressure.
Phase iii — Vocabulary Piece of work
This is the all famous " Vocab pre-educational activity " 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 .
Stage 4 — Reading for Details
Once we have introduced the words that might be new to our students, it's prophylactic to move on to the side by side stage of teaching reading skills. At this stage, students go deeper in the text, effort to learn more information, focus on details and read between the lines ( for B2+ and higher level of learners ).
Here is what tin exist washed to make it more fun;
Option ane
A traditional Truthful or False do tin be constitute in all the ESL/EFL books. How to make information technology more fun? — change the T/F statements into open up concluded questions. This will give the students a risk to generate more language while answering the questions. Y'all can even create questions which take more than 1 possible answer. In this case y'all will also have your students speculating on the possible answers and accept more than speaking practice.
Option ii
Once the students are done reading the text, y'all can plough it into a gap-make full exercise where they will need to fill up in the missing information. This doesn't have to be with the exact diction of the text ( unless your focus is to work on the target language in the text ). Y'all can merely ask the students to fill up in the gaps in a logical way that volition not contradict the meaning of the text and volition be lexically/grammatically correct. This is a very nice opportunity for the students to work non only with a simple task of gap fill, just also deal with sentence structures, synonyms, antonyms, etc.
Phase 5 — Controlled do
This is the phase where students need to practise the language/structure of the text. Ordinarily this stage is used to work on the target language presented at an earlier stage of the lesson.
Hither are some activities that have proven to exist useful;
Option 1
If at that place is more than one character in the text, take them out, assign the students to act the roles of those characters and recreate the text by making a dialogue. However, y'all will demand to make certain that the students are using the language you want them to. You tin either put it on the lath or enquire them to highlight it in the text.
Option 2
Some other interesting activity tin can be conducting an interview. You will need 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 volition need to ask dissimilar questions to their interviewee and keep the conversation 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. You volition need to assign a character from the story to each student ( works all-time if you have more than than two characters ) and enquire them to tell the story only on behalf of that grapheme. For instance, if the text was about the " Little Red Riding Hood " and one of the characters is the grandmother , she will demand to tell the story simply known to her. This means, she will not know about her granddaughter visiting her that day, about her see with the wolf, etc. This activity can exist really fun and creates a very warm atmosphere in the classroom.
Stage 6 — Fluency Practice
This final stage is to make sure the students can use the knowledge gained in real life situations. Every bit we know, reading texts more often than not serves to introduce vocabulary or grammar in ESL/EFL books. So, in that location are several activities you tin can practise to requite your students some nice practice.
Choice 1
Put your students in pairs/groups ( depending on your course size ), distribute some questions related to the topic of the lesson (" travelling " in our case ) and enquire the students to interview each other with those questions using the target vocabulary/grammar.
Here are some resources that you can use to come upwardly with the questions;
Resource 1
Resource ii
Resource 3
Choice ii
You can inquire the students to write a like text to the one they had just read using the language/structure presented in the text. In this case the reading phase tin be easily turned into a writing session. It works simply great if you have a longer class ( two-ii.5 hours long ) and desire to cover 2 language skills. Later on, you tin ask the students to pass the stories effectually, read them all and vote for the all-time one.
Well, these were some activities that I have learned, skilful and seen work during and long after my CELTA course. They always piece of work like a charm. Try and let usa know how it went in your classroom.
Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/
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