Questions to Go With the Book Amelia Bedelia Reading Level 2
Teaching Reading Activities According to CELTA
CELTA, like mentioned earlier in this article , is 1 of the most demanded initial education qualifications, that is widely recognized throughout the world and has a lot of teachers applying for it yearly. Information technology shouldn't surprise usa then, that this a quite intensive course, rich in theoretical knowledge and applied experience.
Information technology tends to exist that passive skills are actually getting less attention in the classroom than they should, hence, here we volition be talking about some reading activities that I have learnt to use during the CELTA course I was doing a couple of years ago.
Stage 1 — Warm up
Get-go of all, nosotros should comport 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 step to take. This ensures that the learners are prepared in the frame of the topic and will be ready to dive into it at later stages of the lesson. Here are a couple of ideas that we tin can utilize to create a context for, let'southward say, a reading section well-nigh " Travelling ".
Option one
Draw a spider's gram and enquire the students to brainstorm on what associations they have with the word " travelling ". Arm-twist at least viii ideas. Below is a sample of a spider's gram my students had come upwards with.
Side by side you can ask the students to narrow downwardly their associations and come up with one word that would summarize the idea of " travelling ".
In my instance the students had equaled " travelling " with " Brazil ". This game creates a good round of laughter and is actually fun in the procedure. The students feel relaxed, ready for the text.
Pick 2
You can beginning with the same association game, only do just the first part. Side by side you can accept 3 questions nearly travelling you want the students to comment on in pairs. For example;
- Tell about your all-time travel story.
- Tell near an take a chance you had while travelling.
- Where would yous like to travel to next and why?
This will also get the students warmed upwardly for the topic and volition let them have speaking do right in the outset of the class.
Stage ii — Setting the context
Equally mentioned earlier, setting up the context is also a vital role of lesson commitment if you lot want your students to have the big motion-picture show of the grade and run across the lesson outcomes. This stage makes sure the students are on the aforementioned page during the sessions and don't get distracted.
Hither is what can be done;
Pick 1
Present ane paragraph of the text ( normally the kickoff one ), ask the students to read it, work in pairs and come up with ideas of what the text is going to be nigh. This ignites their interest and makes them competitive in coming upwardly with the closest story to the original.
Choice two
If the story has characters, places, events, have them out of the context and have the students recreate the story.
You tin can accept the following for instance: " Jack, Mary, Joe, plane, storm, police ". Put the students in pairs and have them come up with possible stories. You will be surprised at how many stories the students come up up with, sometimes better than the original one. When students are prepare, read their stories out ( let them read it themselves, or maybe laissez passer around ) to make sure anybody knows what the other teams' stories were.
Phase three — Reading for gist
At this phase, your principal goal for the students is to compare the original story to the i they had come with. You volition demand to highlight that they don't need to worry near the unknown words. They simply demand to get the general idea of the text.
This is what I ordinarily exercise;
Choice 1
Dissever 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, so that i of the students sees the slide and the other doesn't.
Time the student who sees the slide for ii-four minutes, depending on the length of the text and take him/her read it. Then, inquire the students to change seats and give the other educatee 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 activeness as information technology keeps the students more focused and is more challenging.
Choice ii
If the text is not that long, you can always go with the traditional " Read the text and comment on the following questions " job. This is a much easier way to comprehend this stage every bit a lot of textbooks offer follow upwardly questions after a reading passage to convey the full general meaning of the text. However, I would strongly recommend to wait through those questions advisedly earlier the class and maybe suit them according to the level of your learners. Some of those questions can be as well uncomplicated for your target group of learners.
In any example, at this stage information technology'due south a practiced thought to have the students work in pairs/groups where they can assist each other understand/observe answers to some questions together. Information technology will be less challenging for them and the weak learners volition non feel under force per unit area.
Stage three — Vocabulary Piece of work
This is the all famous " Vocab pre-teaching " 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, then, not to waste your fourth dimension, accept a look for some prissy ideas here .
Stage 4 — Reading for Details
Once we take introduced the words that might be new to our students, it's rubber to movement on to the side by side stage of educational activity reading skills. At this phase, students go deeper in the text, try to learn more information, focus on details and read between the lines ( for B2+ and college level of learners ).
Hither is what can be done to make it more fun;
Choice 1
A traditional True or False exercise tin be establish in all the ESL/EFL books. How to make it more than fun? — modify the T/F statements into open ended questions. This will give the students a chance to generate more language while answering the questions. You can even create questions which have more than than 1 possible answer. In this case you volition also take your students speculating on the possible answers and have more speaking exercise.
Option 2
Once the students are done reading the text, you tin turn it into a gap-fill practice where they will need to fill up in the missing information. This doesn't accept to be with the verbal wording of the text ( unless your focus is to work on the target linguistic communication in the text ). You can simply inquire the students to fill up in the gaps in a logical way that volition not contradict the significant of the text and will be lexically/grammatically correct. This is a very overnice opportunity for the students to work non only with a simple task of gap fill, but likewise deal with sentence structures, synonyms, antonyms, etc.
Phase five — Controlled do
This is the stage where students need to practice the linguistic communication/structure of the text. Commonly this stage is used to work on the target language presented at an earlier stage of the lesson.
Here are some activities that have proven to be useful;
Option 1
If there 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, you will demand to make sure that the students are using the language you want them to. You tin either put information technology on the lath or enquire them to highlight it in the text.
Option 2
Another interesting activity tin be conducting an interview. You will need to separate 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 inquire unlike questions to their interviewee and keep the conversation going in the scope of the text and the story it covered.
Choice three
My personal favourite is telling the story on behalf of some characters. You will need to assign a character from the story to each student ( works best if you lot have more than 2 characters ) and ask them to tell the story but on behalf of that graphic symbol. For instance, if the text was near the " Little Red Riding Hood " and 1 of the characters is the grandmother , she will need to tell the story but known to her. This means, she will non know about her granddaughter visiting her that day, well-nigh her encounter with the wolf, etc. This action tin can be really fun and creates a very warm atmosphere in the classroom.
Stage 6 — Fluency Practice
This last stage is to brand certain the students can employ the knowledge gained in real life situations. As we know, reading texts mostly serves to introduce vocabulary or grammar in ESL/EFL books. Then, in that location are several activities you lot can practice to requite your students some nice exercise.
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 instance ) and enquire the students to interview each other with those questions using the target vocabulary/grammar.
Here are some resource that you can use to come up with the questions;
Resource 1
Resource ii
Resources 3
Option 2
Y'all tin ask the students to write a similar text to the one they had just read using the linguistic communication/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 ( 2-2.v hours long ) and want to embrace 2 language skills. Later on, you can ask the students to pass the stories around, read them all and vote for the best 1.
Well, these were some activities that I have learned, practiced and seen work during and long after my CELTA form. They ever work similar a amuse. Try and allow united states of america know how it went in your classroom.
Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/
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