Reading and Petitions for 24th Week in Ordinary Time
Instruction Reading Activities Co-ordinate to CELTA
CELTA, like mentioned before in this article , is one of the most demanded initial education 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 applied experience.
It tends to be that passive skills are really getting less attending in the classroom than they should, hence, here we will be talking virtually some reading activities that I have learnt to employ during the CELTA class I was doing a couple of years ago.
Stage 1 — Warm upward
First of all, we 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 beginning stride to accept. This ensures that the learners are prepared in the frame of the topic and will exist ready to swoop into it at later stages of the lesson. Here are a couple of ideas that we can use to create a context for, allow's say, a reading section about " Travelling ".
Option 1
Draw a spider's gram and ask the students to brainstorm on what associations they accept with the word " travelling ". Elicit at least 8 ideas. Below is a sample of a spider'south gram my students had come up with.
Next you can ask the students to narrow downwardly their associations and come up with 1 give-and-take 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 really fun in the process. The students feel relaxed, ready for the text.
Option 2
You can showtime with the same association game, but practise simply the outset office. Side by side you can have 3 questions nearly travelling yous want the students to annotate on in pairs. For instance;
- Tell about your best travel story.
- Tell nearly an take a chance you had while travelling.
- Where would you like to travel to side by side and why?
This will also become the students warmed upward for the topic and will allow them have speaking practice right in the beginning of the class.
Stage two — Setting the context
Every bit mentioned earlier, setting upwards the context is likewise a vital part of lesson delivery if you desire your students to take the big picture 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 can be done;
Pick ane
Present one paragraph of the text ( usually the offset 1 ), ask the students to read it, work in pairs and come up upwardly with ideas of what the text is going to be about. This ignites their involvement and makes them competitive in coming upwards 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 tin take the following for example: " Jack, Mary, Joe, plane, storm, police ". Put the students in pairs and have them come with possible stories. Yous will be surprised at how many stories the students come with, sometimes ameliorate than the original ane. When students are ready, read their stories out ( let them read it themselves, or perhaps pass effectually ) to make certain everyone knows what the other teams' stories were.
Stage iii — Reading for gist
At this stage, your principal goal for the students is to compare the original story to the 1 they had come up up with. Y'all will demand to highlight that they don't need to worry almost the unknown words. They simply need to get the general idea of the text.
This is what I normally exercise;
Option 1
Split the text into 2 parts and put them on a PowerPoint presentation, different slides. Next, divide the students into pairs and accept them sit dorsum to back, then that one 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 it. Then, inquire the students to modify seats and requite the other student an equal amount of time to read the text on the 2nd slide.
When done, ask the students to confront 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 focused and is more challenging.
Pick two
If the text is not that long, y'all can always get with the traditional " Read the text and annotate on the post-obit questions " task. This is a much easier way to cover this stage as a lot of textbooks offering follow up questions after a reading passage to convey the general meaning of the text. Nevertheless, I would strongly recommend to look through those questions carefully before the class and peradventure adjust them according to the level of your learners. Some of those questions tin can be too unproblematic for your target group of learners.
In whatever case, at this phase it's a good thought to have the students work in pairs/groups where they tin aid each other understand/observe answers to some questions together. It 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-educational activity " stage, where we focus on the words that are new to our learners. A lot has been spoken most different ways of pre-didactics vocabulary, so, not to waste material your time, have a look for some nice ideas here .
Stage four — Reading for Details
Once we accept introduced the words that might be new to our students, it's safe to move on to the side by side phase 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 ).
Hither is what can be washed to make it more fun;
Selection 1
A traditional Truthful or False exercise tin be establish in all the ESL/EFL books. How to arrive more fun? — change the T/F statements into open ended questions. This will give the students a take chances to generate more language while answering the questions. You tin can even create questions which have more than one possible respond. In this case you lot will as well accept your students speculating on the possible answers and have more speaking practice.
Choice ii
Once the students are done reading the text, you can plough it into a gap-fill exercise 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 ). You lot can simply enquire the students to fill in the gaps in a logical way that volition non contradict the meaning of the text and will be lexically/grammatically correct. This is a very nice opportunity for the students to piece of work not only with a simple job of gap fill up, but also bargain with sentence structures, synonyms, antonyms, etc.
Stage v — Controlled do
This is the stage where students need to practice the language/structure of the text. Ordinarily this stage is used to work on the target linguistic communication presented at an earlier stage of the lesson.
Hither are some activities that have proven to exist useful;
Option 1
If in that location is more than ane 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 lot will need to make sure that the students are using the language you want them to. You tin can either put it on the board or ask them to highlight it in the text.
Option 2
Another interesting activity can exist conducting an interview. Yous volition need to split the students in pairs and assign them the roles of an interviewer and the author/one grapheme from the story , etc. The interviewer will demand to ask unlike questions to their interviewee and keep the conversation going in the telescopic of the text and the story it covered.
Option 3
My personal favourite is telling the story on behalf of some characters. You will need to assign a grapheme from the story to each student ( works best if y'all have more than ii characters ) and ask them to tell the story only on behalf of that grapheme. For instance, if the text was nigh the " Niggling Red Riding Hood " and one of the characters is the grandmother , she will need to tell the story only known to her. This means, she volition non know about her granddaughter visiting her that day, nearly her run into with the wolf, etc. This activity can be actually 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 noesis gained in real life situations. As nosotros know, reading texts mostly serves to introduce vocabulary or grammar in ESL/EFL books. So, there are several activities you can do to give your students some dainty practice.
Selection 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 ask the students to interview each other with those questions using the target vocabulary/grammar.
Here are some resources that you can use to come up upward with the questions;
Resources 1
Resource ii
Resource 3
Choice 2
You lot 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 phase can be easily turned into a writing session. Information technology works just great if you have a longer grade ( 2-two.five hours long ) and want to cover 2 language skills. Later on, you lot tin inquire the students to pass the stories around, read them all and vote for the all-time one.
Well, these were some activities that I have learned, practiced and seen piece of work during and long after my CELTA course. They always work like a charm. Try and let us know how information technology went in your classroom.
Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/
0 Response to "Reading and Petitions for 24th Week in Ordinary Time"
Post a Comment