Us History Guided Reading Activity 21-2 the Clinton Yeas

Education Reading Activities Co-ordinate to CELTA

CELTA, like mentioned earlier in this commodity , is ane of the near 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 u.s. then, that this a quite intensive course, rich in theoretical knowledge and practical experience.

It tends to be that passive skills are really getting less attending in the classroom than they should, hence, here we volition be talking about some reading activities that I have learnt to apply during the CELTA course I was doing a couple of years agone.

Stage 1 — Warm upwardly

First of all, we should acquit in listen, that no matter what skill we are working with ( speaking, writing, listening or reading ) warming the students upward 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 set up to dive into it at later stages of the lesson. Here are a couple of ideas that nosotros can utilize to create a context for, allow'due south say, a reading section almost " Travelling ".

Option 1

Draw a spider's gram and inquire the students to brainstorm on what associations they accept with the word " travelling ". Elicit at least viii ideas. Below is a sample of a spider's gram my students had come up with.

Next you can enquire 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 two

You tin start with the aforementioned clan game, but do just the starting time part. Adjacent y'all tin have iii questions almost travelling you want the students to comment on in pairs. For instance;

• Tell about your best travel story.
• Tell about an adventure you lot had while travelling.
• Where would you like to travel to next and why?

This volition also get the students warmed up for the topic and will let them have speaking practise right in the beginning of the class.

Stage 2 — Setting the context

As mentioned earlier, setting upwardly the context is also a vital part of lesson commitment if you want your students to have the big film of the form and run across 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 be washed;

Option i

Present one paragraph of the text ( unremarkably the first one ), ask the students to read it, work in pairs and come up with ideas of what the text is going to be most. This ignites their interest and makes them competitive in coming up with the closest story to the original.

Choice ii

If the story has characters, places, events, take them out of the context and take the students recreate the story.

Y'all can have the following for case: " Jack, Mary, Joe, plane, tempest, constabulary ". Put the students in pairs and have them come up with possible stories. You will be surprised at how many stories the students come upward with, sometimes amend than the original ane. When students are ready, read their stories out ( permit them read information technology themselves, or peradventure laissez passer around ) to brand sure everyone knows what the other teams' stories were.

Stage three — Reading for gist

At this phase, your primary goal for the students is to compare the original story to the one they had come with. Y'all will need to highlight that they don't need to worry virtually the unknown words. They simply demand to become the general idea of the text.

This is what I normally do;

Option 1

Divide the text into 2 parts and put them on a PowerPoint presentation, dissimilar slides. Adjacent, separate the students into pairs and have them sit 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-iv minutes, depending on the length of the text and accept him/her read it. And then, inquire the students to alter seats and give the other student an equal corporeality of time to read the text on the second slide.

When done, ask the students to confront each other and tell their parts to each other trying to put the story together.

I really similar this activity every bit it keeps the students more than focused and is more challenging.

Option 2

If the text is not that long, you tin can e'er go with the traditional " Read the text and comment on the following questions " task. This is a much easier way to  cover this stage every bit a lot of textbooks offer follow upwardly questions later on a reading passage to convey the general meaning of the text. However, I would strongly recommend to look through those questions carefully earlier the class and maybe adapt them according to the level of your learners. Some of those questions tin can exist besides simple for your target group of learners.

In any instance, at this stage it's a good idea to have the students work in pairs/groups where they can help each other understand/detect answers to some questions together. Information technology will be less challenging for them and the weak learners will not feel under pressure.

Phase 3 — Vocabulary 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 dissimilar ways of pre-educational activity vocabulary, so, not to waste material your time, have a look for some nice ideas here .

Phase 4 — Reading for Details

Once nosotros accept introduced the words that might be new to our students, information technology's prophylactic to motion on to the next phase of teaching reading skills. At this stage, students go deeper in the text, effort to learn more data, focus on details and read between the lines ( for B2+ and college level of learners ).

Here is what tin be washed to make information technology more than fun;

Option 1

A traditional True or False exercise can be found in all the ESL/EFL books. How to brand it more fun? — change the T/F statements into open up concluded questions. This will give the students a chance to generate more linguistic communication while answering the questions. Y'all can even create questions which have more than than 1 possible reply. In this case you lot will also take your students speculating on the possible answers and take more speaking practice.

Pick two

In one case the students are done reading the text, you lot can plough it into a gap-fill up practice where they will demand to fill in the missing information. This doesn't accept to be with the verbal wording of the text ( unless your focus is to piece of work on the target language in the text ). Yous can simply ask the students to fill in the gaps in a logical way that volition not contradict the meaning of the text and will be lexically/grammatically correct. This is a very nice opportunity for the students to work non but with a simple task of gap fill, just likewise deal with sentence structures, synonyms, antonyms, etc.

Stage 5 — Controlled practice

This is the stage where students need to practice the language/structure of the text. Ordinarily this phase is used to piece of work on the target language presented at an earlier phase of the lesson.

Here are some activities that have proven to be useful;

Option one

If there is more than one graphic symbol in the text, have them out, assign the students to act the roles of those characters and recreate the text by making a dialogue. However, you volition need to make sure that the students are using the language you want them to. You can either put it on the lath or inquire them to highlight it in the text.

Option 2

Another interesting activeness can be conducting an interview. You volition 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 inquire different questions to their interviewee and keep the conversation going in the scope of the text and the story it covered.

Choice 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 best if you accept more than 2 characters ) and ask them to tell the story only on behalf of that character. For instance, if the text was well-nigh the " Little Red Riding Hood " and ane of the characters is the grandmother , she volition need to tell the story only known to her. This means, she will not know about her granddaughter visiting her that solar day, about her encounter with the wolf, etc. This activity can be actually fun and creates a very warm temper in the classroom.

Stage six — Fluency Do

This final phase is to make sure the students can use the knowledge gained in existent life situations. Every bit nosotros know, reading texts mostly serves to innovate vocabulary or grammar in ESL/EFL books. So, there are several activities you can do to give your students some nice practice.

Selection 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.

Here are some resources that you tin can apply to come up with the questions;

Resources one

Resource 2

Resource three

Option 2

You can ask the students to write a similar text to the one they had only read using the language/construction presented in the text. In this case the reading stage can exist easily turned into a writing session. It works just great if yous have a longer course ( 2-ii.5 hours long ) and want to cover 2 linguistic communication skills. Later on, yous tin can ask the students to pass the stories effectually, read them all and vote for the best one.

Well, these were some activities that I take learned, skillful and seen work during and long after my CELTA course. They always piece of work similar a charm. Try and let united states of america know how information technology went in your classroom.

ESL senior trainer with 8+ years of teaching experience, specializing in ESP (Medical, IT, Financial, Business organization English), course content creator, CELTA certified trainer, PTE examiner

kingflarapt.blogspot.com

Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/

Share this post