Chapter 24 Section 1 State Constitutions Guided Reading Worksheet

Teaching Reading Activities According to CELTA

CELTA, like mentioned earlier in this commodity , is one of the nigh demanded initial instruction 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 practical feel.

It tends to be that passive skills are actually getting less attention in the classroom than they should, hence, here we will be talking about some reading activities that I have learnt to utilise during the CELTA course I was doing a couple of years ago.

Stage 1 — Warm up

First of all, we should acquit 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 beginning footstep to take. This ensures that the learners are prepared in the frame of the topic and will be ready to swoop into it at later stages of the lesson. Here are a couple of ideas that we can employ to create a context for, let's say, a reading section most " Travelling ".

Choice 1

Draw a spider'south gram and ask the students to brainstorm on what associations they accept with the word " travelling ". Arm-twist at least eight ideas. Below is a sample of a spider's gram my students had come up with.

Next you lot tin can inquire the students to narrow downwards their associations and come up with ane word that would summarize the idea of " travelling ".

In my case the students had equaled " travelling " with " Brazil ". This game creates a adept round of laughter and is really fun in the process. The students experience relaxed, set for the text.

Option 2

Y'all can starting time with the aforementioned association game, but do just the first function. Next you lot tin have 3 questions nearly travelling you want the students to comment on in pairs. For instance;

• Tell about your best travel story.
• Tell virtually an adventure you had while travelling.
• Where would yous similar to travel to side by side and why?

This will also become the students warmed upward for the topic and will let them have speaking practice correct in the offset of the class.

Stage 2 — Setting the context

Every bit mentioned earlier, setting up the context is also a vital part of lesson delivery if y'all want your students to take the large picture of the grade and see the lesson outcomes. This phase makes certain the students are on the same folio during the sessions and don't become distracted.

Here is what tin can exist done;

Selection i

Present one paragraph of the text ( usually the first one ), ask the students to read it, piece of work in pairs and come up with ideas of what the text is going to exist near. 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 following for instance: " Jack, Mary, Joe, plane, storm, police force ". Put the students in pairs and accept them come up with possible stories. You lot will be surprised at how many stories the students come up upwards with, sometimes better than the original one. When students are set up, read their stories out ( permit them read information technology themselves, or maybe pass around ) to make sure everyone knows what the other teams' stories were.

Stage iii — Reading for gist

At this stage, your primary goal for the students is to compare the original story to the one they had come up with. You lot will demand to highlight that they don't demand to worry almost the unknown words. They just need to get the general idea of the text.

This is what I normally practice;

Pick i

Dissever 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, and then that ane of the students sees the slide and the other doesn't.

Fourth dimension the student who sees the slide for 2-4 minutes, depending on the length of the text and have him/her read it. And so, ask the students to alter seats and give the other student an equal amount of time to read the text on the second slide.

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

I really like this action as it keeps the students more focused and is more challenging.

Option 2

If the text is non that long, you tin always become with the traditional " Read the text and comment on the post-obit questions " task. This is a much easier style to  cover this stage as a lot of textbooks offer follow up questions after a reading passage to convey the full general pregnant of the text. Even so, I would strongly recommend to look through those questions advisedly before the class and maybe adapt them according to the level of your learners. Some of those questions can be too elementary for your target group of learners.

In any case, at this stage information technology's a good idea to have the students work in pairs/groups where they tin can help each other understand/observe answers to some questions together. Information technology volition exist less challenging for them and the weak learners will non feel under pressure.

Phase three — Vocabulary Work

This is the all famous " Vocab pre-teaching " stage, where nosotros focus on the words that are new to our learners. A lot has been spoken about dissimilar ways of pre-teaching vocabulary, so, not to waste your time, accept a look for some squeamish ideas hither .

Stage iv — Reading for Details

In one case nosotros have introduced the words that might be new to our students, information technology'southward safe to motion on to the side by side stage of teaching reading skills. At this stage, students become deeper in the text, try to learn more information, focus on details and read between the lines ( for B2+ and higher level of learners ).

Here is what can be done to get in more fun;

Option one

A traditional Truthful or Fake practice can be found in all the ESL/EFL books. How to make information technology more fun? — change the T/F statements into open concluded questions. This will give the students a chance to generate more linguistic communication while answering the questions. You can fifty-fifty create questions which have more one possible answer. In this case you volition also have your students speculating on the possible answers and have more speaking practice.

Option two

Once the students are done reading the text, you tin plough it into a gap-fill practise where they will demand to fill 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 ). You can simply ask the students to fill in the gaps in a logical way that will not contradict the meaning of the text and will be lexically/grammatically correct. This is a very prissy opportunity for the students to work not only with a simple job of gap fill, but also deal with judgement structures, synonyms, antonyms, etc.

Stage five — Controlled exercise

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

Hither are some activities that have proven to be useful;

Selection 1

If in that location is more than one character in the text, take them out, assign the students to human activity the roles of those characters and recreate the text past making a dialogue. However, y'all will need to make certain that the students are using the language you desire them to. You can either put it on the board or ask them to highlight information technology in the text.

Choice 2

Some other interesting activity can be conducting an interview. You will demand to split the students in pairs and assign them the roles of an interviewer and the author/1 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 it covered.

Option 3

My personal favourite is telling the story on behalf of some characters. Y'all will demand to assign a character from the story to each pupil ( works all-time if you have more than ii characters ) and enquire them to tell the story only on behalf of that grapheme. For case, if the text was about the " Little Crimson Riding Hood " and ane of the characters is the grandmother , she volition need to tell the story only known to her. This ways, she volition not know about her granddaughter visiting her that day, about her encounter with the wolf, etc. This activity can be really fun and creates a very warm atmosphere in the classroom.

Stage 6 — Fluency Practice

This final stage is to brand certain the students can utilize the knowledge gained in real life situations. As we know, reading texts mostly serves to introduce vocabulary or grammar in ESL/EFL books. And then, there are several activities yous can practise to requite your students some dainty practice.

Choice one

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 enquire the students to interview each other with those questions using the target vocabulary/grammer.

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

Resource 1

Resources two

Resource 3

Option 2

You lot can inquire the students to write a like text to the i they had just read using the language/structure presented in the text. In this case the reading stage can exist easily turned into a writing session. It works just smashing if y'all have a longer form ( 2-2.v hours long ) and desire to cover 2 language skills. Later on on, you can enquire 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 afterwards my CELTA course. They always piece of work similar a charm. Try and let the states know how it went in your classroom.

ESL senior trainer with 8+ years of pedagogy feel, specializing in ESP (Medical, IT, Fiscal, Business English), grade content creator, CELTA certified trainer, PTE examiner

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