Nathan and Nicholas Alexander Guided Reading Level
Teaching Reading Activities Co-ordinate to CELTA
CELTA, like mentioned earlier in this article , is one of the most 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 us and so, that this a quite intensive class, rich in theoretical knowledge and practical feel.
Information technology tends to be that passive skills are really getting less attention in the classroom than they should, hence, here we will be talking well-nigh some reading activities that I have learnt to use during the CELTA form I was doing a couple of years ago.
Stage one — Warm up
Kickoff of all, nosotros should bear in heed, that no matter what skill nosotros 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 ready to dive into information technology at later on stages of the lesson. Here are a couple of ideas that we can use to create a context for, let's say, a reading section nigh " Travelling ".
Option 1
Draw a spider's gram and ask the students to begin on what associations they accept with the word " travelling ". Elicit at least eight ideas. Below is a sample of a spider'south gram my students had come upwards with.
Next yous can ask the students to narrow downwards their associations and come upward with 1 discussion that would summarize the thought of " travelling ".
In my case the students had equaled " travelling " with " Brazil ". This game creates a good round of laughter and is really fun in the procedure. The students experience relaxed, ready for the text.
Option two
You tin can commencement with the aforementioned association game, but do simply the first part. Next you tin have 3 questions almost travelling you want the students to comment on in pairs. For case;
- Tell about your best travel story.
- Tell about an adventure y'all had while travelling.
- Where would yous like to travel to next and why?
This volition also get the students warmed up for the topic and volition let them have speaking practice right in the starting time of the class.
Stage 2 — Setting the context
Every bit mentioned before, setting up the context is likewise a vital role of lesson commitment if you desire your students to have the big moving picture of the grade and see the lesson outcomes. This phase makes sure the students are on the same page during the sessions and don't get distracted.
Here is what can be done;
Option 1
Present ane paragraph of the text ( usually the first 1 ), enquire the students to read it, work in pairs and come up with ideas of what the text is going to exist well-nigh. This ignites their interest and makes them competitive in coming upward with the closest story to the original.
Option 2
If the story has characters, places, events, take them out of the context and accept the students recreate the story.
Yous tin can have the post-obit for case: " Jack, Mary, Joe, plane, storm, police ". Put the students in pairs and take them come up with possible stories. Y'all will be surprised at how many stories the students come up with, sometimes better than the original ane. When students are gear up, read their stories out ( let them read information technology themselves, or maybe pass around ) to make certain anybody knows what the other teams' stories were.
Stage 3 — Reading for gist
At this stage, your master goal for the students is to compare the original story to the one they had come up with. You volition need to highlight that they don't need to worry about the unknown words. They simply need to get the general idea of the text.
This is what I ordinarily practise;
Option i
Divide the text into ii parts and put them on a PowerPoint presentation, unlike slides. Side by side, 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-4 minutes, depending on the length of the text and have him/her read it. So, ask the students to alter seats and give the other student an equal amount of time to read the text on the 2nd slide.
When done, inquire the students to face 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 focused and is more challenging.
Choice 2
If the text is not that long, yous can always get with the traditional " Read the text and annotate on the following questions " task. This is a much easier way to embrace this stage as a lot of textbooks offer follow upwards questions subsequently a reading passage to convey the general meaning of the text. Even so, I would strongly recommend to look through those questions carefully before the course and perchance adapt them according to the level of your learners. Some of those questions can be too simple for your target group of learners.
In any example, at this phase information technology's a practiced idea to have the students work in pairs/groups where they can aid each other understand/detect answers to some questions together. It volition 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 nosotros focus on the words that are new to our learners. A lot has been spoken nigh different ways of pre-teaching vocabulary, and then, 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'south condom to motion on to the side by side phase of teaching reading skills. At this stage, students go deeper in the text, try to learn more information, focus on details and read betwixt the lines ( for B2+ and higher level of learners ).
Here is what tin be done to go far more than fun;
Option 1
A traditional True or False do can be found in all the ESL/EFL books. How to brand information technology more fun? — modify the T/F statements into open ended questions. This volition give the students a chance to generate more language while answering the questions. You lot tin can even create questions which have more than one possible answer. In this case you will also take your students speculating on the possible answers and have more speaking practice.
Option two
Once the students are done reading the text, you tin can turn it into a gap-fill exercise where they will need to fill up in the missing data. This doesn't have to be with the exact wording of the text ( unless your focus is to work on the target linguistic communication in the text ). You lot can but inquire the students to fill in the gaps in a logical way that will not contradict the pregnant of the text and will be lexically/grammatically correct. This is a very nice opportunity for the students to piece of work non simply with a simple task of gap fill, but besides deal with judgement structures, synonyms, antonyms, etc.
Stage 5 — Controlled practice
This is the stage where students need to exercise the language/structure of the text. Ordinarily this phase is used to work on the target linguistic communication presented at an earlier stage of the lesson.
Here are some activities that take proven to exist useful;
Option i
If there 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 by making a dialogue. However, you volition demand to make certain that the students are using the language you lot desire them to. Yous can either put information technology on the board or inquire them to highlight it in the text.
Choice 2
Another interesting activity can be conducting an interview. You will demand 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 ask different 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 lot will need to assign a character from the story to each student ( works best if you have more 2 characters ) and ask them to tell the story only on behalf of that character. For instance, if the text was about the " Little Blood-red Riding Hood " and one of the characters is the grandmother , she will need to tell the story just known to her. This means, she will 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 phase is to make certain the students can utilise the cognition gained in real life situations. As we know, reading texts mostly serves to introduce vocabulary or grammar in ESL/EFL books. So, in that location are several activities y'all can practise to give your students some nice practise.
Pick 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 ask the students to interview each other with those questions using the target vocabulary/grammar.
Here are some resources that y'all tin can use to come up with the questions;
Resource 1
Resource two
Resources three
Option 2
You can enquire the students to write a similar text to the ane they had just read using the linguistic communication/structure presented in the text. In this example the reading stage tin be hands turned into a writing session. It works but bully if you accept a longer class ( ii-ii.v hours long ) and desire to cover ii language skills. Later on, you tin can enquire the students to laissez passer the stories effectually, read them all and vote for the all-time 1.
Well, these were some activities that I have learned, skilful and seen piece of work during and long afterwards my CELTA form. They always work like a charm. Effort and let us know how it went in your classroom.
Source: https://skyteach.ru/2020/06/14/teaching-reading-activities-according-to-celta/
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