An Hour With Abuelo Close Reading Activities Answers
Teaching Reading Activities According to CELTA
CELTA, like mentioned before in this article , is one of the virtually demanded initial instruction qualifications, that is widely recognized throughout the earth and has a lot of teachers applying for it yearly. Information technology shouldn't surprise us and then, that this a quite intensive class, rich in theoretical cognition and practical experience.
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 form I was doing a couple of years ago.
Stage 1 — Warm up
Showtime of all, we should comport in mind, that no matter what skill nosotros are working with ( speaking, writing, listening or reading ) warming the students up for the upcoming session is the first step to accept. This ensures that the learners are prepared in the frame of the topic and will exist ready to dive into it at afterwards stages of the lesson. Hither are a couple of ideas that we tin use to create a context for, let's say, a reading section about " Travelling ".
Selection ane
Draw a spider'southward gram and inquire the students to brainstorm on what associations they have with the discussion " travelling ". Elicit at least 8 ideas. Below is a sample of a spider's gram my students had come with.
Adjacent you can ask the students to narrow downwardly their associations and come with 1 give-and-take 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 actually fun in the procedure. The students feel relaxed, ready for the text.
Option 2
You tin can start with the same association game, but do but the showtime part. Next you can have three questions about travelling you want the students to comment on in pairs. For case;
- Tell nearly your best travel story.
- Tell nigh an adventure you had while travelling.
- Where would y'all like to travel to side by side and why?
This will also get the students warmed up for the topic and will let them have speaking practice right in the beginning of the class.
Stage two — Setting the context
Equally mentioned earlier, setting upwardly the context is also a vital part of lesson commitment if you desire your students to take the large picture of the class and run into the lesson outcomes. This stage makes certain the students are on the same page during the sessions and don't get distracted.
Hither is what tin can exist washed;
Choice one
Present i paragraph of the text ( normally 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 about. This ignites their involvement and makes them competitive in coming upwards with the closest story to the original.
Option 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 case: " Jack, Mary, Joe, plane, storm, police ". Put the students in pairs and have them come up up with possible stories. You volition be surprised at how many stories the students come upward with, sometimes ameliorate than the original one. When students are ready, read their stories out ( permit them read it themselves, or perhaps pass around ) to make sure everyone knows what the other teams' stories were.
Phase three — 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 nearly the unknown words. They simply need to get the general thought of the text.
This is what I normally do;
Pick 1
Separate the text into 2 parts and put them on a PowerPoint presentation, different slides. Next, split the students into pairs and have them sit dorsum to back, and then that one of the students sees the slide and the other doesn't.
Time the educatee who sees the slide for two-iv minutes, depending on the length of the text and accept him/her read it. And then, ask the students to alter seats and give the other student an equal amount of fourth dimension to read the text on the second slide.
When washed, ask the students to face each other and tell their parts to each other trying to put the story together.
I really similar this activeness equally it keeps the students more than focused and is more challenging.
Option 2
If the text is not that long, you tin can always become with the traditional " Read the text and annotate on the post-obit questions " chore. This is a much easier way to cover this phase as a lot of textbooks offer follow up questions after a reading passage to convey the general meaning of the text. Notwithstanding, I would strongly recommend to look through those questions carefully before the class and maybe 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 case, at this stage it's a proficient idea to have the students work in pairs/groups where they can help each other understand/find answers to some questions together. It will be less challenging for them and the weak learners will non experience 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 about different ways of pre-pedagogy vocabulary, so, not to waste your time, have a look for some nice ideas here .
Phase 4 — Reading for Details
In one case nosotros have introduced the words that might exist new to our students, it's safe to motion on to the next stage of teaching reading skills. At this stage, students become deeper in the text, try to learn more than information, focus on details and read between the lines ( for B2+ and college level of learners ).
Here is what can be done to make it more fun;
Choice 1
A traditional True or False exercise can be found in all the ESL/EFL books. How to brand it more fun? — modify the T/F statements into open up 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 one possible answer. In this case you volition besides have your students speculating on the possible answers and have more speaking practice.
Option 2
In one case the students are done reading the text, you can turn it into a gap-fill exercise where they volition demand to make full 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 ). Y'all 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 nice opportunity for the students to work non just with a simple task of gap make full, but also 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. Normally 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 need to make sure that the students are using the language yous want them to. You tin either put it on the board or enquire them to highlight it in the text.
Choice 2
Another interesting activity can be conducting an interview. You will need to carve up 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 on the chat 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 demand to assign a character from the story to each pupil ( works best if you have more than 2 characters ) and ask them to tell the story only on behalf of that grapheme. For instance, if the text was nearly the " Little Red Riding Hood " and ane of the characters is the grandmother , she will demand to tell the story but known to her. This means, she will not know most her granddaughter visiting her that day, well-nigh her encounter with the wolf, etc. This activity tin be really fun and creates a very warm temper in the classroom.
Phase 6 — Fluency Practise
This final stage is to make certain the students can employ the knowledge gained in real life situations. As we know, reading texts mostly serves to introduce vocabulary or grammer in ESL/EFL books. And so, there are several activities you can do to give your students some prissy exercise.
Choice i
Put your students in pairs/groups ( depending on your class size ), distribute some questions related to the topic of the lesson (" travelling " in our example ) and ask the students to interview each other with those questions using the target vocabulary/grammar.
Hither are some resources that you can use to come up with the questions;
Resource one
Resource 2
Resource three
Option two
You can ask the students to write a like text to the one they had just read using the linguistic communication/construction presented in the text. In this case the reading stage can be easily turned into a writing session. It works just smashing if yous accept a longer class ( two-2.five hours long ) and want to encompass 2 language skills. After on, you lot can ask 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 after my CELTA course. They always work similar a amuse. Try 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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