You are on page 1of 4

12th May 2017




Read the statements and decide whether you agree or disagree. Compare ideas with a partner.
a. Reading is like listening, except that the input is written, not spoken.
b. Comprehension means understanding all the words in a text.
c. Reading, in the classroom, means reading aloud.
d. For teaching purposes, texts should be simplified.
e. Reading is a good way of improving vocabulary.
f. The aim of classroom reading is the appreciation of literary texts.
g. If you can read well in your first language, you'll probably be able to read well in a second one.

Lead in:

Guess the meaning of the following ELT terms: extensive reading, reading for gist, reading for specific information,
skimming, scanning

Teaching procedure for a reading lesson (pre-reading, while reading, post reading)

Group the following activities into pre-reading (lead-in, pre-teaching), while reading and post reading activities.

1. Give a headline to each section of the article;

2. Students discuss the themes of the article;
3. Wh-questions: Who said...? What is?;
4. Write the headline or title on the board. Ask students to work in small groups and think of 5 words that may
come up in the text. When they have done this, one leader comes to the board and writes up all the words.
The the students scan the text and see how many of the words are in the text. Which group got the most
words right?
5. Put the illustrations of the text in the right order;
6. Jigsaw reading. Each group has a different information from a different part of the text and they must tell
other students about the part of the text they have read;
7. Write the title on the board and ask the students, in groups, to tell simple stories on the subject of the title.
Again, they read the text and find out how it’s the same and how it’s different;
8. Say whether statements are true or false;
9. Students act out the story (if it’s a narrative);
10. Find words which mean the same as...;
11. Put the topic, e.g. ’Career’ on the board and ask students what facts they know about it;
12. Sudents write a response;
13. Put the list of events in the right order;
14. In groups, give the students the first line of each paragraph of the text and ask them to predict the content;
15. Put cut-up paragraphs into the right order;
16. Students prepare questions for another group;
17. Select some simple sentences from different parts of the text and write them on the board. Students put them
in the correct order and pedict the story in groups;
18. The teache gives each student in the class a letter from A to E. She tells all the students to close their eyes.
She then asks all the students with the letter A to open their eyes and shows them the word LION. Then she
makes them close their eyes again and this time shows the B students the phrase RACIAL GROUPS. She
shows the C students the phrase PAPER AEROPLANES,the D students the word TATTOOS and the E
students the word GUARD. She now puts the students in groups of five, each composed of students A-E. By
discussing their words and phrases, each group has to try to predict what the text is about. The teacher can
go round the groups encouraging them and, perhaps, feeding them with new words like CAGE, THE
19. Does the text you have chosen have any pictures? If so, photocopy them and distribute them into groups of
students. Give students some focus questions. What is it about? How many people are in the story?;
20. Ask students to fill in a survey about ’Careers’ and then compare to a partner. This includes some of the
most important vocabulary from the text they are going to read.

21. Students have to complete a chart with things they know or don’t know (or would like to know) about the
text, e.g.
Things Things I/we are Things I/we would like
I/we know not sure of to know

22. Students are told that they are going to read text about a car journey. The teacher asks them to name the parts
of a car. Students will now look at the following exercise where they have to write the correct verb in the
blanks to make typical car phrases. They can do this individually or in pairs.
23. Finally, the class discuss the fact that the story they’ve read is unlikely to be true.
24. We play and extract of music (preferably a recording part of ’The Cellist of Sarajevo’ by David Wilde)
Students are asked not to say much but just to conjure up a picture in their minds based on what images this
difficult and troubled music provokes.

Write the corresponding activities in the corresponding column

Pre-reading While Reading Post Reading

Lead-in Pre-teaching

TASK: Work in groups. Imagine that you are going to use the following text with a group of intermediate


a Decide which features might help understanding and which might make it difficult to understand.

b Design at least one pre-reading activity, two while-reading activities, and one post-reading task to use with this

TASK: Put these stages of a reading lesson in a logical order. Then compare your answers with a partner.

a. Check detailed understanding by asking multiple choice questions.

b. Focus on vocabulary in the text by asking learners to find words that mean X, Y, Z.

c. Use a picture to generate interest in the topic.

d. Ask learners to read the text quickly in order to answer gist questions, such as: What's it about? Who wrote it?

e. Ask learners to talk about their personal response to the text and its topic.

f. Teach essential vocabulary that learners may be unfamiliar with.

g. Focus on a grammar structure in the text by, for example, asking learners to underline each instance of it.

h. Use the title of the text to encourage learners to predict the content of the text.

Further reading

Videos on teaching reading