Teaching reading n o s s e l . s t g x n e i t f d o a s e p y t t A re n e r ad diffe t,
e x r e t o t k o d o e b e e n s r s r u e o n c r a a , e l y or t Our s a h t i w . y y t r i o v t i t s c r a e s p i a p s w e Use th n r o le c i t r a and, e n i n i a z g a a t g x the te a ma d a e r s ames, r n e n y r n a a e f L o • a note . d e r k a a o b m , e s r h see. nt pai text o a f o e l t i t the is from t e t x i e r t W e h t • k learners where er?). p a p s As w e n azine, g a m , k o o (a b ds as r o w y n a f as m o k n i h t s r e e title. n r h t a e h t L i w d • ssible connecte rd. a o b po e h t rds on o w e h t e t Wri ckly in i u q t x e t ad the e r s r e n of the r a y e n L a d n fi • ence. Can they rd? a o b e h sil t list on e h t m cross o r f o t d r a o words b to the s r e n r a e l Invite nd. u o f y e h t rds off the wo
in hey t s e t a d d an sk a A . t i m i numbers, l e ute tim n i m e v fi etc. on , s e m Set a a n st the i l o t r e e t volun . the board ners r a e l , s r i a xt. In p e t e h t ames, r n e v e o h t C t a h • to remember w then , o t r e try f e r d dates n a s r e b num heck. c o t t x e t look at the
e tis c ra p to ts x te s se u ity tiv ac ly e This liv . g tin ri w d an g in n te lis , g in ak e sp , g in read copies of the te walls of the classroom (or even the school building).
• P ut the learners in pairs. the learners in of e on r fo is aim he T • each team to walk (or run!) to read the text on the wall. They memorise some of the text (three or four words), return to their partner and dictate what they remember. Their partner writes the text.
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roles when • L earners swapou the teacher sh ts ‘Change!’ Over several turns they build the whole text.
• T he winner is the team that finishes first.
eir writing with th re pa m co s er rn ea L • . the text and make any corrections next part of the e th r fo xt te e th se U • t lesson; for example, questions abou the text, a discussion.
For more examples of similar exercises, please visit:
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................ ................ T h is ................ a c t iv i t ................ y ................ h e lp s ................ le a r n e u. . .nderstand new vocabula. . . . . . . . . . . . . . . . . . . . . . . . . . r. .s. . . .t.o . . . . . ................ ry in a text. ................ ................ ....... ................ ...
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................ ........... le a . . . . . .r. n h . .e o . . r. . .c o they have jus . . . . . . . . s. .e. . s. . .fi. .v. .e. . .n. .e. .w . . . .w . . .o. .r.d . .s . . .f.r. o t read. . . .m . . . .a. . .t.e . .x . .t. .t. h . . at
. . . . . . . . E. .a. .c. .h .. ................
• In pairs, learners com ................
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................ p ................ a r e t h e ir fi ................ v . . . . . . . .e. .x. .p e la w in o o r d r s . . . . . . . . . . . . . t. r. .anslate a . C a n t h e y they choose . . . . . . . . . . . . . . .n. .y. . .o. .f. .t.h. . e. . ir p a r t n e . . r . ’s . . . . . . . . . . . . . . . . words? five words fro . . . . . . . . . . . . .T . .h m ..e . . .n. . . . . . . . . . . . . t h e ................ ir c o m ... bined list of te ................ . . . n . . • Pairs join to make. .g. .r. o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ups of four. L ................ e t r a . . . . . . . .a. .n. .d a r n e ....... r s t e c . . . . . . . .n. .s. la o o m r e p a p r . . . . . . . . . . . . . .x e la in w o if r d p s . . . . . . . . . . . . . . . .ossible, as choose five w . . . . . . . . . . . . . . . . before. A ords from e. .y. . their combine. . . . . . . . . . . . . . . . . g ..a . . in . . . . t. h . . . ................ .......... d li st of ten. ................ . . . • Each group write.s. . .t.h. .e. . . . . . . . . . . . . . . . . . . . . . . . . . . . ir five words o . . . . . . . . . . . . . . . . . . . . . . . n the board. . . . . . . . . . . . . . . . . . . . ................ . . . . . . . . . . • Learners ex.p. . la. . .in. . . .a. .n. .y. . . . . . . . . . . . . . . . . . . . . . . of the words. . . . . . . . . . . . . . . . . . . . . . t h e t they know to. . . . . . . . . . . . . . . . . . . . . . e a c her c n expla ................ the class; . . . . . . . . . . . . . . . . . . .a in . . . . . . . . . . . . . . . . any that are left ................ . ....
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Running dictation
text. Put several • C hoose a short xt up around the
Words in a te xt
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The Teac
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her
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The maga zine for te achers ev erywhere THIS WE EK’S HO T TOPIC
ANY BOA RD
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N BE A S Hi, We w MART B anted to in OARD! terview y Teacher b o ec u your board ause people keep te for The demonstra ll ting acti what you work is great! Tell ing me vities th use the bo u at they’r s a bout ard for in e re Maria: H a ll y c h la e lp s s s es. a want them for that. I mean, famous? N , ha! My board ima to do a surv o work is ey, then I gine I usual thin , I probably use it draw the gs fo board, bri day so the really; I put up a me r all the ng a coup y know w nu for the le front of th ha try to stay e class, an of students out in organised t they’ll be doing. I d in front o they do th about reco language f e on rd them unde everyone. That re activity it down fr it because I know ing new ally helps rstand wh om there. they copy at to do. Q: They’v e told me y write a lo ou let you to rs do they do n the board in gene tudents ral. What ?
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