Second Life Writing to and Reading From Notecards

After Reading Activities

1 of the skills to teach in the foreign language classroom is Reading. With the development of applied science and with the irresolute interests of people it can exist quite a challenge to make the acquisition of this skill interesting, fun, motivational and educational at the same time.

Students generally prefer video watching, talking, even listening, hence, Reading and Writing are getting less and less attention in our classrooms. This brings us to the bespeak of students non having enough practice in the mentioned skills and lacking the experience when faced with situations they need to use it ( school exams, international exams, academic tasks, etc. )

Today we will talk near some postal service reading activities that can ease the 'hurting' of reading and keep students motivated and interested while doing so.

Comprehension questions

All strange language textbooks, the Internet, or whatsoever possible resource you tin notice that suggests a text for  a foreign linguistic communication learner is rich in activities like this.

There are basically two types of comprehension questions — True and Fake (T/F) and open ended . If you ask me, this is an effective fashion of checking understanding, it helps the students to form skills necessary to pass international English linguistic communication exams ( IELTS, Toefl, etc. ) by drawing the respond from the text. Still, it is not fun at all to answer a listing of questions the answers to which you can notice merely by identifying some key words in the questions and looking for them in the text, not to mention the fact, that some students directly copy and paste the answers form the text without paraphrasing and/or analysing the context.

What can we exercise instead?

1. If you decide to choose T/F types of questions, make sure the students back up their answers past facts from the texts. They will need to tell you why the reply is true, what makes them think and so, which information from the text supports their answer. The key here, is to tell them not to utilise the exact wording of the text, but to paraphrase the answer using their active vocabulary. This will help them pick the key words from the text and put it in a more natural, self-generated context.
2. If you lot want to stick to the comprehension questions, try to create an appropriate amount of claiming for the students. Avert super easy questions (considering the level of student language competency of course) similar " When did he stop the book? " (LAST WEEK). Instead, effort to create questions that will make the students look deeper in the text, not only for names and dates. E.one thousand. "How did he feel subsequently finishing the story and why? ". In this case students can detect the 'how' in the text and use their ain language to explain the why. Basically, what you lot need to practice is to get the students to think about the text and try to analyze it.
3. Another interesting blazon of activity is to enquire the students to terminate the sentences later reading a text. If your text was virtually e.g. John's last holiday , you can employ a question like this: " When John bought the tickets he suddenly realized… ". What you do hither, is to dispense the text and encourage the students to paraphrase the story using their own words/language. You can make this more than challenging, by dividing the students into ii or 3 groups and tell them that they volition need to come up with the closest possible wording to the text when continuing the sentence without actually looking back at the text. This exercises students' retentivity, gets them utilise the central words from the text and triggers their competitiveness. We all know that contest tin bring the silent classroom to life 🙂
4. Another interesting competitive game can exist "Who wants to be a Millionaire" . Hither the students volition need to play in two teams. One member from each team volition sit adjacent to the teacher and take turns to reply the questions about the text. The one who answers correctly scores points for the team and can earn a prize at the discretion of the teacher. You can even place a buzzer/a bell for them on the table to hit if they think they know the respond to the question.
5. Another nice thought is to ask the students to create questions near the text themselves. To practise this, you lot volition need to divide the students into groups of 2 or three and time them to generate as many comprehension questions as possible. Next you can gather the questions, regroup the students and distribute the questions back for them to comment on. Later you lot tin choose some actually good questions the students had come up with and ask for open class feedback (OCFB) to summarize the text.
6. Students put paragraphs, pictures continued to the story, events in the right lodge. Students might likewise lucifer pictures and sentences from the text or characters and their statements.

Retelling the text

A really absurd activity I accept been using for a very long time is retelling the text on behalf of the characters involved. This makes the reading procedure more fun, as the students need to remember and filter the data they are going to share. When the students are washed reading, assign a character form the text to them and ask them to tell the story in open grade/in groups (depending on your grade size) from the bespeak of view of that graphic symbol. This works very efficiently in all age groups. For immature learners y'all can choose fairy tales/stories. My personal favourite is the " Little Red Riding Hood ". Students have major fun in retelling the story from the perspective of the wolf, the grandmother, the hunter, etc. Same can be done for book reading sessions. I have been using " The Boy in the Striped Pajamas " recently and it is working merely fine. For adult learners it can exist whatsoever Business related text.

Acting out

A similar activeness to the in a higher place mentioned one is the interim out of the story. When the students finish reading a passage, a story, or a book ask them to pretend to be the characters from the text and deed out a farther dialogue, permit's say a coming together after 10 years in the aforementioned spot. This can get very artistic and fun in all age groups.

Irresolute the Story

Another really creative matter you can do is request the students to read the story, summarize information technology in open class (what the story was about) and change the ending of the story. To practise this, you will need to put the students in pairs, fourth dimension them for ten-12 minutes and ask them to change the ending of the story in as much creative style as they can. You lot can claiming them more and assign different tasks to different pairs; Pair 1 will need to create a happy ending, Pair ii — a sad one.

Well, here were some ideas that you can definitely try and see how they heave the motivation and interest towards the reading slot of the class. The students get really excited to run into what you accept decided to pull out that twenty-four hours.

Anyway, whatsoever you do, make certain though that the target vocabulary from the text is beingness used past the students and that they have learnt some new phrases and words by the end of the slot.

ESL senior trainer with eight+ years of teaching experience, specializing in ESP (Medical, IT, Financial, Business concern English), class content creator, CELTA certified trainer, PTE examiner

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Source: https://skyteach.ru/2020/03/12/after-reading-activities/

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