Spring has arrived here in Oxford, and Easter is on the horizon – it’s a perfect time of year to bring some seasonal activities and worksheets into your language learning classroom. Our former contributors Vanessa Esteves, Julietta Schoenmann, and Christopher Graham have come up with a range of Easter-themed lessons for young learners and secondary level learners through to adult learners that we hope you’ll enjoy.
Young Learner Resources:
Secondary Resources:
Adult Resources:
Philip Haines is originally from London, England but lives in Mexico City, where he has been working as a teacher and teacher trainer since moving there in 1995. He is an author/co-author on several ELT series published in Mexico, in the primary, secondary and adult segments. Philip works as the Senior Academic Consultant for Oxford University Press Mexico.
In most ELT classrooms there are at least a few students who do not particularly like reading. There are many possible reasons for this, but one factor is that students often do not find the act of reading in the classroom very engaging, despite potentially interesting content. Teachers often capture students’ interest with pre-reading and post-reading activities, but when it comes to the actual process of reading some students are simply not engaged.
A common while-reading activity is to have one student read aloud while the rest of the students follow along in silence. While this way of working has some merits, it also has its drawbacks. It can be both stressful and boring at the same time. It can be stressful for the individual student who is reading aloud and it can be boring for all the other students who are listening and following along in silence.
Below are 25 while-reading activities that reduce the potential stress and boredom described above. These activities are designed for classes where all the students are working with the same text. It must be pointed out that these activities do not always lead to maximum comprehension, but we sometimes need to sacrifice this for the benefits of more engaged, participative and motivated students.
The activities are based on four principles:
The activities have been categorized by how the students are grouped:
The activities have also been categorized by the kind of response students need to give.
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Perform actions |
Stand up / sit down – The teacher chooses six words from a chosen section of the text and writes these on the board. Each student chooses three of these words and makes a note of these in their notebook. The teacher read the chosen section of the text aloud and students read along in silence, but stand up and then quickly sit down again every time they hear/read their chosen words. |
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1 |
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Perform actions |
Stand up / sit down – The teacher chooses six words from a chosen section of the text and writes these on the board. Each student chooses three of these words and makes a note of these in their notebook. The teacher read the chosen section of the text aloud and students read along in silence, but stand up and then quickly sit down again every time they hear/read their chosen words. |
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2 |
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Perform actions |
Perform the action – The teacher chooses some important/common words from the chosen section of the text. Students and the teacher decide on a specific action to perform for each of the chosen words. The teacher read the chosen section of the text aloud and the students listen and read in silence, but perform the appropriate action whenever they read/hear the corresponding word. |
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3 |
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Perform actions |
Click / clap – The teacher reads the chosen section of the text aloud and students read along in silence. Every time they teacher gets to a full stop/period the students clap their hands once. Every time the teacher gets to a comma the students click their fingers once. |
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4 |
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Perform actions |
Follow with finger – The teacher reads the chosen section of the text aloud and students read along in silence and follow along with a finger. The teacher can check that every student is following the text by seeing where their finger is on the page. |
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5 |
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Underline |
Fill in the blank – The teacher chooses and circles several words in the chosen section of the text. The teacher read the chosen section of the text aloud, but says ‘blank’ in place of those chosen words. Students listen and follow the text at the same time and underline the words that were substituted with the word ‘blank’. Students then compare with each other and check with the teacher. |
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6 |
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Underline |
Spot the missing words – The teacher chooses and circles several words in the chosen section of the text that can be omitted without the text sounding strange. The teacher reads the chosen section of the text aloud but misses out the circled words. The text needs to be read in a natural way so that it flows and sounds normal. Students listen, follow the text and underline the words that were omitted. Students then compare with each other and check with the teacher. |
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7 |
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Underline |
Spot the mistakes – The teacher chooses and changes several words in the chosen section of the text. The teacher read the chosen section of the text aloud and the students read along in silence and underline the words they think the teacher has changed. Students then compare with each other and check with the teacher. |
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8 |
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Underline |
Secret message – The teacher selects some words from the chosen section of the text so that the first letter of each of these words spells out a secret word or short phrase. The teacher reads the chosen section of the text aloud and students listen and read along in silence. However, every time the teacher comes one of the previously selected words the teacher substitutes the word with a funny noise. The students need to underline each of these words. The students then need work out the secret message. |
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9 |
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Say parts of words |
Finish off words – The teacher reads a chosen section of the text aloud and the students listen and read along in silence. However, every now and then the teacher says only the first one or two syllables of a word and then pauses. The students need to say the missing parts of the word in chorus. The teacher continues reading once the students have completed each word. |
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10 |
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Underline and say parts of word |
Say only that part of the word – The teacher chooses a feature of word morphology that is common in the chosen section of the text. This could be the plural ‘s’, ing-endings, ed -endings, –tion, etc. The students go through the section of the text and underline all the examples of that feature of language. The teacher then reads aloud and the students need to call out in chorus only that part of the word at the same time as the teacher reads it. |
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11 |
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Say words |
Banana – The teacher reads the chosen section of the text aloud and the students listen and read along in silence. Every now and then the teacher substitutes a word in the text with the word ‘banana’. The students need to call out the word from the text that was substituted . Special thanks to Quyen Xuan Vuong for sharing this activity. |
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12 |
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Say words |
Say only those words – The teacher chooses and identifies about four or five words that appear frequently in the chosen section of the text. The teacher writes these words on the board. The teacher reads the section of text aloud and students listen and read in silence, but say only the chosen words in chorus as the teacher reads them. |
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13 |
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Say words |
Every third word – The teacher starts to read the chosen section of the text aloud and students listen and read along in silence. However, the teacher reads only the first two words and the student need to say the third word in chorus. The teacher then reads the next two words and then the students say the sixth word in chorus. This continues until the end of the chosen section of the text. |
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14 |
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Say words |
What’s the next word? – The teacher reads the chosen section of the text aloud and students listen and read along in silence. However, every now and then the teacher stops reading aloud and the students need to read the next word in the text in chorus. Once the students have said the word, the teacher continues reading but stops every now and then and the students need to say the next word in chorus. This continues until the end of the chosen section of the text. |
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15 |
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Say words |
One word at a time – Students take turns reading one word at a time around the group until the end of the chosen section of the text. |
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16 |
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Underline and say words |
Alphabet words – The teacher assigns each member of the group different letters of the alphabet; so that all the letters of the alphabet are assigned and so that each student has several letters. Each student needs to look through the chosen section of the text and underline all the words that start with their assigned letters. Then the group reads the chosen section of the text aloud, but each student only says his/her corresponding words. |
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17 |
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Say phrases |
Listen, read and repeat – The teacher selects a short section of the text. The teacher read the section aloud one short phrase at a time. After reading each phrase the whole class repeats in chorus. This continues until the end of the chosen section of the text. |
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18 |
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Say phrases |
Finish off the sentences – The teacher reads the chosen section of the text aloud to the class. Before the end of some sentences the teacher stops and the whole class has to read the rest of the sentence aloud in chorus. |
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19 |
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Say phrases |
Sentence tennis – The teacher chooses a section of a text with two paragraphs of similar length. One student is assigned the first paragraph and the other student is assigned the second paragraph. The first student reads part of the first sentence aloud but stops part of the way through whenever they want. The other student has to listen and read in silence, but read the rest of the sentence aloud from where the first student stopped. This is repeated for the rest of the paragraph. For the second paragraph the students swap so that the second student starts reading each sentence. |
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20 |
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Say sentences |
Every third sentence – The teacher divides the whole class into three groups. The groups are called 1, 2 and 3. Group 1 reads the first sentence aloud in chorus, group 2 then does the same with the second sentence, and group 3 does the same with the third. Group 1 then reads the fourth sentence and this continues until the end of the chosen section of the text. |
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21 |
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Say sentences |
Dice sentences – The teacher divides the whole class into six groups and assigns the numbers 1-6 to the groups so that each group has a different number. The teacher roles the dice and all the students in the group with that number read out the first sentence in chorus. The teacher roles the dice again and the corresponding group reads the second sentence in chorus. This continues until the end of the chosen section of the text. |
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22 |
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Say lines of text |
Secret lines – The teacher chooses a section of the text with enough lines of text for every student to have one or two lines each. The teacher assigned one or two lines to each student in a random order. The could be by handing out numbers at random to each student or by cutting up a photocopy of the text and giving out a line or two of text to each student. Each student identifies their lines in the original text. The whole text is read in the correct order by each student reading their line(s) of the text aloud. |
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23 |
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Say sentences |
Nominate next reader – One student reads the first sentence aloud from the chosen section of the text and the rest of the group listen and read along in silence. When the student finishes the sentence, he/she nominates the next student to read aloud by saying the name of that student. That student then reads the second sentences aloud and then nominates the next reader. This continues until the end of the chosen section of the text. |
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24 |
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Say sentences |
One sentence at a time – Students take it in turns to read one sentence at a time around the group until the end of the chosen section of the text. |
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25 |
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Say sentences |
Fizz / buzz / bang – The teacher selects three words which appear frequently in the chosen section of the text. The teacher writes these three words on the board and next to the 1st word write ‘fizz’, next to the 2nd words writes ‘buzz’, and next to the 3 rd word writes ‘bang’. Students then take it in turns to read one sentences at a time and substitute the selected words with ‘fizz’, ‘ buzz’ or ‘bang’ as indicted on the board. |
Dr. Richard R. Day is a Professor at the Department of Second Language Studies, University of Hawaii. He has authored numerous publications, particularly on second language reading, including Bringing Extensive Reading into the Classroom (co-author).
Extensive reading is based on the well-established premise that we learn to read by reading. This is true for learning to read our first language as well as foreign languages. In teaching foreign language reading, an extensive reading approach allows students to read, read, and read some more.
When EFL students read extensively, they become fluent readers. But there is more. Studies have established that EFL students increase their vocabulary, and become better writers. We also know that reading extensively helps increase oral fluency—listening and speaking abilities. Finally, students who read a lot develop positive attitudes toward reading and increased motivation to study English. So there are some excellent reasons for having EFL students reading extensively.
Let’s now look at what extensive reading is by looking at four of its key principles*:
For extensive reading to be possible and for it to have the desired results, students must read books and other materials that are well within their reading competence—their reading comfort zone. In helping beginning readers select texts, I believe that more than one or two unknown words per page might make the text too difficult for overall understanding. For intermediate learners, appropriate texts have no more than three or four unknown or difficult words per page.
I recognize that not everyone agrees with using easy materials. Many teachers believe that learners must read difficult texts; they also believe that students need to be challenged when learning to read. Perhaps they think that reading difficult texts somehow gets them used to reading materials written for first-language reading.
This is a mistake. Of course, our goal in teaching students to read is to have them read literature that is written for native readers. But we should not start with that goal! We need to start with books and material that have been especially written for beginning and intermediate levels of reading ability. They have to read texts they find easy and enjoyable as they learn to read.
For an extensive reading program to succeed, students have to read. So it is critical to have a large number of books on a wide variety of topics to appeal to all students. Such a library will include books (both fiction and non-fiction), magazines, and newspapers. There should be materials that are informative, and materials that are entertaining.
Allowing students to select what they want to read is key. Again, this is related to the basis of extensive reading: we learn to read by reading. Students are more likely to read material in which they are interested. So it makes sense for them to choose what (and where and when) to read.
In addition, students should also be free, indeed encouraged, to stop reading anything that isn’t interesting or which they find too difficult.
The most crucial element in learning to read is the amount of time spent actually reading. We have to make sure that our students are given the opportunities to read, read, and read some more. This is the “extensive” of extensive reading, made possible by the first three principles.
How much should we ask our students to read? The quick and short answer is, As much as possible! I usually set reading targets for my students. For example, for beginning EFL readers, the minimum is one book a week. This is realistic, as language learner literature for beginners (for example, graded readers) is short. Some teachers set their reading targets in terms of time. For example, students must read for 60 minutes each week.
To finish, let me repeat this important fact: we learn to read by reading. There is no other way. Extensive reading helps students become readers.
References:
Day, R. R. and J. Bamford. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language 14/2. http://nflrc.hawaii.edu/rfl/October2002/
Thomas Healy is an Assistant Professor in the Intensive English Program at the Pratt Institute, New York City. A full time instructor, he presents regularly on how to adapt traditional classroom materials to meet the needs of the Selfie Generation, and how to use widely available and easy-to-use digital tools in language learning.
Today, he previews his upcoming webinar ‘Reading Skills for the Selfie Generation’ with a short vlog outlining his approach.
The “Selfie Generation” interacts with reading materials in profoundly different ways compared to previous generations. Learners are now challenged by both print and interactive, digital text. How can we build their traditional reading skills while improving their digital literacy?
– Learn how to make your materials and classroom activities more interactive using easy-to-use an affordable computer applications
– Even non technologically minded instructors will come away with ideas that are easy to implement
In this free-to-attend webinar, you can expect to –
If you’d like to attend the webinar or receive a recording of one of the sessions, simply register at the link below.
Andrea Sarto is the author of Football Forever, a NEW Dominoes graded reader available now. He was born in the UK but has lived and worked in several different countries as an English-language teacher, trainer and editor. By his own confession, he probably reads too much.
I have this habit when I start a book.
Maybe ‘habit’ is the wrong word. It’s more of a strategy. First, I have a really good look at it – judge it by its cover. Next I’ll read the first line, word by word. Then I’ll read the first chapter, twice. Sometimes I’ll read it more than twice.
Why? Basically, it’s because I enjoy it. I want to savour it. It’s such a treat to tune yourself into a new story – the style, the sense of place and character that the author is creating. That’s why I take it slowly. It’s all about anticipation. You never quite know what’s going to happen.
In this respect a graded reader is no different, especially when it’s an original story. Encouraging students to read in English can provide massive benefits to their language learning. There are so many academic studies which prove just that … but how exactly do we do it? What’s the secret?
First, and most importantly, it’s about the topic. I don’t know about you, but I’m not interested in everything under the sun. Some things I sort of like, but other things I’m really passionate about. If you can find out what your students are passionate about – be it football or music or vampires or time travel – then that’s half the secret. Because there’s bound to be a book or text in English about it. And that book or text is going to tell you something else about your passion – something you didn’t know before. In that sense, English is just a conduit for students to find out more stuff about what they like (and the world it’s part of).
The second secret is getting the level right. Who wants to read with a book/device in one hand and a dictionary in the other? OK, fine if we encounter the odd word we don’t understand – it still happens to me and I’ve been learning English for over forty years! But students want to lose themselves in the experience, and they can’t do it if they keep tripping over words they don’t know. So the book needs to be of a slightly lower level than the students’ own language level. It’s not rocket science. (There are books about rocket science, too, though.)
Thirdly, it’s about taking it slowly, or rather in stages. We need to help students to find a way in … or a way out if it comes to that. Only the bravest can plunge in without any preliminaries; the rest of us like to take our time. And here’s where my ‘habit’ comes in. I’m about to spell out one tried-and-tested approach for using graded readers inspired by it …
So you’ve assembled your library of graded readers. (Incidentally, most publishers do a deal where you can get a collection of topics and levels for a discount instead of buying them one by one.) Here’s what you do next:
