Yesterday morning, I went to see Felicity O’Dell talk about what makes a good task in the ELT classroom. She was focused on learning, not testing (though this is often what ‘tasks’ are associated with). Continue reading →
A colleague came to me today asking for some tips for spicing up coursebook reading texts a bit. I happen to know she already does lots to make her lessons interesting and engaging, but she wanted some more ideas for working with the actual text itself, not leading up to it or following on from it (which she already had plenty of ideas for), and preferably ideas which require no extra prep before the lesson. So here are some of the things that came out of our discussion and that I thought were worth sharing.
1. Get students to read the text in reasonable detail then write their own comprehension questions for each other. (Works better if students have different texts to start with, then swap.)
2. Give students the answers to the comprehension questions in the coursebook (and hide the corresponding questions). They then read the text and write the questions to go with the answers; then compare with those in the book.
3. Get students to cover a small part of the right-hand side of a paragraph/column of the text (thereby cutting off the 3 or so words at the ends of the lines but leaving the majority of them visible on the left-hand side) and try to reconstruct it from what they can still see. Not good for the first time reading the text, as they’ll really need the overall context to make sense of what’s left after they’ve covered it up, but a challenging task nevertheless, working with parts of grammatical, logical sentences and filling in the blanks from co-text and context.
4. Get students to cover up the beginning/end/middle of the text and fill it in with their own ideas based on what they can read in the other remaining parts. Then they read and see how their versions compare.
5. Pick out ten key words from the first paragraph/section, give them (in the same order as they appear in the text) to the students, and get them to predict what they think the text will be about. Then they write the introductory paragraph, including those words (in order), then compare with the one in the book. Then they predict what will come next in the text, then read and check.
6. Read the text aloud to the students and just let them listen, without a task or a sense of being ‘tested’ – the same way they often listen to any anecdotes their teacher or other students tell them. Then they recount to each other what they remember; then read and check if it tallies with what they thought they’d understood from the listening version. This is a nice activity to suit different learning styles (audio/visual) and encourages students to listen and read in a more natural, relaxed way, just picking up what they can at first, then going over it again to consider the key points and fill in the gaps in their knowledge.
7. Start the lesson with the reading text. Do whatever kind of comprehension task you fancy. Flesh it out and follow it up afterwards, e.g. with spoken/written work leading on from the language/topic of the text, and right at the end of the lesson, revise what students remember from the text, particularly about the flow of ideas (try grouping their ideas according to the paragraphs in the text), then let them read it again to check if they remembered things in the right order. This is a nice way to familiarise students with the ordering and structure of written texts and is a bit less pressured than doing several subsequent comprehension tasks together, then moving on to something else.
That’s all. Like I said, maybe nothing ground-breaking, but several simple ways to spice up coursebook reading texts with little to no preparation required from the teacher.
Would be happy to hear from anyone who tries these ideas on whether they worked for you, or if you can recommend improvements to the procedures suggested here.