ESL Reading Activities - Pre-reading tasks

Guessing the story from chapter headings, or random word within the story,
or predicting what will happen from the pictures.

Ordering sentences from the story. Choose random sentences which may- or
should - contain new vocabulary. This will give you an opportunity to preteach the vocabulary, and give the students an immediate opportunity to
receive follow-up practice and reinforcement. The sentences should not be
written in the order they appear in the story/reader. The students must place
the sentences in what they think is the correct order.

When they actually come to read the story or passage of text, they can check
to see if they had chosen the correct order. If not the students can put the
sentences in order after reading.

Playing With Words Choose either new or difficult vocabulary from the story.
Pre-teach it, or review it in questions with the students. Then play with the
new words. ESL reading activities provide an excellent opportunity for
teaching English vocabulary.

Games such as tic-tac-toe [noughts and crosses] work well. You can ask
questions with the words chosen, or the students can make sentences with
the chosen words. Be careful with this if the vocabulary is really new, as
making sentences is quite hard without exposure to the word in its natural
environment.

Another option is to put the new vocabulary into interesting questions. Then
have the students ask you the questions, giving you the opportunity to model
answers for them. Then put the students into pairs to ask and answer the
questions. Then ask for feedback: "Fiona, what did Tom say?"

ESL Reading Activities - While reading

Questions are the most commonly set ESL reading activity. Usually
comprehension questions based on the text. I recommend no more than two
or three comprehension questions. Most coursebooks provide these, but you
can easily write your own if necessary. A lot of comprehension questions is
counterproductive, taking time away from more profitable activities.

In addition to a couple of comprehension questions, it is practice to add a

conversation type question that is relevant for the students. For example:
how they would deal with a similar situation.

Ordering Activities As mentioned in the pre-reading activities, students can

be asked to order a set of sentences, or events from the story. Or ordering the
sequence of advice, or instructions in a non-fiction text.

Choosing Titles from a list of possibilities can show whether the students have
understood the overall theme of the text. The titles should be worded in such
a way as to make the students think about the overall meaning. One of the
titles could focus only on one paragraph, for instance.

Finding Information is one of the more common ESL reading activities. Really,
this just means asking questions - as was discussed above. Here, however,
the students are scanning for particular facts. Tell the student that you are
only interested in them finding this particular information quickly. A more
intensive reading of the text can take place after, if you wish.

Making Questions One of the simplest ESL reading activities, providing the
text contains enough numbers, prices, dates or any other numerical data.
Write the numbers that appear in the text on the board, or in a photocopy.
Ask them to write - &/or say - the question that the number is the answer to.
This is suitable for all apart from young children.

ESL Reading Activities - Post-reading tasks

Role Plays If the text is in the form of a dialogue the students can act out the

parts. This is especially effective if the story - or part of it - is a strip-cartoon.

In other texts students can be given roles based on characters in the story.
Or, in the case on non-fiction, roles related to the situation of the text.

Retelling the Story This can be done from the point of view of one of the
characters, or from a more impersonal perspective. It can help to list the
important verbs from the text in the present tense. The students can then
retell the story, changing the verbs into the past tense.

Character Studies This works well when using a class reader. Choose some of
the main characters from the story. Create a grid on the board [or
photocopy]. Write the names of the chosen characters along the top. Then
write personal information down the left hand side. For example: age,
interests and hobbies, education, family background, problems in life,
ambitions... In pairs or small groups, the students can discuss their answers.
When finished it can be interesting or amusing to compare the ideas from the
different groups.

Which Character? This also works well when using a class reader. Copy
descriptions of characters from the book, blanking out their names. Write the
names of many of the characters from the book on the board, or on the
photocopy. Students need to match the names and descriptions.

Continue the story This can be done orally first, then as a writing exercise.
The writing can be done in the class or as homework. Often it works well to
begin the writing in class to make sure the students have the right idea, and
then continued for homework.

Four exercises in prewriting:

Focused Free writing
Use a blank paper or computer screen and set a time limit of 5 - 15 minutes
Summarize the topic in a phrase or sentence;
generate a free flow of thought
Write anything that comes to mind, whether on topic or off, for the period of

time you chose,

Don't pause, don't stop.
don't rush; work quickly
Don't review
what you have written until you have finished
At the end of your time, refer back to the beginning:
Rephrase the initial topic
Repeat a word, phrase, or important thought or emotion that makes sense.
Review:
are there words or ideas you can grab onto for the topic?
Is there a main idea to this sequence of ideas?

Brainstorming:
Use a blank paper or computer screen and set a time limit of 5 - 15 minutes
Summarize the topic in a phrase or sentence;
generate a free flow of thought
Write down everything that comes to mind to generate a free flow of thought:
Think of ideas related to this topic, the crazier the better: be wild and amuse
yourself; eliminate nothing
Make up questions and answers about the topic, no matter how strange: Why
am I doing this? What could be interesting about this to me? Why don't I like
this? What color is it? What would my friend say about it?
Review:
are there words or ideas you can grab onto for the topic?
Is there a main idea within this sequence of ideas

Mind mapping

Think in terms of key words or symbols that represent ideas and words
Take a pencil (you'll be erasing!) and a blank (non-lined) big piece of paper or
use a blackboard and (colored) chalk
Write down the most important word or short phrase or symbol in the center.
Think about it; circle it.
Write other important words outside the circle.
Draw over-lapping circles to connect items, or use arrows to connect them
(think of linking pages in a web site)
Leave white space to grow your map for
further development
explanations
action items
Work quickly
without analyzing your work

Example During Writing Task

You will write a short story that tells your reader about your latest winter
vacation. It will describe in some detail - the more interesting the better what you did, where, and how it went. After you are finished composing your
short story, make sure to re-read your story and run through the self-editing
checklist! In the meantime, follow these steps to begin your masterpiece!

Write a paragraph that explains a) where the story takes place, b) who was
there, and c) what was the funny event that happened.
Write 2-3 paragraphs a) about what happened before, during and after this
event or b) add descriptions of the main characters that explain why this
event was funny.
Provide details that make the story interesting for your reader (make sure
they want to read it!).

Start with a hook, have a clear beginning, middle and end (a complete story
arc) in your narrative.
Add phrases to make the story flow smoothly (cohesion markers, pronouns,
conjunctions)
Eliminate "fluff" (unnecessary or redundant details)
Review your story for fluidity, vocabulary, grammar, style and mechanics.

Post-Writing
We define post-writing as the step in the writing process where the written
text is shared with other audiences, such as a peer-editor or the instructor or
even with the general public.

The basic components of post-writing activities:

Re-read your story, make sure sentences make sense.

Add phrases to make the story flow smoothly (cohesion markers, pronouns,
conjunctions).
Eliminate "fluff" (unnecessary or redundant details).
Proofread for spelling, vocabulary, grammar (checklist).
Edit your paper (peer-editing, post-teacher editing).
Share with audience (website, print, etc.).

Use pre-listening activities to prepare students for what they are going to
hear or view.

The activities chosen during pre-listening may serve as preparation for

listening in several ways. During pre-listening the teacher may

assess students' background knowledge of the topic and linguistic content of

the text
provide students with the background knowledge necessary for their
comprehension of the listening passage or activate the existing knowledge
that the students possess
clarify any cultural information which may be necessary to comprehend the
passage
make students aware of the type of text they will be listening to, the role they
will play, and the purpose(s) for which they will be listening
provide opportunities for group or collaborative work and for background
reading or class discussion activities
Sample pre-listening activities:

looking at pictures, maps, diagrams, or graphs

reviewing vocabulary or grammatical structures
reading something relevant
constructing semantic webs (a graphic arrangement of concepts or words
showing how they are related)
predicting the content of the listening text
going over the directions or instructions for the activity
doing guided practice

Match while-listening activities to the instructional goal, the listening

purpose, and students' proficiency level.

While-listening activities relate directly to the text, and students do them do

during or immediately after the time they are listening. Keep these points in
mind when planning while-listening activities:

If students are to complete a written task during or immediately after

listening, allow them to read through it before listening. Students need to
devote all their attention to the listening task. Be sure they understand the

instructions for the written task before listening begins so that they are not
distracted by the need to figure out what to do.

Keep writing to a minimum during listening. Remember that the primary goal
is comprehension, not production. Having to write while listening may distract
students from this primary goal. If a written response is to be given after
listening, the task can be more demanding.

Organize activities so that they guide listeners through the text. Combine
global activities such as getting the main idea, topic, and setting with
selective listening activities that focus on details of content and form.

Use questions to focus students' attention on the elements of the text crucial
to comprehension of the whole. Before the listening activity begins, have
students review questions they will answer orally or in writing after listening.
Listening for the answers will help students recognize the crucial parts of the
message.

Use predicting to encourage students to monitor their comprehension as they

listen. Do a predicting activity before listening, and remind students to review
what they are hearing to see if it makes sense in the context of their prior
knowledge and what they already know of the topic or events of the passage.

Give immediate feedback whenever possible. Encourage students to examine

how or why their responses were incorrect.

Sample while-listening activities

listening with visuals

filling in graphs and charts
following a route on a map
checking off items in a list

listening for the gist

searching for specific clues to meaning
completing cloze (fill-in) exercises
distinguishing between formal and informal registers

Presenting a listening activity goes in three stages . In each stage there are
some steps that should be followed:

#1. Pre-listening stage:

* Prepare pupils for the listening activity by:

1- Introduce the topic of listening; say the title of the topic.

2- Activate pupils existing knowledge; lead discussion around the topic to

elicit what pupils already know about the topic and what they need to know
or what information they anticipate to listen to.

3- Build prior knowledge; provide appropriate background information about

the speakers, the topic, concepts and vocabulary embedded in the text and
motivate pupils interest to listen.

4- Define a purpose for the listening activity; ask a pre-question pupils think
of its answer while listening or identify a task for pupils to complete during
listening.

#2. During listening stage:

* Pupils listen to the text at least twice:

1- The first time allows pupils to answer the pre-question, get a general idea
about the topic and verify the accuracy of their predictions.

2- The second time and subsequent times help pupils to derive the
information they need to complete the tasks identified in pre-listening stage.

* Examples for some tasks to be done during listening:

1- Answering some questions on specific information in the listening text.

2- A map chart/graph pupils complete as they listen.

#3. Post-listening stage:

* Pupils act upon what they have heard to give evidence that they
understood the text.

* Examples for some post-listening tasks:

1- Summarize the main ideas of the listening text either orally or in writing.

2- Write a composition based on the material acquired during listening.

3- Outline the material they listened to in writing using charts, diagrams, etc

The importance of teaching reading:

Teaching reading in the English language course should include the following
set of learning goals:

1- enable students to read a wide range of texts in English.

2- develop awareness of the structures of the written English texts.

3- develop the ability of criticizing the content of texts.

4- practice different types of reading according to the purpose of reading.

5- exposing students to different types of texts to build solid knowledge of the

language and to facilitate reading in the future.

Four types of reading:

1- Skimming: reading for the gist or the main idea of the text.

2- Scanning: reading to find specific information.

3- Extensive reading: reading for pleasure and general understanding.

4- Intensive reading: reading for getting the details.

A good reader:

Reading research shows that a good reader should:

1- be able to read extensively as well as intensively.

2- integrate information in the text with existing knowledge.

3- be able to use the two models of reading in processing a text.

4- be able to skim or scan a text depending on what he reads and the

purpose of reading.

5- read for a purpose. His reading serves a function.

Why a person reads? A person may read in order to:

1- gain information.

2- verify existing knowledge.

3- criticize the writers ideas or the writing style.

4- enjoy oneself.

5- get specific information.

Three models of reading:

1- A bottom-up model: it emphasizes part-to-whole processing of a text.

According to this model the readers should:

* identify sounds.

* recognize letters.

* link sounds.

* combine letters to recognize spelling patterns.

* link spelling patterns to recognize words.

Then proceed to sentence, paragraph and text-level processing.

2- A top-down model: it suggests that processing of a text begins in the mind

of the reader by driving the meaning. According to this model the readers
should:

* comprehend the text even though they dont recognize each word.

* read primarily for meaning rather than mastery of letters, letter/sound

relationships or words.

* use the whole meaning and the grammatical cues to identify unrecognized
words.

* use meaning activities rather than a series of word recognition skills.

* read sentences, paragraphs and whole texts.

* gain the most amount of information through reading.

3- An interactive model: this model emphasizes the interaction of bottom-up
and top-down process simultaneously through the reading process.

1- Stage One: Before reading ( pre-reading ):

* establish a purpose for reading ( e.g. answer a pre-question )

* activate prior knowledge.

* present new concepts and key vocabulary.

* ask students what information they predict to be included in the text.

* preview the text.

2- Stage Two: During reading:

* students read, comprehend, clarify, visualize and build connections.

* students integrate the knowledge and information they bring to the text
with new information in the text.

* pay attention to the structure of the text.

* read to achieve the purpose for reading.

* think about answers for certain questions.

* determine the meaning of unfamiliar words and concepts.

3- Stage Three: After reading ( post reading ):

* students expand prior knowledge, build connections and deepen

understanding.

* students show their understanding of what they have read by answering

some comprehension questions.

* evaluate the value and quality of the text.

* respond to the text by discussing its main ideas.

A helpful guide for types of questions to be asked before and after reading:

Blooms Taxonomy: reading activities and questions should take into account
the six-level hierarchy of skills that Bloom suggested in his taxonomy. They
are as follows:

1- Knowledge: includes recall or recognition of information.

2- Comprehension: includes explain, describe or rephrase the text.

3- Application: apply the information learned in the text.

4- Analysis: make inferences or derive generalizations.

5- Synthesis: combine several ideas.

6- Evaluation: judge the value or importance of the text

The importance of teaching reading:

Teaching reading in the English language course should include the following
set of learning goals:

1- enable students to read a wide range of texts in English.

2- develop awareness of the structures of the written English texts.

3- develop the ability of criticizing the content of texts.

4- practice different types of reading according to the purpose of reading.

5- exposing students to different types of texts to build solid knowledge of the

language and to facilitate reading in the future.

Four types of reading:

1- Skimming: reading for the gist or the main idea of the text.

2- Scanning: reading to find specific information.

3- Extensive reading: reading for pleasure and general understanding.

4- Intensive reading: reading for getting the details

A good reader:

Reading research shows that a good reader should:

1- be able to read extensively as well as intensively.

2- integrate information in the text with existing knowledge.

3- be able to use the two models of reading in processing a text.

4- be able to skim or scan a text depending on what he reads and the

purpose of reading.

5- read for a purpose. His reading serves a function.

Why a person reads? A person may read in order to:

1- gain information.

2- verify existing knowledge.

3- criticize the writers ideas or the writing style.

4- enjoy oneself.

5- get specific information.

Three models of reading:

1- A bottom-up model: it emphasizes part-to-whole processing of a text.

According to this model the readers should:

* identify sounds.

* recognize letters.

* link sounds.

* combine letters to recognize spelling patterns.

* link spelling patterns to recognize words.

Then proceed to sentence, paragraph and text-level processing.

2- A top-down model: it suggests that processing of a text begins in the mind

of the reader by driving the meaning. According to this model the readers
should:

* comprehend the text even though they dont recognize each word.

* read primarily for meaning rather than mastery of letters, letter/sound

relationships or words.

* use the whole meaning and the grammatical cues to identify unrecognized
words.

* use meaning activities rather than a series of word recognition skills.

* read sentences, paragraphs and whole texts.

* gain the most amount of information through reading.

3- An interactive model: this model emphasizes the interaction of bottom-up

and top-down process simultaneously through the reading process.
Three stages for teaching reading comprehension:

1- Stage One: Before reading ( pre-reading ):

* establish a purpose for reading ( e.g. answer a pre-question )

* activate prior knowledge.

* present new concepts and key vocabulary.

* ask students what information they predict to be included in the text.

* preview the text.

2- Stage Two: During reading:

* students read, comprehend, clarify, visualize and build connections.

* students integrate the knowledge and information they bring to the text
with new information in the text.

* pay attention to the structure of the text.

* read to achieve the purpose for reading.

* think about answers for certain questions.

* determine the meaning of unfamiliar words and concepts.

3- Stage Three: After reading ( post reading ):

* students expand prior knowledge, build connections and deepen

understanding.

* students show their understanding of what they have read by answering

some comprehension questions

evaluate the value and quality of the text.

* respond to the text by discussing its main ideas.

A helpful guide for types of questions to be asked before and after reading:

Blooms Taxonomy: reading activities and questions should take into account
the six-level hierarchy of skills that Bloom suggested in his taxonomy. They
are as follows:

1- Knowledge: includes recall or recognition of information.

2- Comprehension: includes explain, describe or rephrase the text.

3- Application: apply the information learned in the text.

4- Analysis: make inferences or derive generalizations.

5- Synthesis: combine several ideas.

6- Evaluation: judge the value or importance of the text.

1. Relate listening to students interests, goals and experiences to keep their

motivation and attention high.

2. Select authentic material both in language and tasks. Language should

reflect real discourse using videos, audio tapes and TV or radio broadcasts of
actual exchanges.

3. Give opportunities to develop both top-down and bottom-up processing

skills

* Top-down activities = discussing what students already know about the

topic.

* Bottom-up activities = practicing components of the language ( sounds,

words, intonation, grammatical structure )

4. Encourage development of listening strategies such as predicting, asking

for clarification, using non-verbal cues, that increase the chances for
successful listening.
* e.g. using videos:

When sound off, students make predictions and answer questions about
setting, actions, interactions,

When sound on, students confirm or modify predictions.

5. Teach activities not test them:

Dont focus on memory rather than on the process of listening.

Dont give practice rather than help students develop listening ability.

e.g. * having students listen to a passage followed by true/false questions

might focus on the learners ability to remember rather than help them to
develop the skill of determining main idea and details.

 Pre and post listening activities should help students focus attention on
what they listen so that they can transfer the listening skill to the world
beyond the classroom
The EFL teachers can teach a listening lesson easily if they do eight steps in
the following order:
Before:
1. Determine a reason for listening ( Assign a simple task to be done during
listening) .
2. Give a general idea of the topic ( Say the title & introduce the topic ).
3. Identify the type of the speech (conversation, radio ad, passage, ) and
the functions included in the text (persuade, request )
4. Present and practice the lexis included in the text.
5. Ask students to predict the information they will listen to.
6. Activate background information & build some more knowledge related to
the listening text.
During:
7. Show & point to a visual support to assist the meaning.
After:
8. Elicit the answer for the pre-assigned task and then give some more
exercises or activities to check students understanding of the information
included in the listening text.

#1. Pre-listening stage:

* Prepare pupils for the listening activity by:

1- Introduce the topic of listening; say the title of the topic.

2- Activate pupils existing knowledge; lead discussion around the topic to

elicit what pupils already know about the topic and what they need to know
or what information they anticipate to listen to.

3- Build prior knowledge; provide appropriate background information about

the speakers, the topic, concepts and vocabulary embedded in the text and
motivate pupils interest to listen.

4- Define a purpose for the listening activity; ask a pre-question pupils think
of its answer while listening or identify a task for pupils to complete during
listening.

#2. During listening stage:

* Pupils listen to the text at least twice:

1- The first time allows pupils to answer the pre-question, get a general idea
about the topic and verify the accuracy of their predictions.

2- The second time and subsequent times help pupils to derive the
information they need to complete the tasks identified in pre-listening stage.

* Examples for some tasks to be done during listening:

1- Answering some questions on specific information in the listening text.

2- A map chart/graph pupils complete as they listen.

#3. Post-listening stage:

* Pupils act upon what they have heard to give evidence that they
understood the text.

* Examples for some post-listening tasks:

1- Summarize the main ideas of the listening text either orally or in writing.

2- Write a composition based on the material acquired during listening.

3- Outline the material they listened to in writing using charts, diagrams, etc