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reading skills for their school studies and English exams. There are activities for a
range of levels from A1 to C1. Find out more about CEF levels here:
https://learnenglishteens.britishcouncil.org/cef-levels
Here are some activities you can use with students before, while and after reading
a text.
Before reading
There are lots of activities you can do before students read a text to help enhance
their comprehension, such as ones that activate the students’ schemata or
background knowledge, arouse their interest in the topic or prepare them
linguistically.
1. A carousel of ideas
This activity helps Ss find out what they already know about a topic and encourages
them to share ideas about topics before they read a text.
Before Ss read a text, choose four topics that relate to the text that would be useful
for Ss to think about before reading.
Take a large piece of paper and divide it into four triangles by drawing diagonal
lines from opposite corners. Write one of the topics in each of the triangles in the
centre of the piece of paper.
Four students sit around the piece of paper and are given a time limit e.g. one
minute. They write as many ideas as possible relating to the topic in their triangle.
When the time’s up, they rotate the piece of paper and have another minute. This
time, they read the ideas already written down and add new ones to it. After a
minute, they rotate the paper again and add more ideas. Repeat one last time until
all Ss have written in each triangle. They then read all the ideas in each triangle.
2. Ideas continuum
This activity helps Ss think about how much they know about a topic and share
ideas with each other.
Draw a horizontal line on the board. At one end write ‘I know a lot about this’ and
at the other end write ‘I know very little about this’.
The teacher says topics or ideas that relate to the text. Ss decide how much
knowledge they already have about the topics and write them on the line in their
notebooks, so if the topic is Australian animals and the student knows quite a lot,
they write ‘Australian animals’ towards the ‘I know a lot about this’ end.
Students compare their existing knowledge and those who know a little about one
of the topics find someone who knows more than them and they tell each other
what they know.
3. Sneak preview
Show the text on the IWB or with the projector for just 20 seconds. If your
classroom is low tech, students can open their books and look at the text for just
20 seconds. The idea is for them to get as much information as possible in a short
space of time so they scan the text for key words that include the most important
information.
Alternatively you could show students a few key words from the text, headings and
accompanying visuals and they guess their relevance in the text.
The final stage is to check that all students understand all the words with a quick
team game that reviews all the new words.
While reading
Depending on the type of text, students will need to use a variety of reading
subskills. Here are some activities you can use to develop the different subskills.
A: Scan Reading
When we scan for information our eyes move quickly around a text from side to
side or up and down. We don’t read all the information on the page but look for
specific pieces of information that we need. Such information could be a number,
date, time, place, name or price. Working on scan reading skills lends itself to
exploiting authentic materials such as leaflets, posters, tickets, timetables, flyers,
what’s on guides or menus.
1. Noticeboard quiz
Put the authentic materials on a noticeboard and divide the students into teams.
One student from each team comes up to the board and the first student to find the
answer to a question you ask gets a point. Alternatively you could get students in
groups to write a quiz for another group based on the information on the
noticeboard.
2. Remove a sentence
This activity helps students think about text genre and the likely content of each
type of text. Using the same texts as above, remove one sentence from each text.
Students look at the removed sentences and predict which text they think they
have been removed from. Then they scan the noticeboard and check their
predictions.
B: Skim Reading
When we skim a text our eyes follow the text from start to finish. One of the aims
of skim reading is to encourage students to read a text quickly and comfortably in
order to get an overall understanding of it.
1. Time limit
Set a realistic time limit for your students to read the text and give them a general
question to answer before they read. A typical task could be to choose the best title
for a text. To help choose a realistic time limit, time how long it takes you to read
the text comfortably and add a bit more time, depending on the level of the
students. You could ask students to raise their hand as soon as they know the
answer to the task. This is an unobtrusive way of seeing how quickly each student
reads the text and which students need to increase their reading speed.
2. Confirm predictions
After a pre-reading prediction task students skim the text and confirm which of
their ideas from the pre-reading task are mentioned in the text.
1. Student-generated questions
Students work in pairs or groups and write a few comprehension questions based
on the text. They must know the answers. This is a great way of reviewing question
forms and helping students write questions correctly. Then, they give their
questions to another group and answer the other group’s questions. Finally, they
give their answers to the original group who correct them. Students love correcting
each other’s answers.
After reading
After reading a text, students can integrate the skills by talking or writing about it
or could focus on specific language in the text.
Drama
This is a fun activity that works with texts with a lot of action. In groups, students
act out the text. If necessary, one or two students could be narrators.
Roleplay
Choose two or three of the characters in the text and students imagine what they
would say to each other and carry out a roleplay. This is a good way of developing
creativity and imagination as the dialogue goes beyond what is in the text.
Vocabulary
A typical vocabulary activity carried out after reading a text is ‘Find the word in the
text that means...’. Students look for words in the text for these synonyms or
definitions. This activity can be taken one stage further by asking students to
replace the words in the text with the synonyms and make the necessary changes
to the syntax and grammar. This helps students develop their paraphrasing skills.
Language
Take a paragraph from the text and take out examples of a similar word type, e.g.
all the verbs, articles, prepositions or personal pronouns. Give the students the
missing words and they put them back into the text in the right place.
The ideas and activities above will help your learners develop their reading subskills
in class and also provide them with the strategies they need to enhance their
extensive reading for pleasure outside the classroom.