Reading in class, especially at lower levels, can be tedious and challenging for students. In real life we read a variety of texts for different reasons. We read because we want to know what Brexit will
bring, how to turn off that bloody alarm, whether the main hero of the novel eventually finds his long-lost sister or simply because we want to relax. There is no reason why we should treat reading in class differently than reading in general. Your task is to make it meaningful to your students.
Follow up with a video on the same topic or more speaking, preferably with the new vocabulary.
Difficult vocab vs. impatient students
If your group cannot survive without knowing most words in the articles you read, respond to that need. You can do that after point 1. Ask them to skim the text and underline new vocab. Then work out the meanings of the words together and move on to point 2.
Do this ONLY as a pronunciation activity (and even then read only a fragment). When asked to read aloud most students usually get nervous and cannot concentrate on the main idea as they only want
to sound English. If you start asking them questions about the text, they may feel frustrated.
Reading as homework.
Be prepared in-company students might not do their homework due to real/imagined lack of time. You may end up with a group of 4 out of whom only 1 person has read the text and translated the words, 1 person has read half of it and the remaining 2 claim they haven’t received your email. Long texts = bored students.
If you have a really long text, but you still want to have it in class, here are some ideas you can use:
* ask students to read at home – ONLY if you know you can count on them
* edit the text and present an abridged version
* divide the text into parts and assign them to your students, so that they can read and re-tell their excerpts to the rest of the class.
Hope you are enjoying our series „Methodology in a nutshell”, if you have any remarks or ideas to discuss on our blog posts, let us know by leaving a comment.