Intermediate Reading/Writing
Moderators: Dimitris, maneki neko2, Lorikeet, Enrico Palazzo, superpeach, cecil2, Mr. Kalgukshi2
Intermediate Reading/Writing
I am setting out on an adventure this summer. I have focused my ESL teaching on pre-beginning classes/students with a communicative approach. I will be teaching an intermediate reading/writing class and am a bit nervous. Can anyone give me some tips on activities or lessons that have worked well? Also, can you recommend any good books for resources, theory, or activities? Thanks for the help.
Keep it functional. That is, figure out what sort of reading and writing activities the students will need to do in English in their real life, and practice those activities in class. Here are some things that are helpful for many students to know how to do:
1) Read books for pleasure. This is great homework. Figure out what their reading level is, and recommend a few books where they can understand about 90% (nine out of every ten words--really, count them) of the text. Each student may have a different book depending on his or her own interests and level. This can be a writing assignment, too, by asking them to jot down about five sentences per night about their impressions of what they read. The good thing about reading for fun and quick freewrites is that they are low stress and can increase motivation more than more academic activities can. Oh, also journal-writing can sometimes be a fun thing to do, though I find the girls tend to get into it more than the boys, on average.
2) Write essays (three paragraph, or five paragraph). Different types are good. For instance, write about a controversial topic they feel strongly about. Also write about things that happened in the past, to practice past tense. The "self-introduction" essay is another one that's going to come up again and again in their academic career.
3) Read and discuss advertisements. This is a survival skill. Talk about emotions vs facts, etc. Help them to avoid getting suckered by slick ads. It's also sometimes fun to have students write their own ads. (or write and produce their own TV commercials)
4) Practice tests. Like it or not, most students of English will encounter a lot of English tests in their lives, and passing those tests is important to their future. So it's okay to sometimes just work on test taking skills and familiarity with different types of test questions they are likely to encounter.
I don't personally use any text books. I find that using more authentic sources from everyday life is more motivating for all. ...but I've also been accused of reinventing the wheel... Do whatever works for you.
Good luck,
-EH
1) Read books for pleasure. This is great homework. Figure out what their reading level is, and recommend a few books where they can understand about 90% (nine out of every ten words--really, count them) of the text. Each student may have a different book depending on his or her own interests and level. This can be a writing assignment, too, by asking them to jot down about five sentences per night about their impressions of what they read. The good thing about reading for fun and quick freewrites is that they are low stress and can increase motivation more than more academic activities can. Oh, also journal-writing can sometimes be a fun thing to do, though I find the girls tend to get into it more than the boys, on average.
2) Write essays (three paragraph, or five paragraph). Different types are good. For instance, write about a controversial topic they feel strongly about. Also write about things that happened in the past, to practice past tense. The "self-introduction" essay is another one that's going to come up again and again in their academic career.
3) Read and discuss advertisements. This is a survival skill. Talk about emotions vs facts, etc. Help them to avoid getting suckered by slick ads. It's also sometimes fun to have students write their own ads. (or write and produce their own TV commercials)
4) Practice tests. Like it or not, most students of English will encounter a lot of English tests in their lives, and passing those tests is important to their future. So it's okay to sometimes just work on test taking skills and familiarity with different types of test questions they are likely to encounter.
I don't personally use any text books. I find that using more authentic sources from everyday life is more motivating for all. ...but I've also been accused of reinventing the wheel... Do whatever works for you.
Good luck,
-EH
Some additional comments:
Check to see if your students know how to write sentences before moving on to paragraphs. You may be surprised.
Unless this is a creative writing class, I'd give the students examples to read and discuss before having them write, and then ask them to follow the pattern set in the example: a short autobiography, a letter asking for information or applying for a job etc.
Good luck. A lot of native speakers can't write a decent paragraph.
Check to see if your students know how to write sentences before moving on to paragraphs. You may be surprised.
Unless this is a creative writing class, I'd give the students examples to read and discuss before having them write, and then ask them to follow the pattern set in the example: a short autobiography, a letter asking for information or applying for a job etc.
Good luck. A lot of native speakers can't write a decent paragraph.
First of all, you should find reading materials or a coursebook that is suitable to the level of your students. It will help if the coursebook has pre-reading and post reading activities. If none, you should provide some.
Start with a pre-reading activity, whose purposes are:
1. to make the students want to read the article and
2. to help students understand the upcoming article. which can be accomplished by:
1. discussing key vocabulary,
2. discussing key concepts or
3. providing a conceptual framework.
On the other hand, post reading activities may include:
1. comprehension check-up,
2. discussion of reactions for their speaking practice, and
3. grammar lesson based on a sentence from the article.
Good luck.
Start with a pre-reading activity, whose purposes are:
1. to make the students want to read the article and
2. to help students understand the upcoming article. which can be accomplished by:
1. discussing key vocabulary,
2. discussing key concepts or
3. providing a conceptual framework.
On the other hand, post reading activities may include:
1. comprehension check-up,
2. discussion of reactions for their speaking practice, and
3. grammar lesson based on a sentence from the article.
Good luck.