Reading is one of the ways of learning English or other languages. There are reading tasks in tests, exams and during learning process. In this post I offer the readers some typical ways of presenting reading tasks and reading activities for learners of foreign language according to PWP Model.
- Doing reading preference survey, reading activity survey
- Semantic mapping
- Discussion activities (“what does this word, picture, object make you think of?”)
- Telling a story
- Relating experiences associated with reading theme (“this story reminds me of…”)
- Explaining a concept or process (“How does xxx work?”)
- Asking students to explain a concept or process
- Describing an object that you bring in
- Keying on vocabulary from other pre-reading activities
- Taking a position (on a statement or a quote)
- Consensus forming (making choices as groups)
- Quick writing on a topic or a key word
- Taking a topical survey (what do all the people in the class think about xxx?)
- Making a questionnaire (group activity)
- Writing up survey/questionnaire results (group activity)
- Filling in a flow chart
- Filling in a modified cloze passage
- Guessing text genre from the title (why is text organized in a certain way?)
- Skimming in order to choose/make-up best title
- Posing questions about a topic (teacher or students) (know, want to know, have learned)
- Ordering chapter headings in order of perceived interest
- Ordering chapter sub-heading to predict arrangement of information
- Reading a letter that takes some perspective on the text, have students identify the writer
- Relating a topic to general course content
- Reading an excerpt—predicting the rest of the text
- Asking for and finding specific facts (coordinate with scanning activity)
- Writing a reaction or opinion after a discussion
- Listening to a lecture and taking notes, using the notes to compare with a section of a reading
- Looking at pictures, captions, and/or headings and then discussing or predicting
- Reading first sentences of each paragraph and predict
- Finding definitions
- Reading only sub-headings for discussion
- Reading only underlined sentences for discussion (teacher underlines)
- Seeing a film, video, slide set, picture sequence, TV show in order to discuss, write, debate
- Bringing in a person to talk to the class
- Taking a short excursion to a relevant location
- While-Reading Activities
- What comes next? List the possibilities
- Provide two summaries, which is most accurate so far?
- Give alternative chapter/section headings
- Use map, chart, table, etc. to outline progress so far
- Ask students to elaborate on some part of the text just read: a process, description, story, etc.
- Fill in skeleton story line up to the point of reading, same with outline—ask what will come next
- Do a flyer, poster, ad, or announcement based on reading to date
- Correct a summary full of errors
- List sequence of events or steps in correct order as a chart
- Make a news story from reading-to-date; report as reading unfolds
- Playmaking, role-playing
- Listen to a lecture excerpt related to a section just read, or to be read
- Make statements about the reading; have the students rate the statements for accuracy, opinion
- Ask questions, give definitions, focus on vocabulary—students find words they want to remember
- Give information for next section; students make appropriate questions
- Post-Reading Activities
- Scanning for key vocabulary; given definition, have them find other occurrences
- Fill in or draw grids, charts, maps, tables, outlines
- Expand or change a semantic map
- Ask questions
- ETR (relate Experience, read Text, Relate experiences to text)
- Write a reaction (express opinion)
- Connect with information from other articles
- Match information
- T/F statements
- Fix wrong information in a summary
- Listen to lecture and connect to reading; note points of difference, points of similarity
- Write a summary, fill in a summary
- Students take/make sentences, state as T/F, other students get points if agree with right answer
- Report on reading from different frames (reporter, professional, editor, colleague)
- Ranking of importance of information in reading (start with a list of statements about reading)
- Flow chart the information
- Decide what information can be eliminated (have lists of statements)
- What is the attitude/viewpoint of the writer, what is the genre of the text, who is the audience? How do you know?
- List examples that appear in text; what would be better examples for the students?
- Write a reaction evaluation as groups
- Write newspaper headlines
- Write sub-headings for text sections
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