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These activities are designed to help teachers use three articles or
stories published in SPEAK UP every month
in the classroom with their
students.
| The target levels are Pre-intermediate (Council of Europe A2) , Intermediate (B1) and Upper-intermediate (B2). |
The instructions for each activity assume you are working with more than one student. However, you can still use the activities with an individual.
Should you have any queries or suggestions relating to the worksheets, activities,
please contact the author
at this email address: morgan_cox@teachertraining.it
| Each worksheet has 3 basic stages: GET STARTED, READING (and/or LISTENING) and POST-READING. |
The aim of the GET STARTED is to prepare your students for the text. The exercises encourage students to work in pairs or groups and discuss some questions to help predict the content of the article, and to familiarise them with some of the potentially difficult terminology before reading/listening. Raising interest and predicting are important skills for effective reading/listening. Of course you may feel your students dont have enough language to discuss the questions! Dont worry: help them a bit by explaining the rationale (in their language if necessary) and ask them to try! You should listen carefully and help with any vocabulary problems, but try not to interrupt too much! They will get better with practice.
| > READING (and/or LISTENING) STAGE. |
Aims: To give students practice in listening to or reading authentic material, using a variety of sub-skills, e.g. listening/reading for overall understanding; reading for specific information; reading for detailed information; inferring meaning of unknown words or phrases from the context.
The exercise types will vary depending on the texts and level.
The texts are not intended to be read aloud in class, as this does not really constitute practising reading. Reading for comprehension and reading aloud are different, and reading aloud is extremely difficult to do: it involves taking in the meaning and conveying it to someone else with perfect pronunciation, all in real time - difficult even for a native speaker! However, if you and your classes are used to reading aloud, the activities might still be useful. Try them!
The aim of the POST-READING STAGE is to encourage students to react to the overall content of the reading passage, either orally or in writing, or both. Nobody ever reads a text without having some kind of reaction. The tasks encourage your students to voice their feelings and thoughts about the content of the texts.
At A2 level your students contributions will of course not be very fluent or accurate, but it is important to practise!
I have also included some activities which are very similar to University of Cambridge ESOL exams KET, PET and FCE, so this will be useful practice for your students.
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gen 10
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Trascrizioni Telephone English - Quarta parte (gennaio 2010)
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gen 10
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Jack the Ripper: The Mystery Goeas On (B2)
Page 44
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gen 10
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Al Jazeera (B2)
Page 32
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gen 10
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Michael Moore: Capitalism and Me (B2)
Page 16
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THE AUTHOR :::
Morgan Cox arrived in Milan
in 1991 fresh off a CELTA course and since then has
been a teacher, teacher trainer and Director of Studies.
He has worked for various organisations including the
British Council and International House.
He now runs TeacherTraining.iT, specialising in quality
training courses for language teachers. Click on the
logo for more information.
To find out more visit this site:
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