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Articles on readingWhat kind of questions should you ask your learners about the texts they read? Read our writers' ideas below. |
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BritLit - 10 years in the makingI can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom. |
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Revisiting textsWe often encourage our students to infer words from the context as they read and, as a result, they fail to notice useful lexis in the texts we use. |
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Using texts constructively: what are texts for?Text use may seem a dull topic after all the exciting matters that other guest writers have dealt with recently. |
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Reading out loudAs a teacher I had always perceived 'reading aloud' as a 'taboo' in the EFL classroom since it focuses specifically on a 'bottom-up' approach where learners can fall into traps of worrying about 100% comprehension or simply read aloud without understanding the text. |
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Teaching the tale: language and memoryA feature that is common both to language teaching and to traditional folk and fairy tales is the repetition of phrases or ‘language chunks’. |
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Using texts constructively 2: intensive input-output workThis is the second of Michael Swan's articles for TeachingEnglish, in which he looks at the role of texts in the learning process. |
Using news articlesTopical news stories are a great source of teaching material. |
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Extensive reading: why it is good for our students… and for us.In this, the first of two articles for TeachingEnglish, Alan Maley considers the benefits extensive reading can bring to English language learners and teachers. |
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Techniques for form focus after readingIn my earlier articles Reading for information, Form focus and recycling, and Techniques for Priming and recycling, I set out a four stage cycle for teaching reading: |
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Producing your own grammar activitiesThere are many ways of revising and consolidating grammar, but I've found it's often useful to give students short passages containing grammar mistakes which are characteristic of the student's level, nationality, and what the teacher may have identified as areas of particular strength or weakness. |
Theories of reading 2This article is the second of two parts. |
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Teaching the tale: language and memoryA feature that is common both to language teaching and to traditional folk and fairy tales is the repetition of phrases or ‘language chunks’. |
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Extensive reading: why it is good for our students… and for us.In this, the first of two articles for TeachingEnglish, Alan Maley considers the benefits extensive reading can bring to English language learners and teachers. |
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Using texts constructively: what are texts for?Text use may seem a dull topic after all the exciting matters that other guest writers have dealt with recently. |
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Using texts constructively 2: intensive input-output workThis is the second of Michael Swan's articles for TeachingEnglish, in which he looks at the role of texts in the learning process. |
Using news articlesTopical news stories are a great source of teaching material. |
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Theories of reading 2This article is the second of two parts. |
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Theories of readingThis article is in two parts. |
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Your comments
ElisabethGM
Denmark
Such an inspiring article! I am looking forward to trying out your kits with my English classes...
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elsa machado
Portugal
Thanks Fitch for all your precious contribution to the Britlit project and for helping to...
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Shavonne Lisle
Jamaica
As teachers, it is always a good thing to experiment. It is only through experimenting that we...
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