TEFL Guide: Reading Methods and Games. | Nikolas John Cakebread | Skillshare

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Lessons in This Class

5 Lessons (28m)
    • 1. Introduction to Reading Methods.

    • 2. Pre-Reading Activities.

    • 3. Reading Steps.

    • 4. CCQs.

    • 5. Reading Games and Activities..

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About This Class

Welcome to The Essential TEFL Gude: Reading Methods & Games

In this lesson, we will go over the strategies and methods used by TEFL teachers to go over reading and passages in the classroom. We will look at how to build interest and motivation through context clues and pre-reading activities. AS well as this, we will break down the steps of how to successfully complete a reading exercise with your students and how we can maximize the effectiveness of your lesson. Finally, I will go over a bunch of my most used activities and gamers for reading classes. These games are all adaptable and you can use your own ideas and variations to make them suitable for your own classes!

Throughout this course, there will be plenty of Tasks and parts where you as the learner can take time to develop and construct your own ideas and think about how you would implement them into your own classes!


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Nikolas John Cakebread

Experience is the teacher of all things


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1. Introduction to Reading Methods.: Hello there and welcome to this lesson, reading activities. Here we will take a look at reading and the TEFL classroom. And we'll look at ways in which we as educators can motivate an energizer students to read clearly and concisely and with enthusiasm. We will also take a look at what strategies we can use to help students retain and comprehend the information in the passage. Moreover, I will take you guys through a list of games and activities that I like to use when teaching readings and passages to my students. Okay guys, let's get started. 2. Pre-Reading Activities.: The essential Tafel Survival Guide, Lesson 6, reading activities. Why do we read? Okay, so first of all, let us have a thing about what motivates us to read in the first place. Here I've laid all three reasons I think motivate us to read. Can you think of anymore number 1, factual reasons for gathering information, looking at the news or research for projects. Number 2, pleasure. This is probably the most common reason that anybody reads. We read for fun. We read for entertainment. We like novels, comics, we like horror genres, romance genres, thrillers, and so on. Number 3, necessity. This is going to be the most common reason that young learners will read is because they've been told to, but a teacher or by a parent, or they need to know the information for an exam to pass it. Or even they need to know the rules of a game to play it. Have a thing here. What else can you do to motivate your students to read? What else can you do to stimulate their want to participate? Pre-reading activities? These pre-reading activities are a great way to stimulate interest and energize the students before doing a reading. As well as this, you can help build contexts and creative thinking before starting. Number 15, contexts questions. This is a nice, easy activity to start with. The teacher will prepare five questions and hand them out to the students in pairs and groups, or even as a whole class. The questions themselves will be based on the topic and there'll be open questions designed to stimulate interest and creative imagination. Questions like, what do you think about earthquakes? What do you think will happen if there's an earthquake in your city and so on. Number two, say what you see. If you have a picture, this is the best time to use this activity. You can show the picture to the class up on the board, or if they have them in the books, get them to open their books and look at the picture. You can put them into teams or groups. And you can just get them to call out things that they can see in the picture. I can see a bridge, I can see a car. I can see people. There is a man walking on the street and so on. Number 3, title break down. This is a very good activity to again, build motivation and build interest in the coming topic. If the title is earthquake in Japan, you can look at the word earthquake and get them to think of words. The associate with the word earthquake. Words like scary, disaster, destroy, will be good words to associate with earthquake. And you can assign points for each decent word given. Number 4. Imagine first, after they see the topic and the title and the picture, get them to imagine what's going to come next, okay, here you see a picture of an earthquake and the disaster. What you think will happen in the story teacher, I think they will talk about Japan and how much they earthquake cost. Okay, good. I think they'll talk about Japan and how many people died in the earthquake. Okay, good. What do you think? And so on and so on, stimulating interest in the topic to come. Number 5, selected words. There are a few different ways you can do this. Many different variations of this particular game. You can assign some words to each of the groups. And when it comes up in the reading, then they have to circle it or say that they saw it as well as this, you can allow them to give you a list of words or write a list of words on the board. And if they come up in the reading, they will get points for them. Number 6, true or false sentences. This is very similar to selected words. You can assign some sentences and you can get them to decide if they're true or false before they read the passage. And then when they read the passage, they can come back to the questions and decide if they were right or wrong. Number 7, give task. This is where you would assign some tasks to individuals within the groups. You can say, Mary, you're going to find all the verbs in the passage, okay, Tony, you're going to underline all the adjectives. Okay, Mike, you're going to find all the people and so on and so on. Number 8, guess the topic. This is for the older learners. This is for the students are going forward for the IELTS exams. Guessing the topic would be things like main idea, theme, thesis. You can get them to think about it before they read the passage and then afterwards decide how closely where are if they were right and if they were wrong. Number 9, gap fill. This is much like Mad Libs where you give them a passage that's caused some gaps within it. They can fill out beforehand. And then when you read the reading, they can refill in and see where they are right and see where they were wrong. Number ten, assign debate groups. You've got a controversial subjects such as hunting. You can assign groups beforehand and get them to come up with some ideas against or for. And then afterwards, you can have them have a debate or discussion, pose questions to each other. They live in knowledge activation. This is simply giving them some extra information about the topic. If you're gonna talk about an earthquake in Japan, you can give them a little worksheet about earthquakes worldwide, or you can look at some videos of other earthquakes in other countries to get them some ideas and context about what's to come. Okay, so there are 11 pre-reading activities for you to try out. Now, can you think of any of your own? A lot of these activities have many variations, ways to change them, to make them slightly different. I'm sure you can find others. The main point here is we want to wet the students appetite and build interest in what's to come. Contextual understanding activities like picture analysis or title breakdown can have multiple positive effects for your students. Firstly, it helps enforce creativity, sentence construction or world-building, while at the same time motivating the students to think more about what's to come in the reading. During this, before you look at the main bulk of the passage should help encourage your students to want to read and discover what's to come next. 3. Reading Steps.: Building context. Okay, so we've looked at some of the pre-reading activities, but let us take a moment, put some of these ideas into practice. Here is a picture from the passage The students are going to read. Now the first rule here is you don't want them to look at the passage. First. You're going to look at the pictures and we're going to encourage interests. We are activities and we'll build contextual knowledge of what's to come. Number one. So first we're gonna take a look at the picture and we're going to think of some ways to describe it. What sentences could they use? I can see cars, I can see a bridge. There is a van, there are some trees. There is the sky. That bridge has fallen over and so on. There are no wrong answers here. Even silly answers are fine. All you want to do is stimulate and let them think. Secondly, we can have a quick fire activity in here to build some interest and motivation. What kind of activity do you think we could use? Okay, So if it was my class, I would do something quick and simple and nice, easy, quick fire game. Like how many nouns can you spot? Okay, this group, how many nouns can you say in 20 seconds? 3, 2, 1, go, car, Bridge, Road, tree, sky, so on and so on. Okay, this team, how many nouns can you say in 20 seconds go, and then so on. Thirdly, we've looked at the picture, we've developed some ideas of what's to come. We played a quick fire game. Now we can focus on the title. There are two particular words in here that I would focus on, great an earthquake. First of all, we look at great. What words do you associate with the word great. I would ask the class and they would come up with some ideas. Teacher, good, serious, big, and so on and so on. Then we'd look at the word earthquake. I say, Hey guys, what words do you associate with the word earthquake? Teacher, loud, teacher, scary, teacher, destruction, and so on. Get them to say as many words as they can. Additionally, if they've got books here, make sure they're writing these down in their books. Don't let them sit idly while you are writing things on the board. Make sure they are copying it down in their books as well. Reading a passage. Okay, so let's look at the full steps that you would take when you're going over a passage. Remember, there'll be more activities here for younger learners like quick fire games, and there'll be tougher questions and tasks for the older levels. Additionally, you do not have to do strictly in this order. You can mix and match as you see fit. So number 1, we build the context. We use the picture for ideas and descriptions and may create interest and motivation. Number 2, like we discussed, we'll look at the title and we break it down. We discussed meaning of the words within the title. I'm making use it for cooperative learning and team activities as well. Number 3, listening. This is an important step of a reading that many teachers overlook. If you've got an audio player, you can let them listen to that first, or you can simply read it for them and let them listen to your voice. I would also encourage teachers to do it one or two times. To make the listening more interesting and engaging. You can assign tasks to the class while you're doing it, while you're reading, you can get them to underline all the verbs or circle all the adjectives or find all the place names wherever you think is beneficial. Number for new vocabulary. This is quite important. You don't have to go through every single word, but simply circling a few of the words that you think are new or interesting and see if they can define them in English. Quite often you'll find one or two smarty pants within the class that are able to tell the rest of their classmates what the word means in English. And if not, you can help them. It's also a good idea to encourage them to write down the definition in their books as well. Number 5, group reading. You can get them in pairs or in groups and get them to read together. This helps build confidence and make them feel more comfortable for the individual reading, part number six, individual reading. Here, you can take a proper look at their pronunciation and try and correct any obvious errors. You do not have to go through every single student in the class. You can get into read individually within their groups. Or even you can get into read one at a time, one sentence at a time. Number 7, find the topic. This is optional. This is where you get into look for the topic, look for the main idea, look for the theme, and look for the thesis, and so on. These are ILS skills and these are very helpful for the older levels. Number 8, comprehension check. This is after you finish the reading, you can do some cc cues to see if they understood what they've just read. What, who, where, why, when, those sorts of questions. Number 9, activities. This is for a reinforcing and repetition, but actually you can use activities anytime during this list. It doesn't have to be at the end. It can be in the middle, at the beginning and the end, depending on your class. Now you try look at the passage on the earthquake in Kobe, Japan. Think about how you would introduce it to your students and think about using some context clues to begin with. How will you stimulate their interest in the topic? How will you go through the reading? What tasks will you set? How will you ensure the students are interested and click focused throughout? Think about what CCK is your ask after the passage is done and want games and activities will you play throughout as a brain break, all of these factors are important for a successful ASL reading lesson. 4. CCQs.: Using CC cuz after reading the passage, you can use CC cues to help the students reflect and digest what you've just read. It helps their understanding and retention of the information too. There are many different ways to use these question forms. Here are some strategies to use. Number 1, you can create a comprehension flowchart. You can do this on the board, or you can do this in their books and you can get them to fill in the information as they see fit. You can get them in groups or individually, or you can do as a whole class. Number 2, creating information tables. This is exactly the same thing as the flowchart, except you make it more obvious within a table who, what, where they fill in the information as they see fit. And you can check. Number three, team-based Kubernetes. You can assign questions to each team and they can ask each other, or they can create their own questions to ask each other. This is really good for cooperative learning and student-student interaction. Number 4, quiz with scores and rewards. This would be something that teacher would create before class, but it's also a good way to help them have fun and gather the information that they've learned. Number five, true and false. You can do this many ways. The students can say statements and the other students can say true or false. The teacher can say a statement about the reading and the students can decide if it's true or false. Number 6, remember as much information as possible. This is one where you can get them in groups, discuss it. They close their books, they cannot see the reading anymore, but they have to try and remember as much of the information as possible. Again, this is a really good way to practice, IS skills and exams. Three teachers using questions. Okay, Let's take a quick look at three teachers using comprehension checking questions in three different ways. I want you to decide which are most effective and discuss the merits and downfalls of each one. Have a think about your own classes and how you would get your students to practice comprehension. The first teacher size students in groups and they answer the questions together. He gave them a time limit and they presented the results at the end. The second teacher as randomly selected students from around the class to answer the questions. Then those students ask another student and so on. So all the students were included. The final teacher wrote the questions on the board and ask the students to write it down in their books and answer them together afterwards. So what do you think the merits and downfalls of each teacher strategy is? If you look at the first teacher, I would say this is a good strategy and one that I would use in my classes. Discussing in groups means you can have cooperative learning. They work together, they help each other and they share ideas. It can get a little messy and out-of-control. So you do need to employ some sort of classroom management. The second teacher asking randomly selected students from around the class to answer the questions is okay as well. However, is a bit time consuming and it can be a little dry. So you would need to find ways to make it more entertaining and more exciting. Maybe having a point system would help this. The third teacher asking the students to write it down on their books is also not a bad strategy, is however, again, a little boring. So you would need to find ways to make it more engaging. It is always good getting them to write things down in your book as this helps them remember. And a bit of writing practices never bad. 5. Reading Games and Activities..: After we have gone through the context and the listening and the building up of vocabulary and they've done some reading and individual reading. Then I'll often add in some quick fire games. You can choose what's best for your lesson where you add your own activities, but this is where I choose to add mine. The reason being is at this stage they've already worked hard. They've done listening, they've done their individual rating, they've done group reading. We've identified the words, they've done contexts. Now is a good time to break the monotony and add some fun activities to help reinforce the learning. Reading games. And finally, we come to the most interesting part of the lesson, the Reading Games. We have to remember that reading is tough on young learners and it can be done. So here are some quick fire games. I like to use pre-reading during reading and post-reading. How to think of some more because there are plenty of variations on my games as well. Also, I've labeled these games pre, during and post, just to give you an idea of where I would use them. But there's nothing saying that you can't change that and use it where you like. Number one, I can see we talked about this one earlier is where you look at the picture and you just get them to say, I can see and you can do as a competition until they run out of things, they can find. Number 2, longest sentences. You can do this pre, you can use during or you can do this after. A team to think about longest sentence that they can say about the topic and then get the other team to see if they can beat it. Number three, they spell. I will do this during or after, but it's very simple. You get into spell the significant vocabulary, maybe the words that they weren't sure about, or maybe some of the new words. Obviously to make it more interesting, you will assign points or maybe even have an elimination round, a spelling bee to make it more engaging and fun. Number 4, I spell, they say, this is one that I use during the reading, especially. So I will spell the word and they will try to find it. And the first team to shelter will get a point for their team. Number 5, mix up the sentence. This is one that I would do during the reading is a little quick fire brain break. I would mix up a sentence and they would have to tell me the real sentence in their original form. For example, if I said great earthquake Hanshin, they'd have to do other hand, you say the Great Hanshin Earthquake, first team to do so with point number 6. This is, this is one I would do during the reading, just to make it a bit more fun and lively, you assign a sound to a vowel so you can say any, any word with the letter I, you will say. So they would say the great earthquake. Number seven words. This is one that I would use during the reading, but it's something that you would prepare before the reading, that kids would write down a bunch of words and you would find the words as you're reading the passage. When the words come up, they would say things and they would identify the word to the rest of the class. Number 8, pop, reading. This is one of my favorite games and the students adore it. This is where you have two teams. One member of the team will stand up and do the reading. They won't read, the other team will listen. And if that person makes mistake, they say pop, then they have to tell me where the mistake was and they take over and the other team will listen to them. Number 9, teachers mistake. This is another one that I would do during, and it's a very, very quick one. You could say the good Hanshin earthquake and the SA node teacher, the Great Hanshin Earthquake and so on. The teacher purposely mix mistake. He misses a word, he pronounces it wrong, and the students have to detect it. Number 10, define the word. This is another really good one to use during the reading, is stimulates interest and keep them excited and engaged. The teacher will define a word and the kids will have to find it. For example, which word means father? Dad? Which word means a large city? Cobie, which word means a disaster, Earthquake, and so on. Number 11, first letter of each word. This is another one that I will set up during the reading. You would put this first letter of each word on the board and they would have to find the sentence, for example, T, G, H, E. And they would show the Great Hanshin Earthquake and so on. Number 12 up downwards. This is one where you'd use actions you would point up, which means before, a new point down, which means after. So if you set up Guinness, they would have to say the, you said down then Guinness, they'd have to say Duke. And so on. Number 13, how many team game? This is one you can do pre, this is one you can do during. And you can even do it after. You get them into teams. And you'd ask them, how many words can you find beginning with T, how many verbs can you find? How many cities can you find? And so on. Number 14, gap fill. We already talked about this game and it's a good way to do some comprehension checking. But have you prepare it beginning, you can do throughout. And then at the end you can even get them to take out the words and add their own words into make it more interesting. Again, it's just encouraged them to focus more on the reading and to think about it in a different way. Games like these are very, very simple and very, very easy to execute, but they're also very effective. They force the students to look at the reading, to focus on the passage, to find the words that you're asking them to find or say and find the sentences that you're asking them to find. Okay guys, that's everything. Thank you so much for joining me. I hope you enjoyed that. In this lesson, we looked at a reading and how we would break it down and interests the students we are context clues and understanding. After that, we went through the reading and broke it down, how we would do it step-by-step on how we would entrust and more of our class to keep engaged and focused throughout. At the end, we'll look at some activities and games that I would use in the reading. And I hope that are useful for you. I'm sure you can think of your own as well. Please feel free to reach out to me if you have any questions as usual. Thank you very much. Take it easy.