Their hearts are in the right place – they want reading practice – but most of them have zero interest in the news and end up getting very little from their daily ritual of reading Metro on the subway.
If students are looking for extra work, it’s important that it’s something fun and interesting for them. My students are upper-intermediate/advanced. For the most part, their English is very good – most of the errors they make are small, basic errors like prepositions and collocations -so they just need practice rather than pouring over grammar rules.
What I tell them instead of reading the newspaper, is
“It doesn’t matter what you read, as long as it’s in English!”
Have you ever met any students who don’t want to improve their speaking skills? I haven’t. It’s more of a challenge to get them to read and write. I did something that got them into reading.
A few years ago, I was trying to encourage my students to read. Fortunately, there was a public library nearby. Once a week we would go there, and I would help them find books. Still, I wanted to give them more motivation to read, so I decided to get them to read across Canada.
I believe this activity will work regardless of your level. All you have to do is adapt the activities to the abilities, and that includes the books that they read.
I did this with my level 1 students. For those who were particularly weak, I had them take out books by Mo Willems. They are fun and easy to read. Here is an example of one: https://www.youtube.com/watch?v=Qq77-6zsCSg
Canada is about 7,250 km from coast to coast. I had about 10 students. For every book they read, they earned 100 km, Continue reading →
In May 2014, while volunteering at the TESL Toronto spring conference, I was lucky enough to see a presentation by Chris Harwood and Tracy Manning about their experiences implementing a Facebook-based Book Club in their EAP program.
Inspired by their talk, I decided to try this out with my students. It took some weeks of planning, and some trial and error with different books, but in the end it’s become a successful and popular part of my course!
I’m sharing 5 teaching resources I have read and often revisit. They have helped me consolidate theoretical knowledge with my teaching practice (praxis). My hope is that in your response to this post, you will add a resource that you feel has helped you shape your teaching. The list is in alphabetical order:
My multiple initiatives to kick-start an extensive reading program using the MReader resource at 4 different institutions flopped for a variety of reasons. My disbelief in these failed attempts led to another kick at the can.
Dozens of outreach attempts through email, voice messages, coffee break chats, and scheduled meetings resulted in the opportunity to run a formal presentation to appropriate stakeholders. At last, the concept of using MReader as a motivational measuring stick while promoting an extensive reading culture was accepted.
At the college where I teach, the extensive reading program, monitored by the MReader, has now completed its first pilot and will encompass additional students and instructors in the fall. Why was I so persistent in promoting this package? Continue reading →