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    Fifty Ways to Teach Reading: Fifty Ways to Teach: Tips for ESL/EFL Teachers
    Fifty Ways to Teach Reading: Fifty Ways to Teach: Tips for ESL/EFL Teachers
    Fifty Ways to Teach Reading: Fifty Ways to Teach: Tips for ESL/EFL Teachers
    Ebook84 pages51 minutes

    Fifty Ways to Teach Reading: Fifty Ways to Teach: Tips for ESL/EFL Teachers

    By Shane Dixon

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    About this ebook

    This book for ESL/EFL teachers has 50 activities, games, techniques, and exercises to help you teach reading skills in an enjoyable way – for both you and your students! The book is divided into five sections:

    a) Pre-reading Activities
    b) Reading Activities
    c) Post-reading Activities
    d) Intensive Reading Activities
    e) Extensive Reading Activities

    The Fifty Ways to Teach series gives you a variety of drills, games, techniques, methods, and ideas to help your students master English. Most of the ideas can be used for both beginning and advanced classes. Many require little to no preparation or special materials. The ideas can be used with any textbook, or without a textbook at all. These short, practical guides aim to make your teaching life easier, and your students' lives more rewarding and successful.

    LanguageEnglish
    PublisherWayzgoose Press
    Release dateMay 13, 2016
    ISBN9781533732637
    Fifty Ways to Teach Reading: Fifty Ways to Teach: Tips for ESL/EFL Teachers

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    • 5/5
      EXCELLENT IDEEAS! It helped me a lot!!!!!!! Thank you very much!!! I will be a better teacher now!

    Book preview

    Fifty Ways to Teach Reading - Shane Dixon

    1

    Information Gap

    This term describes a variety of language activities with one common feature: one person or group of people has information that others do not have. The point of an information gap activity is to have people interact with each other to find all the missing information.

    For example, one student might have a map with all of the rivers labeled with all the mountains are unlabeled. Another student has a map that is precisely the reverse, with all of the mountains labeled but not the rivers. Students with the river map are not allowed to look at the mountain map, and students with the mountain map are not allowed to look at the river map. Instructions are given that students are not allowed to look at each other’s map. Thus, students must complete their maps with both rivers and mountains by talking with each other and asking

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