Home / Courses / 150 Hour TEFL Camp Counsellor Course Introduction TEFL Course Introduction Studying with Abridge Academy Pre-course survey Why become a camp counsellor or tutor? The role of a camp counsellor or tutor Finding a short-term camp counsellor or tutor position Module 1: introduction quiz 5 questions Communicative Language Teaching What is CLT? CLT in Practice Task-based language learning Active learning and total physical response Using Activities and Games in the Classroom Preparing for CLT Lesson Planning Structuring a CLT Lesson Making a CLT lesson plan Module 2: communicative language teaching quiz 15 questions Content and Language Integrated Learning What is CLIL? The 4-Cs framework CLIL in practice CLIL lesson structure Content based instruction Communication in the Immersive Language Classroom An example CLIL Lesson Making a CLIL lesson plan Module 3: Content and language integrated learning 15 questions Advanced Lesson Planning Medium Term Planning Producing resources Differentiation Assessment for Learning Tracking and demonstrating progress Module 4: Advanced Lesson Planning 10 questions Teaching Speaking, Listening, Reading, Writing, Vocabulary, Grammar and Culture Teaching Speaking Teaching Listening Teaching Reading Teaching Writing Teaching Vocabulary Teaching Grammar Teaching Culture Module 5: Lesson plan assignment Unlimited Time Your Internship Making the most of your teaching practicum Teaching practicum completion 1 question What’s next? Submit your Feedback Course completion 150 Hour TEFL Camp Counsellor Course Back to Course This content is protected, please login and enroll course to view this content! Prev Teaching Listening Next Teaching Writing 46 Comments hespa001 · June 6, 2019 at 9:59 pm Ask students to read through a passage out load and then predict what will happen next in the story. They can then turn this prediction into a role play which they perform to the rest of the class, hence practicing their speaking skills as well. Reply jackmainwaring · June 9, 2019 at 6:05 pm Reading and speaking could be integrated in a lesson through the use of a kind of re-writing activity: 1. Students are split into small groups, who are each assigned a piece of text based on a subject of interest. 2. The piece of text is placed at the opposite side of the room or in a different room and, one-by-one, group members have to go up to the piece of text, memorise a section, and then return to their group to tell their group what they have read. Then another student in the group goes up and so on… 3. After a certain number of times (decided on by the teacher), each completed ‘copy’ made by each group is swapped with another group, who then get given the original piece of text with which to compare and mark how well it has been copied. 4. Each group then explains to the class any mistakes that were made in the copying of the pieces of text. 5. A discussion could follow on any of the themes or ideas addressed in the texts. Reply Sneha Lala · June 11, 2019 at 8:47 pm Each student reads two or three sentences of the chosen text. At the end of each page, the class pauses and students all close their books. They then explain in their own words what has happened in the previous page. At the end of the chapter the teacher asks the students what their favourite bit so far was, who their favourite character is and what they think will happen next. The teacher then asks each student to sum up what has happened in the chapter so far in ten words or less. Finally the students separate into pairs and draw five key moments in the chapter. They then explain these moments to the class. Reply jla2g18 · June 13, 2019 at 7:00 am Provide students with an opinionated piece of text, ask them to read through the text individually and then split the class in half and organise a debate between the two teams, one agreeing with the piece of text and one disagreeing. Reply Leandra Thomson · June 13, 2019 at 4:42 pm The class will be given a short story and asked to popcorn read aloud. A student will be called on to start and will read a sentence or two aloud to the class. At the end of those sentences, the class will discuss what had happened and the student will call on a classmate to read the next couple sentences. This will continue until the complete story is read. Once the story is finished, the teacher and students will discuss the key points and ask follow up questions so that students fully grasp the understanding of the story. Reply Evie Burrows · June 13, 2019 at 6:11 pm Students are given very short stories (not more than a page). Pairs of students with the same story practise making dialogues where they ask each other questions about what happened in the story. Scaffolding can be provided on the board. AfL: listen to dialogues, make sure that students have understood the main meaning, otherwise guide them to understand it via simple questions. If students are doing well, encourage them to carry on the conversation with novel questions, for example about their opinions or ideas about how the story could go on or be different. Then, as a writing activity, students could rewrite their story in a different format (for example a newspaper article or a letter). This is a way of practising different styles of writing and making sure that students understand the meaning of the given texts. Reply Patricia-Ioana Sfagau · June 20, 2019 at 3:00 pm When there is a reading activity in the class before starting reading the text students have to look at the title of the text and express what they understand about it, what their view is. If it is the case they could try and provide a definition or a few words they use to deacribe the title. Students could be split in groups or pairs depending on the size of the class. Additionally there could be a seties of question before the text for discussion which could tauch on elements that will be discussed later in the text which could also provide the students with new vocabulary witch would benefit them when they actually start reading. Reply GeorgiaHarris · June 21, 2019 at 3:24 pm Students are put into pairs. In these pairs they read through a short story together, and draw out a story board of what they think is happening in the story. The pairs swap story boards with another pair and try to explain back to them what they think happened in the story according to the pictures. This tests the initial understanding in their reading and then their ability to explain, testing their spoken skills. Doing this in pairs enables the students to support each other and increase their confidence. It can also be very funny for the students, seeing how other people interpret the pictures. Reply Emma Walsh · June 23, 2019 at 12:25 pm In a British literature themed lesson, students could read a section of a text e.g. Harry Potter aloud as a class, reading a sentence or so each. Students could then be given some time to read through the text again and think about their opinions of it, their thoughts and feelings, and what they think will happen next. Then, the teacher could throw a ball to different students asking them to share something about the passage, or asking a particular question, based on what they were told to think about when they read through it a second time. Reply ear42 · June 23, 2019 at 3:49 pm Each student is then given a short extract to read to themselves on a given topic, e.g. 10 day weather forecast or description of a day out or famous land mark. The class is then split into pairs. Within pairs the students take it in turns to ask each other about the text they have just read. Reply Lizzie Avery · June 24, 2019 at 10:10 am The class are divided into pairs. They must read a short dialogue between two friends talking about what they like and don’t like to do in their spare time. Students must scan this text and highlight or underline vocabulary related to hobbies (football, basketball, cooking etc). Students then must use these words to create a dialogue between themselves (in their pairs) using these words. Reply Ross Moncrieff · June 25, 2019 at 12:30 pm For a slightly older class, getting them to read a short passage about social issues would be a good way of getting them to engage with the material. Looking at topics such as the impact of climate change or global poverty can help to start a wider class discussion of the issues. On top of this, providing specific things to look out in terms of either names, dates or facts, as well as specific linguistic elements (adjectives, superlatives etc.) can also help engage the students with the reading. Reply jsm89 · June 25, 2019 at 3:33 pm Students could independently read a set of new vocabulary, and then discuss with each other how they think the words should be pronounced, or what they might mean (within a given context). During this time I would be available to help and to answer any questions, or to ensure that no incorrect habits are developed. Reply mifei99 · June 25, 2019 at 10:37 pm For advanced students, they could be split into groups and each given the same article to read. They would read this article independently for a few minutes and then confirm with the others in their group that they fully understood the article’s meaning (with teacher support if necessary). Each student from that group will then be sent to join another group which is made up of students which have each read different articles. Students summarise their articles to each other. They can then discuss, debate and compare the opinions raised in their different articles. Reply Andrés López Schrader · June 26, 2019 at 8:39 am The teacher presents a short introduction about themselves. Have students read a list of questions about personal introduction. Their task is to highlight the question words in each question. Students are then paired up and they ask each other the same questions, first about themselves and then about the teacher. This helps practice Q/A and verb/pronoun conjugation in 2nd and 3rd person. Reply juliazlot · June 26, 2019 at 11:37 am Holiday lesson: Students could be separated into small groups, each given a short text describing a holiday scenario, such as children building a sandcastle on a beach on a sunny day, with details about the colour of the water, the number of people on the beach etc. The group then has to try to draw out the scenario, before joining with another group to try to guess what the description said based on the picture produced. This would test the student’s understanding of the text, their ability to pick out the relevant information and also their speaking ability in trying to describe what they see in the picture produced by the other group. Reply louisajc · June 26, 2019 at 2:47 pm Provide children with a worksheet that has a story written in English, for example, an English story like ‘The Three Little Pigs’. Provide boxes underneath for the students to create a storyboard, where the children will draw out the story. If the children struggled to understand the story itself, the teacher would help aid their comprehension one on one. The teacher should also encourage peers to help each other out, to work out the story line together. Reply Stephen Grech · June 26, 2019 at 4:21 pm The students will be given a text (a short story) and they will be given some time to read it on their own. Then they will be split into pairs and asked to retell the passage they have just read to each other. After they will be given time to think of 3 questions to ask their partners which they will then answer to each other. Reply SammyLappage · June 27, 2019 at 12:17 am Reading and speaking activities could be integrated in a lesson through comprehension. Students could be given a text and asked to read it out loud, for example they could be split into small groups and each person in the group could read a short paragraph. Reading aloud in small groups is less daunting for the students and helps them practice their speaking skills. They could then work together as a group to answer some comprehension questions about the text, for examples questions about the characters, plot and setting of the story. Reply caisealbeardow · June 27, 2019 at 2:03 pm Students could be given half of a short story and asked to read it out loud in small groups, flagging up words that aren’t understood to the teacher, who can write them on the board in a ‘word bank’. After the story extract has been read, the teacher goes through the ‘word bank’ with the whole class and explains the meaning of the words to the students. Students are then asked, again in small groups, to create the second half of the short story together, in the form of a script. One or two groups who would like to share are selected, who then perform their script to the class. Reply serenalhayes · June 27, 2019 at 5:22 pm Students could work in pairs to read a short excerpt from a storybook. The first student would read the excerpt aloud, and then the second student would identify the words and phrases in the except which sound the same but may be spelled differently (e.g. there / their / they’re). Reply sk948 · June 27, 2019 at 6:16 pm Ask students to read through articles and summarise their content to a partner – articles can be selected based on the ability of the students. Reply angolanta · June 28, 2019 at 7:29 am Students read out loud 4 paragraphs describing the weather. Then students work in pairs or small teams to match each excerpt with the corresponding season of the year. Then a team is chosen to present their answer and explain why they chose it. Reply Gayatri · June 28, 2019 at 1:22 pm The students are divided into groups, and each group is given an extract to read. After reading the extract, the group must come up with what happens next in the story, and write a short play, that they will perform to the class. This will allow them to read, speak, and the rest of the class to listen. At the end of the play, the teacher and the class can provide feedback, in terms of the story line, and any improvements in the spoken English. Reply Laura Fantuzzi · June 29, 2019 at 11:24 am The students could read a story out loud,, reading a few sentences each, in turn. Great way for them to practice reading while practising the vocabulary. Reply SabrinaA · June 29, 2019 at 11:13 pm The students could read a short article about an issue such as climate change, out loud. To encourage speaking, they would be divided into pairs to discuss the article, and then asked to share their ideas with the class. Reply ioanadiac · July 1, 2019 at 4:37 am The lesson topic; Environmental Protection The different ways I could integrate reading and speaking activities in a lesson on environmental protection could be as follows; a) Reading activity; stick the keyword on the board Give each student a text on environmental protection that they need to underline the key words in i.e. adjectives, verbs, nouns. They then write the key words and stick them on the board. This is followed by the speaking activity of playing taboo where one student stands at the front and rest of classmates need to describe the word that is written on the board behind them so they can guess it. This will enable students to consolidate the key words they learnt from the text whilst also enabling them to practice incorporating the key words in their speech. b) Reading activity; get students to write a book review on a short story or article about environmental protection, after which they present a short concluding summary to the rest of the class. Reply RebeccaRM · July 1, 2019 at 3:00 pm A reading and speaking activity could be a classroom debate, where the students are given information to read on a topic and a time limit to pick out the key facts. The class is then split in half and debates. This is suitable for more advanced speakers and readers. Reply lun3rzhu · July 2, 2019 at 12:42 am Students are split into groups of four and paired up, and each given a description of a character in a book e.g. Harry Potter. Then have 5 minutes each for one person to ask basic questions about the character and for the other to summarise what they have read. They then present their own character to the other pair in the same group of four. Reply Alec · July 2, 2019 at 8:20 am Read aloud a newspaper opinion piece going around the class with each student saying a sentence each. Afterwards, we can open up a debate about whether the students agree whilst encouraging them to refer back to the text. You could even get the students to read through the comments section (if it’s online) and get them to engage in debate online. Reply ciaran duncan · July 2, 2019 at 6:21 pm Students are given an extract from an English folktale (for instance Jack and the Beanstalk) and an extract from an English translation of a Chinese folktale. They are given a list of things to look for such as dramatic adjectives and adverbs. There will then be a class discussion about the differences between the two texts and what the students like/dislike about them. Finally, I would split the students into pairs and get them to try and come up with their own folktale-inspired story. An exercise this will hopefully really develop the cultural exchange aspect of this programme. Reply laiq.nagi · July 3, 2019 at 3:05 pm Students could be given scripts of a play and be asked to act it out. This would involve reading the script and then saying it out loud and on the spot. They could be made to read through the script completely befprehand to test the fluency of their reading. Reply AhmedImam · July 4, 2019 at 1:16 am Students are given a short description from a story e.g. the description of the Dudley’s birthday in Harry Potter. They first need to highlight verbs/nouns/adverbs in each sentence making sure they understand how the sentences are formed. They then need to answer certain comprehension questions such as ‘How many presents did Dudley have’. For more advanced students they could be asked how Dudley would have described his own party, this will require the students to read closely on how Dudley is described and how he would react. Peer assessment here might be useful and combined with traffic lights it may allow more confident students to help weaker students or weaker students to learn from the work of stronger students. If not many students are able to answer the comprehension questions then the difficulty of the text can be reduced based on the level of the students. Reply AhmedImam · July 4, 2019 at 1:18 am Speaking can be introduced by asking students their opinions on the text, how is the birthday and would they like it. For stronger students role play can be introduced where the student can act out how the parents or Dudley would be acting. Reply Issy · July 6, 2019 at 8:11 pm Students in pairs.One asks the other a question about the text in front of them- skim read the text and replied with an answer. Students then switch roles to practice both asking questions and skim reading. This would be for higher level groups. the text could be something the student has chosen to keep them interested. Reply dkatsanos · July 7, 2019 at 7:07 am Students could read a simple scientific text related to astrophysics e.g. a text which gives information about the stars and our universe. Then , the students and the teacher could engage in a conversation about aliens or about exploring the universe. Furthermore, students could use some mathematics and calculate how much energy would be needed to travel to a certain star or how much time it would take. After each calculation, some time should be taken to reflect on the answer and discuss its meaning. Reply keyasajip · July 8, 2019 at 12:31 pm Reading and speaking can be integrated through the ‘Information Gaps’ activity. In this activity the students work in pairs and each person in the pair has the same extract from a book with different word gaps. They have to work together to each fill in their own gaps without looking at the other person’s extract. This requires comprehension of the text in order to ask the questions to get the correct information and also uses speaking skills as they must ask questions. Reply cbourne · July 8, 2019 at 6:45 pm Give students a short script from a play (e.g. Fantastic Mr Fox). Get them to act it out in groups. Then ask them to improvise what happens next! Reply ld557 · July 9, 2019 at 11:52 am Students could read a dialogue between to characters e.g one asking the other for directions, which they would use to identify and learn keywords related to the topic of directions. Using the original text as scaffolding, they could then practice speaking through role-play in pairs, with one student asking the other for directions to a place and the other making up a response. Reply Jenni.Visuri · July 9, 2019 at 1:54 pm Give students a short story to read. Get them to draw a short cartoon version of the short story with the main things that happened in it. Reply philippakirby · July 10, 2019 at 11:04 am In a lesson based around the theme of films we would start with a class discussion where the students would brainstorm films they’ve seen. We would watch short trailers and then each pair would receive a short synopsis of one of the films, read it, highlighting unknown vocabulary, and match it up to the correct trailer. Speaking could be incorporated as students in a pair could create ideas for a kids film plot and then pitch them to the class. Reply gskaza · July 10, 2019 at 4:22 pm Students could be given a short story or passage from a book to read in groups. All groups would have the same text but each group would be given a different task and then asked to nominate a person to feedback to the rest of the group at the end. One group would be asked to identify all the words associated with character description, one group with descriptions of the location, and the group of the most confident learners would be asked to hypothesise what they think would happen next, based on what they have read in the passage Reply SDH · July 10, 2019 at 5:58 pm Students would be asked to individually read through a piece of text, after most students have finished, the class would be seperated into teams. Different teams would debate eachother, depending if they agree with the text or not. Such as if they like a certain food or not, if the class is overwhelmingly on one side, a team could be assigned an opinion Reply christianmadla · July 10, 2019 at 6:15 pm The theme can be regarding holidays. The students can be split into groups. In each group, students can be provided a passage which they must all read between each other. Then, they can predict what will happen next in the story, using evidence from the passage they just read. Once they have created a future story, they can turn their future story into role play. This thereby incorporates both reading and speaking activities. Reply Hayley Hilson · July 11, 2019 at 1:05 am Students are put into small groups and given a part of an extract to read individually. Within the groups, the extracts will together form a complete passage. After they’ve read through their passage, the students must describe the main points of their passage to the other members of their group, so that the group can put the extracts in order. This activity exercises the students’ reading and speaking skills, and also has the added benefit of being able to give the students extracts tailored to their individual difficulty level. Reply AliceKennedy · July 11, 2019 at 12:01 pm Each student in the class is given a sentence from one fo two paragraphs, for example one on weather and one on family. They must find the other student’s in the room who share their topic and try to order the sentences. They will then share to the other group, in their own words, what their paragraph is saying. Reply Leave a Reply Cancel reply Your email address will not be published. Required fields are marked * Name * Email * Website What's on your mind? This site uses Akismet to reduce spam. Learn how your comment data is processed.