Introduction main part

CONTENTS
INTRODUCTION……………………………………………………………….
MAIN PART…………………………………………………………………….
1. Effective ways of teaching reading skill for B1 level learners………………..
2. Challanges of teaching reading to B1 level learners………………………….
3. The usage of various activities of teaching reading to B1 level learners…….
CONCLUSION…………………………………………………………………
REFERENCES…………………………………………………………………

INTRODUCTION

Reading as goal and means of ELT Traditionally , the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction , reading materials have traditionally been chosen from literary texts that represent " higher " forms of culture . This approach assumes that students learn to read a language by studying its vocabulary , grammar , and sentence structure , not by actually reading it . In this approach , lower level learners read only sentences and paragraphs generated by textbook writers and instructors .
The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them .The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction . When the goal of instruction is communicative competence , everyday materials such as train schedules . newspaper articles , and travel and tourism Web sites become appropriate classroom materials , because reading them is one way communicative competence is developed . Instruction in reading and reading practice thus become essential parts of language teaching at every level .
Reading is type of speech activity and the purpose of teaching at all stages . A person may read in order to gain information or verify existing knowledge , or in order to critique a writer's ideas or writing style . A person may also read for enjoyment , or to enhance knowledge of the language being read .The purpose ( s ) for reading guide the reader's selection of texts .
The purpose for reading also determines the appropriate approach to reading comprehension . A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu , but does not need to recognize the name of every appetizer listed . A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together , but does not need to identify main idea and supporting details. However , a person using a scientific article to support an opinion needs to know the vocabulary that is used , understand the facts and cause - effect sequences that are presented , and recognize ideas that are presented as hypotheses and givens .
Reading research shows that good readers
1. Read extensivel
2. Integrate information in the text with existing knowledge
3. Have a flexible reading style , depending on what they are reading
4. Are motivated
5. Rely on different skills interacting : perceptual processing , phonemic processing , recall
6. Read for a purpose ; reading serves a function.
1. Effective ways of teaching reading skill for B1 level learners.
As a means of communication, language is considered as a bridge between the transmission of information, ideas or feelings from one person to another. There are many foreign languages that make it possible for people to interact and socialize in any part of the world by using them.Among them, English is one of the most important languages that enables us to interact easily and instantly with our fellow global citizens. The position and status of English in Uzbekistan is greater than ever at present, as it is a means of teaching and curriculum in educational institutions. There are 4 skills which every English learner should know and be good at it, including reading, writing, listening and speaking.
Most learners of English tend to face up some obstacles in Writing, since it is considered one of the complicated aspects of English. Writing is a progressive activity, as we write and over read our writing, then will do some corrections and changes. This is what most B1 learners face in their writing task such as essay and final projects which become the requirement for them to finish their study in a university. B1 learners usually suffer from poor vocabulary and its appropriate usage in the sentence. They often awkward phrasing and utilize unconventional grammar which cause frustration to the reader.
Methodology
In this part we intended to utilize controlled-to-free approach that will assist to gain successful result of this article. The researcher combined qualitative and quantitative methods of investigation while carrying out the research work.
Qualitative method is used to understand concepts, thoughts and experiences of the investigation of area which aided the researcher to formulate research hypothesis. Observation, Interviews with open-ended questions and questionnaire were taken from respondents to conduct qualitative approach. Quantitative method which provides a systematic, factual and accurate description of a situation receives and analyzes the date of the research work. It helped the researcher to test the hypothesis. In the current research paper, pre and post-tests have been carried out relying on quantitative method.
Materials
There are several instruments used in this study which were used to gather the information dealing with problems of the study.
They are observation sheet, interview protocol, questionnaires, feedback, pre and post-tests. Observation is known as a way of collecting data where the researcher notes the information for the time of the investigation.
Margono stated that ‘ Observation is a data collection method that uses observations of the research’. The observation sheet was utilized during in -class observation. This in-class observation was conducted directly, as researcher observed the teaching and learning process directly by attending the class. Through the observation which of the teaching writing method that have been investigated during research work have more effectiveness , will be identified step -by-step. Interviews seems to be more time consuming as it provides insight into past experiences, perceptions and feelings of interviewees. Therefore it is one of the most appropriate data collection method.
The researcher used interview to gather information from teachers dealing with their problems in writing process. The specific questions were given to different groups of the university as well as teachers of the school 38 in Zangiota district. The current research addressed interviewees by a careful design of the interview questions which were based on the data collected from the questionnaires. Questionnaires alleviates the researcher to obtain a statistically significant data of respondents. In the context of the present study, the researcher will give questionnaires to the students about the way of implementing techniques; the benefit they receive, the problem faced and the equipment used. This current investigation aimed at conducting questionnaires to establish what writing strategies were more preferred by a specific group of learners and then to investigate the reasons for learners’ choices in that respect.
Test. The researcher also shared written test at the beginning of the observation and at the end of each cycle. The respondents were instructed to write with several guidelines. First of all, most crucial attention was paid to the application of experimental lessons with the help of pre-test that applied to check overall knowledge of students. After that, post test was helpful to evaluate the learners’ language acquisition process after the experimental classes.
Every data collection tools has its own benefits but also limitations. The choice of the data collection methods of this research was based on a careful examination of the research questions. Moreover, the implementation of the research and elements such as time factor, access to respondents and place of the research were included.
Research Design
During the experiment the crucial data was carefully investigated in order to prove the hypothesis of the present qualification paper. The methods of the current work were qualitative and quantitative, the means and standard alterations of both control and experimental group were calculated in order to receive positive effects of the different ways of teaching writing in learners` accomplishments.
In the qualitative research, the data is vitrificated using diligence observation, interview and questionnaire. The diligence observation in this study is doing intensive observation toward collecting data about the effective ways of teaching writing for B1 learners at UZSWLU and school 38 in Zangiata district. Following this, the investigator collected data from students’ questionnaire which was to check needs analysis by learning foreign language and its main language skills. The quantitative data was gathered with the help of the results of pre and post-tests whereby the researchers presented statistical comparison of gained results.
After the observation I met with the teachers who had been interviewed in order to discuss learners writing skill. It was decided that there are existed a number of problems related to insufficient vocabulary, incomplete thoughts and inability to express their ideas effectively. Concerning these problems, we decided to choose most effective ways and strategies to implement with our first -year students. Strategies we selected we controlled-to-free approach together with parallel writing instructions, pre-viewing vocabulary, integrating writing with reading skill. During the investigation of two month the researcher along with the classroom teacher of the experimental group, Group 1 (Experiment) implemented the above-mentioned strategies with writer’s workshop. With control group 2, we simply followed curriculum with our students. We discussed not only what we could do to support B1 learners’ in writing but also what effective ways we could add.
For the Group 1, task-based handouts which included different ways of writing techniques and strategies. Each of the handouts begins with reading materials, vocabulary tasks, question designed for expressing ideas. After gathering necessary information and vocabulary in terms of the topic it moves to writing activities from ease to difficult one. Thus, they would be expected to practice and improve their writing skill with the help of the reading materials. For every task, guided writing instruction and parallel which were based on controlled-approach were implemented as we progressed through writing process. We purposefully set out an encouraging writing environment so that all the students felt comfortable and safe to write their ideas without fear of harsh criticism. Therefore, we carried out the investigation for two months.
One of the noticeable thing is that we were careful not to focus on punctuation and grammar mistakes. We desired students to have freedom to express their ideas in written form in other words we mainly concentrated about fluency.
At the end of the research, the researcher reconvened to analyze data and discuss the improvement of the writing skills for most of the students and possible reasons for those that did not. We concurred that implementing ways that mentioned above proved to be beneficial to not only B1 learners but also to all level students.The purpose of the research was to establish what English language writing ways (methods, approaches, strategies, techniques etc.) were more effective for B1 learners and to identify the learners’ reasons for these choices were based on.
Having finished explaining the result of the study, the researcher drew two conclusions. The first conclusion is different ways of teaching writing such as controlled-to-free approach together with guided writing and parallel writing can significantly improve the students’ writing skill. In this case, the students could correctly construct sentences based on the grammar explained by the researcher. They also used appropriate vocabularies dealing with the topic in their writing. In general, students are encouraged to practice writing as much as possible. Since writing is a skill gained by practicing, it makes sense to say that the more they practice writing, the better they will write.
On the basis of the research findings, I would strongly recommend that the further researchers in the FL writing strategies should take the combination of the qualitative and quantitative approach experimental form. It is expected that the result of the study can be used as an additional reference for further researches, especially researches dealing with the teaching of writing. The researcher also hopes that other researchers can apply this technique in other level of students.
2. Challanges of teaching reading to B1 level learner.
Developing strong reading skills in students is one of the key goals of every early education program. It is through reading that students expand their vocabulary and learn about the world. Reading is also the key to success in spelling and writing.
And while 6 and 7-year-olds are fluent speakers, they require instruction in how to navigate print. If a student is having problems with literacy skills, it can affect their performance across the school curriculum and have a negative impact on motivation to learn and self-esteem.
Sometimes there may be an undiagnosed learning difficulty to blame – as is the case for students who struggle with dyslexia or slow processing. In these situations parents and educators are tasked with understanding the root of the problem and providing children with appropriate coping strategies, to ensure they continue to progress and achieve reading milestones.
How reading works
Not every student acquires reading skills at the same rate. Reading begins with mastering pre-literacy skills, including learning the alphabet and enhancing phonemic awareness. This is followed closely by phonics instruction that teaches children how to map sounds to letters and sound out words.
As more terms become familiar to a beginner reader, the process speeds up via whole word recognition or sight-reading. This can be encouraged through direct instruction in high frequency vocabulary.
When students move into middle school, they will be asked to achieve greater feats of comprehension, which include understanding complex texts and processing more information in shorter amounts of time.
Being a fast and efficient reader is important for classroom based lessons, but also for satisfying homework requirements and performing well on standardized exams. Learn more about teaching children to read.
3 Common difficulties

1. 
   Issues with decoding
   

Also known as sounding out words, decoding is when children are able to put sounds to letters in order to sound out written language. It’s common for beginner readers to struggle when they meet new or unfamiliar terms, but typically decoding becomes easier with phonics instruction and repeated practice with reading out loud. If a child continues to struggle, there may be a specific learning difficulty present, or a physical impairment that is preventing them from physically seeing the letters or hearing the sounds in spoken language. Learn more in our posts on dyslexia and visual impairment in the classroom.

2. 
   Poor comprehension
   

There’s a lot going on in reading, from letter and word recognition to understanding meaning at the phrase, sentence, and paragraph level. When a beginner reader encounters vocabulary they do not know or do not recognize due to inaccurate decoding, they are likely to skip ahead. The more blanks in a line of text, the harder it is to make meaning and the more cognitively challenging and frustrating the reading task becomes. That’s why poor comprehension can result when a student struggles with decoding, has a limited vocabulary or attempts to read a text that is at too high of a level.
However, reading also requires being able to pay attention to narrative. Students need to identify gist, main ideas, and specific details and even make inferences about what they are reading. If a student has problems staying focused as a result of attention difficulties, it can affect comprehension.

3. 
   Speed
   

The more students read, the more they encounter unfamiliar terms. Quite often the context in which these new words are found gives children all of the clues they need to guess at the meaning. As students expand their vocabulary, they recognize more words by sight and reading speeds up. Students who continue to decode may benefit from overlearning sight words such as those on the Dolch List.
If speed is still an issue, there may be an underlying problem, such as slow processing. Reading is a cognitively demanding task and holding so much information in mind while continuing to process text can exhaust children with slow processing. Strategy instruction may help, but it’s important that these students be allowed extra time to complete tasks that require extensive reading.
Reading and spelling in English
English is full of silent letters and unexpected sounds. Often a student must simply memorize the spelling of a word in order to recognize its written form in the future. Mnemonic devices can be of assistance in this respect, as can repeatedly drilling vocabulary and taking a multi-sensory approach to learning.
The latter entails hearing a word read aloud, seeing it in its written form and even incorporating a tactile aspect, such as typing the word at the same time.
TIP: Did you know teaching kids touch typing skills can improve reading and spelling skills?
Another reason why English is not the easiest language for beginner readers is because of the lacking 1:1 correspondence in sounds to letters. In other words, there is more than one way to spell the same sound.
This can cause plenty of problems for English speaking children. Now imagine that English is not your native language and you may get a sense of how challenging it can be for bilingual ELL students, particularly when they have not yet mastered reading and writing in their native tongue.
Reading strategies that can help
Activate ideas
Help students activate their prior knowledge of a topic and take guesses about what they are about to read by analyzing pictures and titles or skimming a text to assess the main idea. You can also create mind-maps as a pre-reading activity or put a few questions on the board and have the students start by discussing them in order to prepare for the reading.
Build vocabulary
The more words a student knows, the easier it will be to recognize them in reading. Teaching vocabulary is also helpful for spelling skills. Teachers can provide a glossary alongside a text or pre-teach key terms before the reading begins. As learning words in context provides additional depth in meaning, teachers might also consider providing instruction on contextual guessing.
Teach the Dolch List
Repeated exposure to high frequency terms that are common across children’s books and school worksheets can help children save their cognitive energy for decoding harder and less frequent vocabulary. Directly teaching these words using a program like Touch-type Read and Spell to reinforce them, can help kids read more quickly and efficiently.Here are some more ideas on how to motivate students to read and improve their literacy skills.
Dyslexia, learning difficulties and touch-typing
Children who have a specific learning difficulty may fall behind their peers in literacy skills development. One of the most common reading problems teachers encounter is students who are struggling with phonological dyslexia.
If an individual has a hard time hearing how sounds come together to make up words, they will inevitably struggle to sound out a word’s written form, or spell it correctly in writing.Both children and adults who struggle with dyslexia can benefit from strategy instruction and “over-learning” in a multi-sensory way. You may also consider a program that helps learners build confidence and enhance reading by learning a secondary skill, such as typing.Research shows that students whose teachers spend too much time talking are less likely to be engaged during classroom instruction. Luckily, reading instruction can be so much more than lecture, reading practice, memorization, or decoding drills. We, as teachers, can do more to get our students engaged in learning to read.
The activities the teacher should use during pre - reading may serve as preparation in several ways .
During pre - reading the teacher may :
1. Assess students ' background knowledge of the topic and linguistic content of the text .
2. Give students the background knowledge necessary for comprehension of the text , or activate the existing knowledge that the students possess .
3. Clarify any cultural information which may be necessary to comprehend the passage .
4. Make students aware of the type of text they will be reading and the purpose ( s ) for reading .
5. Provide opportunities for group or collaborative work and for class discussion activities .
It is necessary to present the sample.
pre - reading activities :
1. Using the title , subtitles , and divisions within the text to predict content and organization or sequence of information .
2. Looking at pictures , maps , diagrams , or graphs and their captions .
3. Talking about the author's background , writing style , and usual topics .
4. Skimming to find the theme or main idea and eliciting related prior knowledge .
5. Reviewing vocabulary or grammatical structures .
6. Reading over the comprehension questions to focus attention on finding that information while reading .
7. Constructing semantic webs ( a graphic arrangement of concepts or words showing how they are related ) .
8. Doing guided practice with guessing meaning from context or checking comprehension while reading .
Pre - reading activities are most important at lower levels of language proficiency and at earlier stages of reading instruction . As students become more proficient at using reading strategies , you will be able to reduce the amount of guided pre - reading and allow students to do these activities themselves .
In while - reading activities , students check their comprehension as they read . The purpose for reading determines the appropriate type and level of comprehension .
1. When reading for specific information , students need to ask themselves . have I obtained the information I was looking for ?
2. When reading for pleasure , students need to ask themselves , Do I understand the story line / sequence of ideas well enough to enjoy reading this ?
3. When reading for thorough understanding ( intensive reading ) , students need to ask themselves , Do I understand each main idea and how the author supports it ? Does what I'm reading agree with my predictions , and , if not , how does it differ ?
need to ask themselves , Do I understand each main idea and how the author supports it ? Does what I'm reading agree with my predictions , and , if not , how does it differ ? To check comprehension in this situation , students may,
1. Stop at the end of each section to review and check their predictions , restate the main idea and summarize the section.
2. Use the comprehension questions as guides to the text , stopping to answer them as they read Many language textbooks emphasize product ( answers to comprehension questions ) over process ( using reading skills and strategies to understand the text ) . providing little or no contextual information about the reading selections or their authors , and few if any pre - reading activities . Newer textbooks may provide pre reading activities and reading strategy guidance , but their one - size - fits - all approach may or may not be appropriate for your students.
The teacher can use the guidelines for developing reading activities given here as starting points for evaluating and adapting textbook reading activities . Use existing , or add your own , pre - reading activities and reading strategy practice as appropriate for your students . Don't make students do exercises simply because they are in the book ; this destroys motivation . Another problem with textbook reading selections is that they have been adapted to a predetermined reading level through adjustment of vocabulary . grammar , and sentence length . This makes them more immediately approachable . but it also means that they are less authentic and do not encourage students to apply the reading strategies they will need to use outside of class . When this is the case , use the textbook reading selection as a starting point to introduce a writer or topic , and then give students choices of more challenging authentic texts to read as a follow up . Reading ability is very difficult to assess accurately . In the communicative competence model , a student's reading level is the level at which that student is able to use reading to accomplish communication goals . This means that assessment of reading ability needs to be correlated with purposes for reading .
A student's performance when reading aloud is not a reliable indicator of that student's reading ability . A student who is perfectly capable of understanding a given text when reading it silently may stumble when asked to combine comprehension with word recognition and speaking ability in the way that reading aloud requires . In addition , reading aloud is a task that students will rarely , if ever , need to do outside of the classroom . As a method of assessment , therefore , it is not authentic : It does not test a student's ability to use reading to accomplish a purpose or goal .
However , reading aloud can help a teacher assess whether a student is " seeing " word endings and other grammatical features when reading . To use reading aloud for this purpose , adopt the " read and look up " approach : Ask the student to read a sentence silently one or more times , until comfortable with the content , then look up and tell you what it says . This procedure allows the student to process the text , and lets you see the results of that processing and know what elements , if any , the student is missing .
Teachers often use comprehension questions to test whether students have understood what they have read . In order to test comprehension appropriately . these questions need to be coordinated with the purpose for reading . If the purpose is to find specific information , comprehension questions should focus on that information . If the purpose is to understand an opinion and the arguments that support it , comprehension questions should ask about those points . In everyday reading situations , readers have a purpose for reading before they start . That is , they know what comprehension questions they are going to need to answer before they begin reading . To make reading assessment in the language classroom more like reading outside of the classroom , therefore , allow students to review the comprehension questions before they begin to read the test passage .
Finally , when the purpose for reading is enjoyment , comprehension questions are beside the point . As a more authentic form of assessment , have students talk or write about why they found the text enjoyable and interesting ( or not ) . In order to provide authentic assessment of students ' reading proficiency , a post - listening activity must reflect the real - life uses to which students might put information they have gained through reading .
1. It must have a purpose other than assessment .
2. It must require students to demonstrate their level of reading comprehension by completing some task .
To develop authentic assessment activities , consider the type of response that reading a particular selection would elicit in a non - classroom situation . For example , after reading a weather report , one might decide what to wear the next day ; after reading a set of instructions , one might repeat them to someone else ; after reading a short story , one might discuss the story line with friends . Use this response type as a base for selecting appropriate post - reading tasks . The teachers can then develop a checklist or rubric that will allow you to evaluate each student's comprehension of specific parts of the text .
List of Reading Activities
Here is a list of fourteen student engagement strategies from a webinar presented by Reading Horizons Chief Education Officer, Stacy Hurst, that you can use to increase student engagement during reading instruction or reading intervention:
1. Partner Pretest
Before teaching a new decoding skill or grammar rule, preface the lesson with a pretest. Let your students know that you will not score the test, lowering anxiety and increasing student performance. Pair students up for the pretest and have them use the same set of materials. If the pretest is on a computer or iPad, have students share the device between the two of them. During the pretest, walk around the room to gauge student needs and adjust the lesson accordingly. When lesson material matches student ability and understanding, engagement is higher. Make sure that the pretest is similar to the posttest so you can see how much your students retain during your lesson.
2. Stand Up/Sit Down
You can use this activity to help students learn to differentiate between similar but different reading concepts. For instance, when you’re trying to help your students understand the difference between common nouns and proper nouns, you can give examples of each and have students stand up if it is a common noun or sit down if it is a proper noun. This is a great way to see how much of your class is grasping the material while getting their blood flowing—helping them stay alert.
3. Thumbs Up/Thumbs Down
This activity provides a quick way to gauge if your students are comprehending a story or to test them on different reading skills. Instruct students to put their thumbs up if they agree with a statement or to put their thumbs down if they disagree. When students have a low energy level (i.e. right after lunch) Stand Up/Sit Down may be a better alternative. However, if you need to maintain your students’ current energy level Thumbs Up/Thumbs Down is ideal.
4. Secret Answer
This activity is great for students that might not be confident in their answers—students that look around the class when doing Stand Up/Sit Down or Thumbs Up/Thumbs Down to see how the other students’ answer before they answer themselves. To give students a secret way to answer, assign different responses a number and have students hold up the number of fingers that correspond to the answer they think is correct. To do this exercise properly, have your students place their hand near their heart (physically) with the appropriate number of fingers raised to indicate their answer. This way, especially if all the students are facing the teacher, it is difficult for students to copy their neighbor’s answer.
5. Response Cards
This is a great way to mix things up a bit. Have students create a stack of typical responses, including agree/disagree, true/false, yes/no, greater than/less than, multiple-choice options, and everyday emotions. After students have created their response cards, you can have them use them to respond in various settings. For example, while reading a book together as a class, you may pause and ask your students what they think the character is feeling right now. The students then select one of the everyday emotion cards from their personal stack of cards and lift it up to answer the question.
6. Think-Pair-Share
This activity allows students to pause and process what they have just learned. After reading a passage in a book, ask your class a question that they must first consider by themselves. After giving them time to think, have them discuss the question with their neighbor. Once they’ve discussed the question, invite students to share their answers with the class. By giving them this time to process, you enable them to be more engaged in their learning.
7. Quick Writes
Studies show that the proper ratio of direct instruction to reflection time for students is ten to two. That means that teachers need to provide students with two minutes of reflection for every ten minutes of instruction. This activity is a great way to give students that much-needed reflection time! In this activity, ask a question about a reading passage and have students write a response to share with a neighbor or the entire class.
8. One Word Splash
After reading a passage or learning new vocabulary terms, ask your students to write down one word that they feel sums up that material. This might seem overly simplistic, but it requires higher processing skills to help your students digest what they are reading. Students can do this with pencil/paper or a dry erase marker/personal whiteboard.
9. Quick Draw
This activity is perfect for visual learners or students who aren’t entirely writing yet. After reading a part of a story or learning a new concept or topic, have your students draw a picture about what they’ve just read or understood. For example, after reading part of the story Jack and the Beanstalk, have your students draw what has happened in the story up to that point. A student may draw a picture of a boy planting seeds with a beanstalk growing in the background.
10. Gallery Walk
To help students get some of their energy out, have them do a Gallery Walk to see their peers’ work. This activity is an excellent add-on to Quick Writes and Quick Draw. Because students seek approval from their peers, they will put more effort into their work when they know the class will view it.
11. A-Z Topic Summary
Help students connect the dots after finishing a book, a learning module, or a lesson. Have your students complete an A-Z Topic Summary either as individuals or in pairs. If it is an individual activity, have students write either a word or a sentence that connects to the book, module, or lesson for each letter of the alphabet. For example, if you learned about baking, they might write a sentence for the letter A such as: “Always preheat the oven before baking.” To speed up the activity, you can assign students to work in pairs or assign a letter to each student or team and have them write a sentence for that letter rather than the whole alphabet.
This is a quick way to help students process reading or lesson material when you’re pressed for time. First, have your students write three facts they learned from something they read or learned in class that day. Next, have students write two questions about the book or topic that wasn’t covered or discussed in class. Finally, have your students write one opinion they have about the reading material or lesson. This activity can also help you plan for the next lesson on the topic or book.
13. Find Your Match
This is another activity that gets your students up and moving. Create card matches that correlate to a storyline in a book, vocabulary terms, figures of speech, grammar rules, etc. For example, your card matches might include the following concepts (depending on grade level): rhyming words, uppercase/lowercase, antonyms/synonyms, words/definitions, problem/solution, and words/pictures. Hand out one card to each student in the class and then get up and find the other student with the matching card.
14. Dictation
One of our favorite teaching activities is Dictation! It is highly effective in engaging students because it is multisensory explicit phonics instruction involving: auditory, visual, kinesthetic, and tactile senses. Having a multisensory approach increases working memory and integrates all language skills/modalities. To do Dictation, have students listen to a word, repeat the word out loud, write it out on paper, and then have them read the word out loud again. View an example of Dictation in action here.
All of these reading ideas for the language classroom are low-prep and no-prep reading activities. Use them in any post-beginner language classroom, including French, German, English and Spanish lessons.
The aim of these 21 must-use reading activities is to get your language students focused and in the mood for learning. However, as the teacher, you will need to be in charge of providing a great text, to bring the reading ideas below to life. This could range from one paragraph for beginners, to a few chunky paragraphs for intermediate learners, to an extended text for advanced students.

Pre-Reading Activities

1. “Find The Word” Reading Aloud Activity (Pair Work) 
Put students in pairs and provide them with one copy of a text. Have a secret list of words at the ready and call them out, at random, one at a time. Allow time for students to scan the text for the word they hear. The first person in the pair to point correctly at the word in the text gets a point. Make sure you set sound level rules, as well as clear guidance on how the class should be silent ready for the next round.
2. “Reading Aloud” Task (Pair Work / Small Group Work)
Provide students with a ‘chunky’ text split into paragraphs. Advise that each student in the pair/group must read one paragraph aloud. If the person has an issue pronouncing a word, he/she must circle it and if they come across a word they don’t understand, they must underline it. Allow students to discuss their problem areas in pairs and then in fours. Go around making a note of the common issues and write on the board with whole group choral work and discussion at the end.
3. “Team Reading Aloud” – Pronunciation Reading (Whole Group)
Split the classroom in two and assign all students in each team a number and repeat (using the same numbers) with the other team. Provide students with a ‘chunky’ text for reading and set each team off with 20 points. The aim of the activity is to be the team to finish with the most points after the text has been read. Flip a coin to see which team begins. Randomly choose a number and that student must begin reading. If the other team spots a pronunciation error, as the student is reading, a member of the team must put their hand up. If all others in the team agree, everyone’s hand must go up – this should keep everyone focused. If they spot a genuine pronunciation error, they can help the reader make the correction receive a point (provide support if their ‘help’ isn’t quite accurate). However, if the whole team has made a mistake and picked a word that was correctly pronounced, they will lose a point and the other team will gain a point. Each time an error in pronunciation is correctly spotted, swap the reading team. Deduct points for talking or misbehaviour.
4. “The Last Word” Reading Activity (Pair / Small Group Work)
As a group, the team chooses how many words each student should read. For example, 3 words. In addition, allow students to choose the order of reading. Once the students begin reading, the winner is the student who follows the rules and manages to be the person to read the last word.
5. “Avoid The Line” – Reading Aloud Activity (Pair / Small Groups) When you prepare a text, underline words at random. Students start with 5 points. Each student must read 5 words at a time, but must avoid actually saying any words that have been underlined. Should they read the underlined word by accident, they lose a point. Students with with the most points at the end of the reading activity win.
6. “Bratwurst” Name” – Reading Out Aloud Activity (Small Groups) 
One student begins and after a pre-determined number of words or sentences, they shout “Bratwurst / Pain au chocolat / Churros” (etc, depending on the language you teach) plus the name of someone in the group i.e. Bratwurst Laura. This person must then continue where the other reader left off. Award points at the beginning and if someone loses focus and doesn’t know where the previous reader was, they lose a point.
7. Teacher Names – Reading Activity Out Aloud (Whole Group)
Split the class in two and assign 5 points to each team. Then, model pronunciation of the text by reading it out aloud. At random intervals, instead of reading the next word, call out a student’s name and that student must read the word that their name was replaced by. If the chosen student doesn’t respond without being prompted within 5 seconds of stopping, the team loses a point. Perfect for getting students to focus on reading activities, as well as getting them to pronounce the words you think they might find tricky or could do with knowing. In addition, you could get students to create a list of vocabulary replaced by students names and translate/make sentences with, as a post-reading activity.
8. “Wie bitte?” – Reading Aloud Activity (Small Groups)
Put students into threes, taking it in turns to read a sentence. As they read, a student must make a mistake, on purpose. This could include: wrong words, incorrect genders, wrong pronunciation, incorrect verb ending etc. When a listener hears a mistake, they must say ‘Wie bitte?’ ‘oh la la’ or ‘Oye’, depending on the language you teach. If they can correct the mistake, they win a point and if they can’t correct the error, the reader gets a point. This can also be done as a whole group with students standing up when you make a mistake. The last one to stand up is ‘out’. However, make sure you give students who are out a little task to do until the end of the game.
9. Spontaneous Reading Activity (Whole Group)
One student starts reading at random and can read a maximum of one sentence. As soon as they end their sentence, another student must begin reading. If no-one starts within a second, or more than one person starts reading, the whole group must go back to the beginning. Starting with another student reading the first sentence. You can vary this by getting learners to translate the text as they read the sentence or change the person (thus the verbs and possessive adjectives etc). Keep going back to the beginning until the reading out aloud activity has been completed as per the rules.
10. Find …. – Skim Reading Activity (Alone)
As soon as you give students a reading text, provide them with a list of words in L1 (native language) to find in L2 (language being learnt) in the text. This could be all masculine nouns, all verbs, all adjectives, all words beginning with ‘a’. They could either highlight the words in the text or underline the words.
11. Find the Synonym – Skim Reading Activity (Individual)
As with reading activity 10, give students a reading text and provide them with a list of words in L2. They must find and note down the synonyms they find in the text.
12. Be A Presenter – Reading Aloud (Pairs)
Have iPads or laptops available, enough for one between two. Have students paste a copy of your text into cue prompter with one student sitting with their back to the laptop and the other person reading aloud. The presenter must read clearly with accurate pronunciation and the listener must fill in the gaps on their sheet as they are listening with the words they hear. They may not ask the presenter to spell any word. Instead, if they have gaps at the end, the presenter must re-read (the whole lot or just the sentence, depending on how you’re feeling on the day).
13. Guess The Rule Reading Aloud (Whole Group Game)
The teacher begins by reading every other word from the text in order. Students must put their hands up to guess the rule. Allow individual students in the group to do the same by reading aloud. The rest of the group must try to guess the rule. Students can only start to put their hands up after the reader has read at least 1/3 or 1/2 of the text. Let the students be creative with their rules. The teacher could also re-read and do the same with adjectives, nouns, verbs etc to make the reading activity more grammar based. It’s perfect to get reluctant and shy students reading.
14. Running Dictation Speaking Reading Activity (Small Groups)
This works better with shorter texts or splitting a whole text into paragraphs, which each team is responsible for. Put enough copies of the texts up outside the classroom with a number on each. Assign each team a number. Advise the aim is for students to be the first team to communicate the text from their corresponding paragraph outside the classroom, without cheating. Students must take it in turns to read a sentence in sequence from their paragraph, and be the first team to finish communicating and writing the paragraph down on a sheet of paper. 
RULES: a) only one student can be out of their seat at a time, b) students must not run or shout, c) students must also take it in turns to write the sentences on the paper, d) learners are not allowed to spell any words, but they are allowed to go back as many times as they need to to re-read the sentence, e) the rest of the group must work as a team to ensure the words are spelled accurately and the grammar is also correct.
15. Gap-Fill Transcript Dictation Reading Activity (Individual)
Provide students with a copy of the text, with gaps. I suggest three forms, one with verbs missing, the second with nouns missing and the third with adjectives missing. Distribute the sheets so they have people around them who had the same sheet. The students must individually fill in the words as they listen. You could read again if necessary. Once finished, get learners to check they have spelled the words correctly by discussing (not showing!) with their neighbours.
16. Wrong Words Reading Activity (Individual)
The teacher provides students with a copy of the text with a selection of incorrect words. As they listen to the text being read, they must highlight the word they hear that is incorrect. Go through a second time, and this time, the students must write in the correct words. This will give the students an idea of the text before they do any comprehension activities.
17. Key Word Bingo – Vocabulary Based Reading Activity (Individual)
From the text, read 5-20 words (dependent on text length) at random in L2. Students must cross them off as they hear them.
Post-Reading Activities
1. True or False? – Post-Reading Activity (Alone)
Once students have read the text through properly, allow them 5 minutes to create a list of true or false statements. These can be given to a peer to answer if time allows.
2. Summarise The Text – Post Reading Activity (Individual)
Once students have read the text, advise that they must underline the key messages, depending on the size of the text. I recommend advising a maximum number. Students must then combine and re-word these ideas to summarise the whole text in a set number of words.
3. Re-write The Text – Reading Activity (Alone)
After reading (and depending on the length of the whole text), students must re-write the text in the first, second or third person singular. If the text is long, then advise that they should pick out a certain number of paragraphs.
4. Walking Text – Reading Comprehension Activity (Individual)
Instead of getting students to read the texts in their seats, print out a few copies. Ensure the text is enlarged and in paragraphs with line numbers. Then, chop them up with numbers, indicating the paragraph number on each and stick them around the room. I recommend doing a few copies to ensure that no more than 2 students are at one paragraph of text at a time. Give them some pre-printed comprehension questions to answer as they go around. You can support learners who need it with an indication of the paragraph number, correlating to the question, written on their sheet.
CONCLUSION
In conclusion, it can be said that in the process of reading and studying this topic, the student dives into the subject without knowing it. Because it is a very interesting and clear topic. We all know that the four skills in English are: reading, writing, listening, speaking. Reading is a receptive skill on English teaching process. In reading, the students are taught how to read and understand a text well. The purpose of reading is to get information from a reading text. Then, understanding the reading text needs some skills that should be mastered by the reader. Reading needs ability to understand the text. Many people can read, but not all can understand what they have read. There are some problems in understanding reading text. Therefore, the students need to be provided with the necessary support and strategies to help them read. There are books and manuals to clearly understand the types and effective ways to study each of these. When it comes to reading, this topic covers the easy ways to develop reading and how to behave during the coverage, as well as the stages of development in children and adolescents, ie B1 learners, and reading techniques. we also studied. Difficulties in improving reading skills are no exception. For example:
Issues with decoding,
Poor comprehension,
Speed.
Spelling errors in English reading techniques were also addressed. Reading strategies to help and its types are:
Activate ideas
Build vocabulary
Teach with Dolch List
was widely and clearly covered.
The purpose of the research was to establish what English language writing ways (methods, approaches, strategies, techniques etc.) were more effective for B1 learners and to identify the learners’ reasons for these choices were based on. Having finished explaining the result of the study, the researcher drew two conclusions. The first conclusion is different ways of teaching writing such as controlled-to-free approach together with guided writing and parallel writing can significantly improve the students’ writing skill. In this case, the students could correctly construct sentences based on the grammar explained by the researcher. They also used appropriate vocabularies dealing with the topic in their writing. In general, students are encouraged to practice writing as much as possible. Since writing is a skill gained by practicing, it makes sense to say that the more they practice writing, the better they will write.
On the basis of the research findings, I would strongly recommend that the further researchers in the FL writing strategies should take the combination of the qualitative and quantitative approach experimental form. It is expected that the result of the study can be used as an additional reference for further researches, especially researches dealing with the teaching of writing. The researcher also hopes that other researchers can apply this technique in other level of students.


REFERENCES