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Practical activities
for the ‘before’ stage
 Using realia to help
students think about the
topic
(This is used for Unit 2- Reading, New Tieng Anh 11)
1. Print out a large copy of the picture
and colour it red (or use a real red
floppy hat, if you have one).
2. Use the picture (or real hat) to elicit
details about who the owner could
be. If the students answers fit with
the girl in the story then accept the
answers that they suggest, e.g.
• Does it belong to a boy or a girl?
• How old is she?
• Where does she live?
• Does she like her hat? Why?
• What is the story of how she got the
hat?
3. Get the students to suggest some
possibilities and then tell them they
are going to read about this to find
out the answer.
True/False prediction
1. Write 5 or 6 statements about the text students are
going to read/listen
2. Ask students to read the statements (not the text) and
decide which is true and which is false according to
their understanding
3. Then ask them read/listen to the text quickly to check
their prediction
4. Feed back to the whole class
Note: Teachers can use other tasks of prediction such as; MCQ prediction, gap-fill prediction or even open prediction
Ordering pictures/events
1. Prepare a set of pictures or events relating to the story
students are going to read/listen
2. Ask them to work in groups/pairs to put the
pictures/events in a possible order and to discuss this
in English
3. Ask them then to read/listen the text/story to see
whether their guesses are right or not
4. Feed back to the whole class and ask them to move on
with the other reading tasks
Open prediction
1. Tell students that they are going to read/listen about
leisure activities.
2. Ask them to work in groups to guess which leisure
activities will be mentioned
3. Ask each to present/write their guesses on the board
or posters
4. Ask them to read /listen the text and see how far their
guesses are correct
5. Feed back to the whole class and ask them to carry on
with the other reading/listening tasks
Pre-questions
1. Write a few questions on the board. These questions
should focus on the main ideas of the text.
2. Give students a few minutes to guess the answers to
the questions. It doesn't matter if the student can't
guess correctly.
3. Get answers from the students and ask them to
read/listen to the text to check
4. Feed back to the whole class
More on predictions:
In class, predictions can be good for communication.
Some examples of what predictions can be based upon include:
• A title
• Visuals
• Knowledge of the author
• A skim of the first paragraph
• A set of keywords from the text
• Reading the end and predicting the beginning.
• Reading the middle and predicting the beginning
and the end.
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