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Have students read a text and then negotiate in groups as to the most important point(s) of the text. Having them negotiate for meaning gives an opportunity for a deeper understanding of the text and enhances speaking skills as well. You could extend this with a stronger group where they have to reduce the text to 20% (or whatever percentage you choose) of the original but retain the main point.
As part of an early lesson in the block, explore the concept of register in writing. E.g. What makes something formal? What makes something informal? Highlight particular syntax features around formality of language (impersonal, passive voice, big words, paragraphing etc.). When students encounter texts, have them identify register features as they read.
Have students look at the title, pictures, sub-headings etc. and discuss what they think the topic is. Have them brainstorm what they already know about the topic, and decide what they want to know from the reading. After the reading, have them share what they learned from the reading. Was is the same as what they wanted to learn?
Each topic, have an empty box and a set of blank cards. Whenever you encounter new vocabulary items as part of a reading, write it on a card and put it in the box. Use this box to draw words from for pictionary, charades, hot seat, etc. You can also use the vocab box for early finishers. They can test each other on words, create sample sentences, or make their own quizzes (e.g. using Quizlet).
Have students generate questions about a text in small groups. This forces them to read it and understand it. They can then swap questions with another group. Students need to use grammar skills for this, so you can exploit this further by pointing out any grammatical mistakes in question forms and have students self-correct.
If students are going to tackle a fairly lengthy reading in class, break it into chunks. Have them read the first part and then decide what they think will come next. Repeat the process for each section, ideally having them discuss in pairs between each part. This will also help them with writing skills as they will become familiar with text conventions e.g. signposting in essays.
If students are required to read a short text. Try removing the title. The primary reason for them to read the text in the first instance is to create their own title. They can ideally do this in pairs. A first reading of a text is often a scan for general meaning and this helps them target this skill, especially if you set a fairly short time frame. This can be followed up with a more detailed reading for specific information.
Before students even start reading a text, have them look at the title, as well as any sub-titles and be explicit about where the text has come from (e.g. a resource book, a journal, a website etc.). Have groups discuss who they think the intended audience is, and why the author wrote the text. They can then read it and refine their ideas. This is an important critical thinking skill, and can be done often.
