This document describes how to conduct reading races, an activity where students compete to find answers to questions or phrases in a text. Key points: - Students are given a text and teacher has hidden list of phrases/questions to find in the text. Students race to find the answers and bring them to the teacher. - The activity continues until someone finds all the phrases. It encourages engagement with challenging texts by forcing analysis. - Rules include writing the question accurately before getting answers checked, working individually or in pairs, and not changing answers while waiting in line. - Considerations include student groupings, difficulty of phrases, allowing discussion after, and positioning in the room. The goal is to make it

1. The benefits
• Not just for MFL! (I know this from experience!)
• Traditionally used as a way of introducing new vocabulary, but it is a
flexible activity that can be tailored to the needs of the group.
• Reading races allow the students to engage with the text.
• They are especially useful with more challenging texts. By forcing the
students to analyse what they are reading, they are more likely to be
successful.

2. How it works
 The students are presented with a text. This can be displayed on
the board, although it is useful for them to have a copy.
 You have a list of phrases/questions/key terms, etc. which you
keep hidden from them.
 The first phrase is given to the class at the same time. They write it
in their books and look for the translation in the text.
 They write the translation (or highlight it) and bring it up to you. If
it is correct, you show them the next phrase. If it isn’t, they return
to their seat and try again.
 The activity ends when someone has successfully found all of the
phrases. (Or when your timer goes off.)

3. Opportunities for differentiation
 You can choose to let them work as individuals or you can
choose pairings.
 You can have two lists. (To which you can allocate students or let
them choose.)
 You can provide the same list of questions/phrases, but provide a
differentiated text.
 If working with the same text and list, it is a good idea to throw in
a couple of difficult phrases.
 Buzzer rounds allow for class discussion and support of weaker
students by sharing technique.

4. The rules!
 They must have the question/English statement accurately
written in their books before coming to you with the answer.
 If working in pairs, they must take turns and both students must
have the questions and answers written in their books.
 Their answer must be perfect. (No missing words, spelling
mistakes…) ( The use of hints and extension questions.)
 They cannot change their answers whilst standing in line; they
must return to their seat and then come back.

5. Practical things to consider
 Where you position yourself in the room.
 Timings. (Allow time for sharing answers at the end)
 Prizes!