Reading

authentic Something produced for native speakers rather than language learners
genre Type of text, e.g. formal report, newspaper article, letter, etc.
passive Not actively participating in something
post-reading task A task which encourages learners to use information they gained from reading a
text
pre-reading task A task which helps learners tune into a text before reading it, which aids their
understanding
schemata The mental picture a person has about a topic, based on past experiences
while-reading task A task which motivates learners to read a text
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Recommended reading - Teaching reading
Published material
o Teaching Reading Skills in a foreign language
Christine Nuttall, Macmillan Books for teachers, 2005
This book gives a detailed but very readable explanation of how to teach reading, with some
practical activities.
o Developing Reading Skills
Francoise Grellet, Cambridge University Press, 1987
despite its age, this book remains relevant with plenty of clearly explained information about how
to develop reading skills, and lots of practical activities.
Internet resources
o Reading for information: Motivating learners to read efficiently
A series of four articles by Dave Willis, 2008, explaining four stages of a lesson which he uses
successfully to motivate learners to read more efficiently and improve their language skills.
o Reading for change
The OECD conducted a survey in 2000, which examined the reading literacy levels of teenagers
in 32 countries. Read the Executive Summary of Reading for Change to find out how important it
is for teachers to focus on reading in the classroom.
Reading for information: Motivating learners to read
efficiently
Submitted by Dave Willis on 4 April, 2008 - 09:58
This is the first in a series of four-articles which propose a four stage methodology for teaching
reading.
What is efficient reading?
What happens when you read a book, a newspaper or magazine for information on a topic that
interests you, or when you are reading as part of a course of study? If you are a good reader you
almost certainly don't read eery word carefully. !ou read with a purpose, and as your eye skims oer
the page you take from it whateer you need, predicting what is likely to come ne"t and ad#usting
your predictions as you go along.
We want our students to learn to read like this in $nglish. We want them to be able to skim through
pages on the worldwide web identifying releant information with speed and efficiency. We hope that
one day many of them will read %uickly and efficiently enough in $nglish to use the language as a
medium of study at uniersity leel or beyond. &ore and more schools and &inistries of $ducation are
interested in 'ontent and (anguage Integrated (earning )'lil*,recognising the importance of learning a
language, in our case $nglish, as a means to studying other sub#ects more effectiely. If we want to
encourage this kind of reading in the $nglish language classroom we need to proide a reason for
reading and we need to recreate the circumstances in which readers operate in the real world outside
the classroom. I am going to look at a task-based approach to reading which will enable us to do this.
Providing a context and a reason for reading
First we need to provide a context. When we read in real life we usually have
some expectations about what we are going to read. Perhaps we now !uite a
lot about a topic and we want to chec on a few details. "r perhaps we have
#ust heard about something and are curious to now more about it. We rarely
set out to read something without nowing anything at all about the topic and
without having any expectations about what we are going to read. $o in the
classroom we need to provide learners with a context. %efore they begin to
read they will have some idea what it will be about and what to expect from it.
+econdly we need to proide a reason for reading. +ometimes in our reading we are looking for ery
specific information. We may hae certain beliefs which we want to confirm or perhaps to reconsider.
,r perhaps our curiosity has been aroused by a newspaper headline or the title of an article in a
magazine, and we want to satisfy that curiosity. We should try to put our students in the same
situation when they approach a reading. What e"actly do they e"pect to get out of the reading? What
gaps in their knowledge do they want to fill? What e"pectations do they hae which they want to
check against their reading?
(et's set up a reading actiity like this for learners. ,ne which proides a conte"t and a reason for
reading. (et's start by asking the %uestion- .re sharks dangerous to humans? The fact that we start
with a %uestion is interesting in itself. It proides one reason for reading- to find an answer to the
%uestion. /ut it may be that some of our learners know the answer already. We can begin by asking
them to work in pairs or groups to answer the %uestion on the basis of their general knowledge. Then
we can lead a class discussion to share the results of this pair0group work.
&y guess is that they will answer the %uestion by saying that some but not all sharks are dangerous to
humans. They may een gie e"amples. /ut it is also likely that their discussion will raise more
%uestions than it answers. Which sharks are dangerous? .re most sharks dangerous, or is it only a
small minority? 1ow big are sharks? Where do they lie?
(et's moe on to proide a %uestionnaire which will focus on some of these %uestions-
1ere are eight statements about sharks. +ay whether each one is true or false.
1. There are nearly two hundred different species of sharks.
2. The smallest sharks are about 23 centimetres in length.
3. &ost sharks are less than a metre in length.
4. The biggest sharks are around 4 metres in length and weigh up to 2333 kilograms.
5. The biggest sharks are the most dangerous of all.
6. +harks are found in riers as well as in the seas and oceans.
7. ,nly about two hundred people are killed by sharks each year.
8. &ore people are killed by dogs than by sharks.
We will go through these %uestions to make sure they hae been properly understood, but without
giing any clues as to the answers, then we will ask learners to discuss the %uestions in pairs or
groups. 5inally we will reiew their answers and find out how many pairs or groups answered true and
how many answered false on each %uestion. .nd what is the answer to the big %uestion? .re sharks
dangerous to humans?
Priming before reading
(et's reiew what has happened in our lesson so far-
We hae introduced a topic and proided a conte"t by getting our learners to engage their
own knowledge of sharks.
We hae proided a reason for reading in two ways. 5irst we hae aroused their curiosity. It is
%uite likely by now that they are eager to know whether the eight statements gien aboe are true or
false. +econdly we hae probably aroused a spirit of rialry. +ome pairs or groups will hae offered
one answer, others will hae offered %uite a different answer. They will be an"ious to know who is right
and who is wrong.
We hae coered most of the ocabulary which the learners will come across in the reading
which is to follow. We will hae done this in two stages- first in discussing the general %uestion- .re
sharks dangerous to humans?6 and secondly in introducing the statements and making sure learners
hae understood them.
(earners hae had a good deal of language practice centring on the topic to be coered in the
reading. We hae had pair0group discussion and general class discussion led by the teacher.
These things make up what I think of as the Priming stage of the reading lesson- getting learners
ready for reading by proiding a conte"t, a purpose and necessary language input. It is important to
note that een though this is a preparatory stage there has been a lot of student participation and that
all of the language used in these actiities has been used with a purpose. (earners can now go on to
read the te"t.
I hope that by now like the students your curiosity has been aroused. .re there really two hundred
species of shark? .re sharks found in riers as well as in the oceans? .re dogs more dangerous than
sharks? To find the answers read the te"t Are Shars Dan!erous to "umans# at end of article.
.fter learners hae finished reading you will be in a position to lead a class discussion on the te"t.
'heck the answers with them. 1ow many answers did they get right? 1ae they learned anything else
from the te"t? Is there anything else they would like to know about sharks?
We hae now achieed %uite a lot of language use, finishing with reading and discussion. /ut there are
two things we hae not done - two things that we need to do after the reading. 5irst we need to
proide a focus on language by looking at some important linguistic features of the te"t, at the
grammar and ocabulary. +econdly we need to do something to make the te"t memorable. .ll too
often learners read a te"t and then forget all about it. If we can recycle the te"t in a way that makes it
memorable they will remember not only the content of the te"t, but also some of the language it
contains.
+o in my ne"t article I will outline a four stage process. We hae looked at a lesson illustrating the first
two stages-
Priming
Reading
In the ne"t article 5orm focus and recycling- getting grammar I will illustrate the ne"t two stages-
Form focus
Recycling
In a third article Techni%ues for priming and recycling I'll look at a ariety of techni%ues which you can
use for yourseles to apply the processes of priming and recycling in the classroom, and in my fourth
and final article Techni%ues for form focus after reading I will describe a range of techni%ues for form
focus.
Written by &ave Willis
'our comments and !uestions
7uring the month of .pril 2338 7ae Willis will be the 9uest 'ontributor. !ou can add comments or
%uestions about the contents of this article by clicking on (dd new comment below. 7ae will be
regularly isiting the site, reading your comments and answering %uestions.

$ample )ext used in this article
Are sharks dangerous to humans?
Shars have been around $or hundreds o$ millions o$ years% &ven be$ore dinosaurs roamed the earth
there 'ere shars s'immin! in the sea% (hey live in o)eans and seas all over the 'orld% Some shars
live near the sur$a)e, some live deep in the 'ater, and others on or near the o)ean $loor% (hey are
even $ound in $resh 'ater, sometimes s'immin! many miles up rivers lie the *ississippi in the +SA
and the Ama,on in -ra,il%
We tend to thin o$ shars as bi! dan!erous )reatures% We sometimes read about shar atta)s in the
ne'spapers, and in .9/5 the $ilm 0a's terri$ied a 'hole !eneration o$ movie!oers 'ith the story o$ a
!reat 'hite shar 'hi)h atta)ed holidaymaers in a small seaside to'n in the +SA% (he !reat 'hite
is )ertainly a $earsome )reature% 1t )an rea)h 2 metres in len!th and up to 2000 ilo!rams in 'ei!ht%
1t has as many as 3000 needle sharp teeth arran!ed in $ive ro's, so it )an sever a man4s le! in a
sin!le bite%
-ut not all shars are lie the !reat 'hite% (he pi!my shar, $or e5ample, is only about 20 )entimetres
in len!th% (here are almost 400 spe)ies o$ shar and more than hal$ o$ these are under a metre in
len!th% (he bi!!est shars o$ all are not at all dan!erous to humans% (he basin! shar and the 'hale
shar !ro' to around .2 metres, but they are 6uite harmless, $eedin! on planton and small $ish%
7nly about 25 spe)ies are dan!erous to people% 7$ these the bull shar is the one that is most liely
to atta) people% 1t s'ims in very shallo' 'aters 'here people s'im and is mu)h more numerous
than the !reat 'hite, 'hi)h is very rare% 8ess than one hundred people are atta)ed by shars ea)h
year% 1ndeed you are $ar more liely to be illed by a do! or by bees than by a shar, and some
s)ientists believe that shars only atta) people be)ause they mistae them $or seals and sea lions,
the shar4s $avourite $ood%
Word find
How we read - feedback
1. Which reading strategies did you use when you re-ordered the text?
You may have used different reading strategies, but they should include: predicting, using
cohesive devices and perhaps reading some sections intensively. You may also have skimmed,
scanned and guessed the meaning of words from context.
2. Why was the text separated in those particular places?
The text was separated in specific places so the cohesive devices could help you. For example,
o Words like 'first...' indicate a list is being started.
o Words like 'that', 'these' and 'it' refer to earlier instances in the text.
o Sentences like 'Let's stay with the example of the film review' give you anchors in
the text
When doing a re-ordering activity with your learners, think about how you can use cohesive
devices to help them.
2. If you were to use a re-ordering text activity (with text on paper cut into strips) with your
own learners, what changes would you make so that the activity was more suitable for
them?
o You should choose an age-appropriate text which your learners will be motivated to
read (i.e. not one about reading strategies!).
o The learners level should be considered so that the complexity of vocabulary,
grammar and cohesive devices is not too difficult nor too easy for them. e.g. graded texts
from elementary/pre-intermediate course books, sections from graded readers, simpler
authentic texts, or write your own text at their level.
o The text should not be too long think about the amount of time you have.
o Think very carefully about where to make the cuts test the re-ordering yourself
before giving it to your learners.
o Consider the learners learning styles and whether they should do the task
individually, in pairs or in groups.
Word cloud feedback
what we read why we read how we read
1. letters
2. timetables
3. instructions
4. advertisements
5. notes
6. maps
7. text messages
8. TV schedules
9. ingredients lists
10. bills
11. labels
12. jokes
13. recipes
1. to learn how to play
a new video game
2. to find out when your
bus leaves
3. to remind us of
something
4. for pleasure
5. to get information
about something we
want to buy
6. to catch up with
friends' news
7. to do homework
1. predict
2. guessing meaning
3. cohesive devices
4. skim
5. read intensively
6. scan
14. articles
15. news
16. directions
17. lists
18. subtitles
19. textbooks
20. puzzles
21. comics
22. brochures
23. emails
24. magazines
25. novels
26. websites
8. to find out what's on
TV
9. for entertainment
10. to fill time
11. to catch up
with celebrity gossip
12. to study
13. to relax
14. to revise
15. to know what
the day's schedule is
16. to learn about
the news
What, why and how learners read
This exercise will take around 10 - 20 minutes
What we read
In our daily lives, we come across countless opportunities to read. Think for a moment: what have you
read today? Dont limit yourself to the obvious - like news or lesson plans - but what about shorter,
incidental texts? What did you read as you were waiting for the bus? Standing in line at the coffee shop?
Eating lunch? Marking homework?
Why we read
Knowing the purpose for reading will help us determine the best strategies for reading.
Read the following list; would you read these for pleasure or for information?
1. instructions for reinstalling a program on your computer
2. a text message from somebody
3. a TV scheduling guide
4. a news report
5. a story
6. an article in a medical research journal
7. a shopping list
8. a postcard
Your purpose for reading will determine what kinds of strategies you will use to read.
How we read
Look again at the list of different examples of reading text above. Consider what type of reading you
would do for the following:
o close reading (all details are important)
o skimming for gist (getting the general idea)
o scanning for specific information (looking for a specific detail)
Did you come to the conclusion that we often alternate between different types of reading for one text? Its
true! For example, we might scan a grocery list to check if we need milk, or we might read it closely if we
want to memorise the whole list.
n the How we read exercise! you will read a text about different strategies we use while reading. "ut
first you have to put the text in order#
$hen you have finished reading! answer the following %uestions in yourportfolio:
1. Which reading strategies did you use when you re-ordered the text?
2. Why was the text separated in those particular places? Why wasnt it simply separated after
each paragraph?
3. If you were to use a re-ordering text activity (with text on paper cut into strips) with your own
learners, what changes would you make so that the activity was more suitable for them?
Classroom activities to practise reading strategies
This exercise will take around 20 - 30 minutes
hether we are readin! intensi"el#$ usin! cohesi"e de"ices or !uessin! the meanin! o% words
%rom context$ readin! e%%ecti"el# in"ol"es so much more than sim&l# readin! a text and
answerin! 'uestions. There are acti"ities and tasks that will hel& #ou si!ni%icantl# de"elo& #our
learners( readin! skills.
)sin! acti"ities to !et #our learners thinkin! and talkin! a*out the text %rom *e%ore$ durin! and
a%ter the# read it o%%ers !reat *ene%its+
o Pre-/while-/post-reading tasks
Many reading lessons move from big to small or overview to details. We can plan the route of our
lesson like this:
1. Do you approach reading lessons with an 'overview' to 'details' approach?
2. What do you think are the advantages of this approach?
3. Why is a pre-reading task so important?
4. How many different types of while-reading tasks are in the chart?
5. Do you differentiate between the purposes of while-reading tasks in your lessons? Are your
tasks planned with a specific goal in mind?
6. What kinds of post-reading tasks have you done in your lessons? Do you think these are
important?
7.
Reading
8. $hile you read the text! think about these %uestions:
. 1. Which paragraph is about:
!". i. the vocabulary learners' need in order to read by themselves?
ii. how to write questions for a reading text?
iii. why some learners dont enjoy reading in a foreign language?
iv. the reasons for implementing certain tasks?
!!. 2. How many words are needed for independent reading?
!#. 3. Find a phrase in paragraph B which describes a situation where learners become discouraged
to read in English.
!$. 4. According to the article, what situation does this diagram represent?
!%.
!&. 5. Which of the following is the best title for this text?
!'. a. Setting up an Independent Reading Scheme
b. The Importance of Teaching Vocabulary
c. The Value of Teaching Reading
d. How to Design Reading Tasks
17. Title: ___________________________
18.
&
'he best way to support language learning is to expose yourself to the target language ( ideally
by living in an environment where the target language is the main means of communication.
)nfortunately! this option is not available to every language learner. 'here is another! more
accessible way to gain exposure to a language though * reading. "y reading texts in the target
language! the learner is exposed to how language is used to express meaning. n fact! we learn a
lot about the usage of our mother tongue by reading extensively. 'herefore! it is very important for
a language teacher to encourage and guide learners to read.
"
)nfortunately! learners can find reading in a foreign language frustrating. 'hey may attempt to
read something without using appropriate reading strategies and perhaps with too many unknown
words in it. 'hey therefore find it difficult or impossible to get meaning without a dictionary +even
with a dictionary sometimes#,! which slows the whole process! resulting in a disappointing
experience. Conse%uently! the learner avoids reading and therefore doesn-t develop the skills
needed to en.oy it. & teacher should aim to help learners break out of this self*defeating reading
cycle.
C
Clearly! learners will need a range of vocabulary in order to read even the simplest texts. t has
been said that most people recognise about /0!000 words in their mother tongue. 1ome estimate
that at least /!000 words are re%uired for independent reading. 'his is a large number for
learners! but learners don-t have to be able to use all these words actively in order to understand
them in a text. &lso! it is often possible to get sufficient meaning from a text without understanding
every single word! which we do naturally in our mother tongue. 'eachers can help learners to
recognise when they can .ust ignore a difficult word! and when they can use the context to guess
the meaning of a word. "ut! helping learners to learn vocabulary remains a fundamental aspect of
the language teacher-s .ob.
2
$hile learners gradually build their vocabulary! the teacher should help them to develop their
reading skills by practising reading in the classroom. Choose texts which are appropriate to the
learners- age and interests! and from which the learners will be able to get some meaning. 'here
may be a few words outside the learners- knowledge! but not so many that the text is impossible
for them to understand. 2esign motivating tasks which give learners practice in using various
reading strategies. n this way! learners will gain the confidence to tackle more challenging texts!
which will provide exposure to more language and improve their reading skills! which will
encourage them to read more. 'his is a self*motivating reading cycle which teachers should aim
to get their learners into.
3
1o! the %uestions and tasks the teacher sets for the learners should be motivating. 'heir aim
should be to develop reading skills! rather than .ust to test understanding. 1uch tasks may focus
on top*down processing! i.e. using our own knowledge and experience of the world +schemata, to
understand the text as a whole! to interpret the writer-s purpose and overall message. Learners
may practise strategies such as predicting and skimming to do this. 4ther tasks may focus on
bottom*up processing! i.e. looking at the words in the text to understand the meaning. 1canning!
reading intensively! using cohesive devices and guessing meaning of unknown words from
context! are strategies which can be practised here. "oth top*down and bottom*up processing are
used by L5 readers to fully understand a text. $hen reading in their mother tongue! people
usually do something with the information they-ve gained! so teachers should provide post*
reading activities which replicate such authentic tasks. 'hese often integrate some or all of the
other skills: listening! speaking and writing.
6
7aving decided which reading strategies to practise! the teacher should make sure that the tasks!
%uestions and answers do not use language which is above the learners- level. &nswers can be
given by ticking boxes! putting things in order! matching! etc.! to avoid the learners having to
formulate long answers. &lso! make sure that the learners actually have to read the text in order
to find the answers. &llow time for learners to compare and discuss their responses. 'his gives
them an opportunity to explain and defend their particular answer ( if they get it wrong! they may
figure out the correction by themselves. 'he teacher should listen to these discussions! as they
reveal how the learners- reading is developing. &n incorrect answer often discloses more
information about a learner-s understanding than a correct one! which may have been .ust a lucky
guess#
8
4nce learners can read confidently in 3nglish! the teacher should encourage them to read
independently. Recommend texts suitable for their age! interest and 3nglish level and perhaps
ask them to review books they-ve read so that their classmates will be better e%uipped to choose
suitable books. &ccording to the 4rganisation for 3conomic Co*operation and 2evelopment
+43C2 91& 1urvey! :000,! ;Reading skills < make a demonstrable difference to one-s chances
in later life.= 1o! your efforts to teach reading will be worthwhile. &nd don-t forget to set a good
example by reading yourself ( you will also benefit in many ways.
19.
Reading task feedback
20. Answers to while-reading questions
21. 5. $hich paragraph is about:
22. i. the vocabulary learners need in order to read by themselves? C
ii. how to write %uestions for a reading text? 6
iii. why some learners don-t en.oy reading in a foreign language? "
iv. the reasons for implementing certain tasks? 3
23.
:. 7ow many words are needed for independent reading? /000
>. 6ind a phrase in paragraph " which describes a situation where learners become discouraged
to read in 3nglish. self*defeating reading cycle
?. &ccording to the article! what situation does the diagram represent? self*motivating reading
cycle
/. $hich of the following is the best title for this text?
24. a. 1etting up an ndependent Reading 1cheme
b. 'he mportance of 'eaching @ocabulary
c. 'he @alue of 'eaching Reading
d. 7ow to 2esign Reading 'asks
:/.
26. Answers to post-reading questions
27. The questions above give practice in:
28. 1. skimming or scanning to find the potentially correct paragraph, then you may have to read
intensively to check that it was actually the correct paragraph.
29. 2. scanning (you should have looked for a number, then read around that number to make sure it
was the correct answer).
30. 3. either reading the paragraph intensively or guessing meaning of unknown words from
context (if you don't know the meaning of self-defeating).
31. 4. some skimming to locate the potential paragraph, then reading intensively to make sure of
the correct answer
32. 5. reading intensively
Planning a reading lesson
This exercise will take around 20 - 30 minutes
How familiar and comfortable are you with planning a reading lesson using the types of stages and
strategies covered in the previous section?
You can become more skilled at creating effective reading lessons for your learners by reviewing other
lesson plans as models, trying your own and getting/giving feedback.
Look at the lesson plans below that have been shared online.
Have a copy of the reading tasks next to you.
As you read, take notes of the different stages you recognise (using the chart to guide you).
What tasks are used to develop pre-/while-/post-reading skills?
Lesson 9lan * A5B * 'he "ritish 1ecret ntelligence 1ervice
Lesson plan * Cheating
M*+: )he %ritish $ecret *ntelligence $ervice
Submitted by Sally (ro'brid!e on .2 9ovember, 2009 - 08:0.
Theme- &I4
,exical area: spying, personal information, codes
1nstru)tions $or lan!ua!e assistants in 1tali)s%
'lassroom materials
*ntroduction
(his lesson o$$ers a variety o$ a)tivities based on *12, (he -ritish Se)ret 1ntelli!en)e Servi)e, 'hi)h
)elebrates its .00
th
anniversary in 2009% (as . is a 'arm up a)tivity that introdu)es the topi) o$
spyin!% (as 2 is a 6ui) 6ui, about the 'orld o$ spyin! 'hi)h introdu)es some o$ the vo)abulary $rom
the te5t in tas 3% 1n tas 3 students read a te5t about *12 and mat)h headin!s to para!raphs% 1n
tas 4 students )orre)t $alse in$ormation to )he) their )omprehension o$ the te5t% (as 5 is an
in$ormation !ap a)tivity 'here students as 6uestions in pairs to )omplete a se)ret a!ent identity
)ard% Students try to )ra) )odes and then mae a )oded messa!e in tas 2% (as / is a dis)ussion
a)tivity $or hi!her levels%
)as - Missing Words
As the students to !uess the missin! 3-letter 'ord by looin! at the )lues around the s6uare%
Ans'er: spy
As the students i$ they )an add any more :spy 'ords; to the ones around the s6uare <e%!%,!ad!et,
0ames -ond, )ode, double a!ent=%

)as - Missing words
'an you write the missing word in the s%uare?


&gent 8un
nvisible nk C C C 1ecret dentity
00D

2. :uiz
Do the quiz as a whole class activity with a lower level. Ask for a show of hands to see who thinks which option is
correct. Higher levels can do the quiz in pairs then check answers as a class.
Ans'ers:
.b, 2a <lemon >ui)e rea)ts to heat and be)omes visible=, 3b, 4a<in 2009=, 5) <?@- is Aussian, B1A is
Ameri)an=

Task 2 :uiz
What do you know about the world of spying? 7o the %uiz.
Spy quiz

1 , dou*le a!ent is-
a. , s&# who has two names.
*. , s&# who secretl# works %or two countries.
c. Two a!ents who are identical twins.

2 /ou can make in"isi*le ink %rom-
a. 0emon 1uice.
*. 2lood.
c. 3ail "arnish.

3 4ames 2ond was-
a. , real s&#.
*. , %ictional s&#.
c. , writer.

4 5ow man# 2ond %ilms are there6
a. 22
*. 51
c. 7

5 hich one o% these or!anisations is 2ritish6
a. 782
*. 9:,
c. ;:6

Check the answers with your teacher.

.. M*+: Read
(ell the students that they are !oin! to read about *12% Set a time limit o$ 4 minutes $or students to
read the te5t and mat)h the headin!s 'ith the para!raphs% "ave them )ompare ans'ers 'ith a
partner be$ore )he)in! ans'ers as a )lass%
Ans'ers:
. What is *12#, 2 "o' old is *12#, 3 Where is *12#, 4 *12 a!ents, 5 Se)ret messa!es, 2 *12 online
Task $ ()'* +ead
;ead the te"t and write the headings in the correct place.
5ow old is ;:66 ;:6 a!ents
;:6 online <ecret ;issions
$hat is AB? $here is AB?
M!
/ou mi!ht ha"e heard o% ;:6 throu!h the man known as 007. 4ames 2ond doesn=t exist o% course$
*ut what a*out ;:66

1 >__________
;:6 is "er# real. :t is an or!anisation that recruits a!ents who collect ?human intelli!ence=$ or
in%ormation$ %rom countries around the world in order to &rotect the securit# o% the )7. The o%%icial
name %or ;:6 is the <ecret :ntelle!ence <er"ice$ or <:<.

2 >>>>>>>>>>>
;:6 has recentl# cele*rated its 100
th
anni"ersar#. The a!enc# started li%e in a small rented o%%ice in
0ondon in 1909 *ut it wasn=t o%%iciall# reco!nised *# the 2ritish !o"ernment until 1995+

3 >>>>>>>>>>>
The a!enc# has its &resent head'uarters in a hu!e *uildin! at @auxhall 9ross on the *anks o% the
ri"er Thames. The *uildin! is shown in a recent 4ames 2ond %ilm The World Is ot !nough. :n the
%ilm$ a *om*$ hidden in a suitcase %ull o% mone#$ ex&lodes inside the ;:6 head'uarters.

4 >>>>>>>>>>>
The %irst chie% o% ;:6 was <ir ;ans%ield 9ummin!. 5e alwa#s si!ned his name as ?9= in !reen ink.
This tradition is continued toda# *# <ir 4ohn <carlett$ the &resent chie%$ who also si!ns documents
with a !reen ?9=. 4ohn le 9arrA$ %amous %or his s&# no"els$ is a %ormer ;:6 a!ent. 5e chan!ed his
name %rom Ba"id 4ohn ;oore 9ornwell *ecause a!ents weren=t allowed to &u*lish *ooks under
their own names.

5 >>>>>>>>>>>
Burin! the <econd orld ar C1939-1945.$ ;:6 communicated with a!ents throu!h coded radio
messa!es *roadcast on the 229. ;:6 was also in"ol"ed in the work o% the code *reakers who
collected im&ortant enem# in%ormation at 2letchle# Dark in the south o% En!land. ;odern
com&uters didn=t exist at that time and the code *reakers had to use hu!e nois# machines to hel&
them *reak the codes.

6 >>>>>>>>>
;:6 now has an o%%icial we*site where an#one can learn a*out its histor#$ read a !lossar# o%
<ecret :ntelle!ence <er"ice words$ ha"e a "irtual tour or e"en a&&l# %or a 1o*.

/. M*+: False *nformation
(ell the students that senten)es .-5 all )ontain some in)orre)t in$ormation% As them to try to )orre)t
the in$ormation be$ore readin! the te5t a!ain to )he) their ans'ers% Bhe) the ans'ers as a )lass%
Cast finishers can work in pairs to write two more sentences with incorrect information. Ans'ers:
. (he Se)ret 1ntelle!en)e Servi)e is *12;s real name%
2 (he -ritish !overnment o$$i)ially re)o!nised *12 in .995%
3 (he present )hie$ o$ *12 si!ns do)uments 'ith a :B; in !reen in%
4 *12 sent )oded messa!es to a!ents durin! the Se)ond World War%
5 Anyone a!ents )an a))ess the *12 'ebsite%
Task < &I4- 5alse information
+entences =-> contain false information. 'orrect the information with a partner then read the te"t
again to check your answers.
= The +ecret Intellegence +ection is &I4?s real name.
2 The /ritish goernment officially recognised &I4 =33 years ago.
@ The present chief of &I4 signs documents with his name in green ink.
< &I4 sent coded messages to the enemy during the +econd World War.
> ,nly agents can access the &I4 website.
>. +ecret agent identity card
. (ell the students that you are !oin! to !ive them some in$ormation about a se)ret a!ent and that
they need to as their partner 6uestions to $ind out more in$ormation% Write the $ollo'in! on the
board:
Aeal name
Bode name
A!e
9ationalities
Camily
2 With a hi!her level )lass have the students tell you 'hat 6uestions they need to as to $ind out the
above in$ormation% Cor lo'er levels put the $ollo'in! 6uestions on the board and have students mat)h
them 'ith the above items <Aeal name et)=:
What;s hisDher real name#
What;s hisDher )ode name#
"o' old is heDshe#
What are hisDher nationalities#
What lan!ua!es does heDshe spea#
1s heDshe married#
"as heDshe !ot any )hildren#
Eou mi!ht also 'ant to revise :"o' do you spell it#;

3 Fut students in pairs and !ive ea)h member o$ the pair either an A or a - )ard% 1nsist that all
students eep their in$ormation hidden% Students )an no' tae turns to as 6uestions and )omplete
their se)ret a!ent identity )ard% Cor lo'er levels demonstrate the a)tivity $irst 'ith a student%
Students )ompare their )ards to )he) they have the )orre)t in$ormation 'hen they have $inished%
Eou should move around the )lass )he)in! that students are speain! rather than sho'in! their
)ards%
4 1$ students en>oyed this a)tivity they )ould invent their o'n spy identities and dra' a pi)ture or )ut
out photos $rom ma!a,ines to mae a poster 'all display o$ se)ret a!ent 1D )ards%
Task > +ecret agent identity card
!our partner has the information that you need to complete your +pecial agent identity card. .sk
%uestions about the agent to complete your card. 7on?t let your partner see your cardA
Student A
<ecret a!ent identit# card
FE,0 3,;E - >>>>>>>>>>>>
9GBE 3,;E H ,ce
,8E - >>>>>>>>>>
3,T:G3,0:T:E< - <wedish$ >>>>>>>>>>
0,38),8E< - <wedish >>>>>>>>$ >>>>>>>>$ 8erman
6&ALE ( ex husband! no children

Student B
<ecret a!ent identiti# card
FE,0 3,;E H <usan 4ones
9GBE 3,;E - >>>>>>>>>>
,8E - 35
3,T:G3,0:T:E< H>>>>>>>>$ ,ustralian
0,38),8E< - >>>>>>>>$ En!lish$ Turkish$ >>>>>>>>>
6&ALE * CCCCCCCC! CCCCCCCCCCC

4. +ecret codes
Fut students in pairs and as them to try to 'or out 'hat the messa!es mean% Wal around and
o$$er help as needed% "and out the ans'er sheet as soon as the students have $inished or start to !et
$rustrated% "ave the pairs use one o$ the )odes to mae another se)ret messa!e% Demonstrate this on
the board $irst i$ ne)essary% Fairs )an then s'ap messa!es 'ith a di$$erent pair and try to de)ode the
ne' messa!e% Alternatively they )ould 'rite their )ode on a post-it note then sti) it on the board $or
others to read and de)ode% Eou may need to remind students that they )an only use lan!ua!e that is
suitable $or the )lassroomG
Ans'ers:
. ("& C1AS( 8&((&A 7C &AB" W7AD 1S WA79@% A random letter repla)es the $irst letter o$ ea)h
'ord%
2 ("1S *&SSA@& 877?S H&AE S(AA9@&% All the vo'els are removed%
3 WA1(19@ -AB?WAADS 1S D1CC1B+8(% (his is 'ritten ba)'ards%
4 W"A( 1S E7+A 9A*&# +se the !rid belo'%
5 : > ? / B D F G 50 55 5: 5> 5? 5/ 5B 5D 5F 5G :0 :5 :: :> :? :/ :B
& " C 2 3 6 8 7 H I L A J 4 9 K R 1 ' ) @ $ L E M

Answers"
# TH! $I%&T '!TT!% ($ !A)H W(%D I& W%(*. A rando+ letter replaces the first letter of
each word.
, THI& -!&&A*! '((.& /!%0 &T%A*!. All the vowels are re+oved.
3 WRITING BACKWARDS IS DIFFICULT. Tis is !ritten "a#$!ar%s.
1 WHAT I& 0(2% A-!3 2se the grid 4elow.
&' (' 3' )' *' +' ,' -' .' &/' &&' &(' &3' &)' &*' &+' &,' &-' &.' (/' (&' ((' (3' ()' (*' (+'
A' B' C' D' 0' F' G' 1' I' 2' K' L' 3' N' 4' 5' 6' R' S' T' U' 7' W' 8' 9' :'

Task 4 +ecret codes
'an you decode these secret messages? Work with a partner. .sk your teacher for help.

= W1$ 'I;+T ,$TT$; B5 C.'1 $,;7 D+ E;,F9
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

2 T1+ &++9 (C+ H;! +T;F9
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

@ T(I'I55I7 +I +7;.WC'./ 9FITI;W
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

< 2@,8,=,23 J,=J 2>,=>,2=,=8 =<,=,=@,>?
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
Aake another secret message with a partner here:

K. 7iscussion
(hese dis)ussions 6uestions are suitable $or hi!her level )lasses% As the students to dis)uss the
6uestions in pairs or small !roups%
Task K discussion
7iscuss these %uestions-
What are pros and cons of being a spy?
7o you know any famous spy stories from your country?
Is Dames bond a realistic spy? Why0 Why not?
Would you spy for your country? Why?0 Why not?
Internet links
(ook at the official &I4 website here
http-00www.mi4.go.uk0files0images0hGpanelGmainGimg.#pg
This &I> site has actiities for children, including a recipe for inisible ink
http-00www.mi>.go.uk0output0mi>-history-for-schools.html
'rack some more codes here
http-00www.youthonline.ca0spykids0aa3<=33=c.shtml
5ind out about /letchley Bark here
http-00www.bletchleypark.org.uk0
%y $ally )rowbridge
Reading lesson plans: Cheating
B; 2a#$ie 3#A<o;
Le<el= 0lementar;' Upper interme%iate
9rint
3mail
1hare
Comment
Rate
1tudents complete a series of activities based on a text about
cheating.
Cheating * 3lementary
1kills: Reading skills including focussing on topic sentences plus using context to work out the meaning of
unknown words. 6ollow on activities include thinking of ways to stop people cheating.
Cheating * )pper*intermediate
1kills: Reading skills including summarising content by completing a table plus lots of vocabulary work
with idioms and idiomatic phrasal verbs. 1tudents also write a letter to a sports magaNine.
Related resources
Now it's your turn! For this next task, you will plan one stage of a reading lesson using a text
called Illiteracy.
1. Check the Which group am I in? discussion in the Forumto find out which stage you
should work on./li>
2. Read the text in the Illiteracy resource. This is the text you will use for your plan.
3. Think of a task to use at the stage of the lesson you've been assigned to. Use these
guidelines:
Learner activity: _________
Interaction: __________
Stage aim: _________
4. As you plan, ask yourself 'Which reading strategy(ies) am I helping my learners develop?'
This will help keep you focused. Refer back to the printable chart from the last section to help
you.
5. When you've completed your task details, copy and paste them into thePlanning a
reading lesson wiki.
6. When you're finished, look through the submissions from other participants in all the stages.
Are there any unique or creative approaches to developing reading strategies? Take note of
your favourite ideas.
7.
literacy
,. By Linda Baxter
. Ive written this article and youre reading it. So we are members of the same club. Were both
literate - we can read and write. And we both probably feel that literacy is essential to our lives.
But millions of people all over the world are illiterate. Even in industrialised western countries,
such as the UK and the USA, approximately 20% of the population have 'low literacy levels'. But
what exactly does that mean?
!". My parents both left school at 14. They could read and write, but except for a quick look at the
daily newspaper, reading and writing didn't play a big part in their lives. There were very few
books in the house. My mother was amazed because the woman who lived next door always
wrote a list of what she needed before she went to the supermarket. Why couldn't she
remember? We laughed about that for weeks. Our family didn't write lists! And when I was only
14 years old my father gave me an important letter that he'd written to the bank and asked me to
check it for grammar and spelling mistakes. And there were quite a lot. He never usually wrote
letters or postcards or even Christmas cards. So when he had to write he wasn't comfortable or
confident. Does that mean that my father had a 'low level of literacy'? I don't think so.
11. What is illiteracy?
!#. There are lots of different definitions of literacy. Some experts define it as having the reading and
writing skills that you need to be independent in your everyday life. So, for example, if you can
read instructions, write a cheque, fill in a form, - anything that you need to do in everyday life -
then you are 'functionally literate'.
!$. Other people say that you are illiterate if you think that you are illiterate. In other words, if you feel
that you can't read or write as well as you would like to.
!%. If you live in a society where most people are literate then you will feel ashamed or embarrassed
and avoid situations in which you have to read or write. The father of a friend of mine finally
admitted to his family that he couldn't read when he was 45 years old. He bought the newspaper
every day and pretended to read it - and believe it or not, his family had no idea.
15. Literacy in the past
!'. We often forget that writing is a recent invention. Many years ago, the word 'literate' meant being
able to communicate well in speaking, in other words what we now call 'articulate'. Storytelling
was an important activity in the past and still is today in some societies. Reading was often a co-
operative activity - someone would read aloud to a group, often from a religious text such as the
Koran or the Bible.
!-. Only a hundred years ago, in the United States, you were considered to be literate if you could
sign your name to a piece of paper. It was an important skill. You were not allowed to vote if you
couldn't sign the voting register, so literacy was connected with political rights, and many people
were excluded from the democratic process.
!,. Nowadays we see reading and writing as being connected, but that wasn't so in the past. Many
people could read, but not write. Writing was a skilled profession. If you needed something written
then you paid an expert to write it for you. And of course, rich and important people have always
employed people to write things for them. Important company bosses dictated letters to their
secretaries or personal assistants. And now with new computer software you can dictate directly
to your computer.
19. Is literacy important?
#". Being illiterate can have a big effect on people's lives. For example, a study in the UK showed
that people who write and spell badly are seen as careless, immature and unreliable, and often
unintelligent. So it is more difficult for them to find jobs, even when reading and writing are not
necessary for the work.
#!. World-wide statistics show that literacy problems are associated with poverty and a lack of
political power. More women than men are illiterate. Illiterate people have worse health, bigger
families and are more likely to go to prison. So literacy campaigns must be a good thing. But don't
forget that an illiterate person, or someone with a low level of literacy, isn't necessarily stupid or
ignorant - and may not be unhappy at all. Knowledge and wisdom isn't only found in writing.
22.
Source"
"ritish CouncilOs Learn 3nglish AagaNine
http:PPlearnenglish.britishcouncil.orgPenPmagaNine*articlesPilliteracy
Advice on developing reading skills
This exercise will take around 10 - 20 minutes
"But my learners say that silent reading is boring!"
Understandably, you may have concerns about teaching reading skills effectively. Your learners, your
classroom, your curriculum, your time - all of these have an effect on your planning.
How many of the following concerns sound familiar?
"My classes are too big to do pair and group work!"
"My learners panic and stop reading when they come across new words."
"There's not enough time in my curriculum to spend on silent reading."
&s you stop to buy a coffee on the way to work! you notice a headline on all the newspapers at the news
stand: -9rotests turn violent-. Eou know that this is referring to the student protests in your capital city! and
you are sure the article will describe some examples of extreme behaviour on behalf of the students and
the police.
1elect one:
a. skimming for general information
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: predicting
Correct
Aarks for this submission: 5.00P5.00.
Question 2
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
3ven though you find 1hakespeare difficult to read! there is a %uote you love: -Cowards die many times
before their deaths; the valiant never tastes of death but once.- Eou-ve never looked up the meaning of
-valiant- but you understand from the context that the writer is comparing a valiant to a coward. 1o you
know that valiant must mean -brave person-.
1elect one:
a. skimming for general information
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: guessing meaning
Correct
Aarks for this submission: 5.00P5.00.
Question 3
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
t-s been several years since you have been able to go back to your hometown. 'here is an article online
about a local festival that you used to en.oy every year when you lived at home. Eou read it carefully!
trying to find hints of people and traditions that you miss a lot.
1elect one:
a. skimming for general information
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: reading intensively
Correct
Aarks for this submission: 5.00P5.00.
Question 4
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
Eou are staying at a hotel in a new city and are %uickly going through the brochures and the travel guide
in the hotel room to see what kinds of attractions are available.
1elect one:
a. skimming for general information
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: skimming for general information
Correct
Aarks for this submission: 5.00P5.00.
Question 5
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
Eou are writing instructions for a test. Eou carefully order the instructions with numbers! and then at the
bottom write -examples-! so students are clear on what is expected.
1elect one:
a. skimming for general formation
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: cohesive devices
Correct
Aarks for this submission: 5.00P5.00.
Question 6
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
Eou have .ust arrived at the airport to pick up your friends and you check the arrivals board to see if their
plane has landed.
1elect one:
a. skimming for general information
b. scanning details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: scanning details
Correct
Aarks for this submission: 5.00P5.00.
Question 7
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
Eou .ust bought a copy of your favourite fashion magaNine and you are excited to see what articles are
inside this issue. Eou %uickly flip through the magaNine to have a look.
1elect one:
a. skimming for general information
b. scanning details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: skimming for general information
Correct
Aarks for this submission: 5.00P5.00.
Question 8
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
Eou thought for sure that &merican dol would be on '@ tonight! but you can-t find it on any of the
channels. Eou find the '@ schedule online and check it very carefully to find out when it will be on.
1elect one:
a. skimming for general information
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: scanning for details
Correct
Aarks for this submission: 5.00P5.00.
Question 9
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
Eou-re reading %uickly through a lengthy book review by a reviewer you really trust! but as you-re reading
through the lists of positives and negatives that the writer has shared! you find yourself .ust wanting to
know -2id he like it or not-. 1o you go to the end of the review! and there you see the word -4verall...-
which signifies to you that now you-ll finally read his final conclusion.
1elect one:
a. skimming for general information
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: cohesive devices
Correct
Aarks for this submission: 5.00P5.00.
Question 10
Correct
Aark 5.00 out of 5.00
6lag %uestion
Question text
Eou-ve been offered a new .ob# "ut you-re not sure of the details yet. 6inally! you are sent a detailed
contract! and you take some time to read it and make sure that there are no surprises or unclear points.
1elect one:
a. skimming for general information
b. scanning for details
c. reading intensively
d. predicting
e. cohesive devices
f. guessing meaning
Feedback
'he correct answer is: reading intensively
Correct
Aarks for this submission: 5.00P5.00.
In this exercise, you will read a text about different strategies we use when reading. But first, you have to
put the text in order! A hint to help you get started: The first text begins with When we read in our mother
tongue... and the last text begins with So you guessed....
When we read in our mother tongue, we may not always read every line carefully. On the
other hand, sometimes we scrutinise every single word, and even try to imagine what the writer
was thinking as well as writing, in order to fully understand the message. We use these different
reading strategies because we have different reasons for reading.
To illustrate this, lets imagine that you need to find out when a certain film starts at the cinema
you might look in a newspaper.
First you skim the pages, looking at headlines and perhaps pictures and familiar type settings
that help you to locate the cinema advertisements. You read in this way to get the gist of what you
are seeing, i.e. the overall picture, rather than specific details.
When you find the right page, you scan the advertisements looking for the title of the film you want
to see. When you find the relevant advertisement, you scan it for numbers that represent the time.
You dont read other information in that advert, but only the specific information you are
looking for.
However, sometimes you read more intensively. Lets take a film review as an example. As cinema
tickets are expensive and you can only go to the movies once in a blue moon, you read the review
very thoroughly. You take more time and read it from start to finish. You try to understand the
reviewers opinion completely, even reading between the lines in order to judge whether you can
trust her/his opinion about the film.
These three different ways of getting meaning from a text, called skimming, scanning and
reading intensively, serve different purposes. Following are three more strategies which we use to
help us interpret the writers meaning when we read.
Lets stay with the example of a film review.
Before you started reading it, you probably predicted a few things to yourself, either
consciously or automatically. You read the title, which may have given you a clue about the
reviewers opinion. You looked at the still from the movie and the accompanying caption, which
confirmed your belief that the film was a thriller. You already knew who the main actors were, so
you expected to read something about them. Youve read reviews before, so you knew that the
reviewer would probably say what s/he enjoyed about the film, and what s/he didnt like.
This strategy of predicting, using your general knowledge and experience of the world (or
schemata), helped you to tune in to the review more quickly and understand the writer more easily.
Another strategy you employed was knowledge of cohesive devices, or, how ideas are linked
together in a written text. For example, having read about what the reviewer enjoyed in the film,
you came across the phrase On the other hand. This signalled to you that next you would read
about the things s/he didnt like.
Such devices help the reader to follow the relationship between the writers ideas. They are
the glue which holds the whole text together.
Finally, as you were reading the review, you came across the word indicted. Although you didnt
know what this word meant, you didnt stop and ponder it. You didnt reach for a dictionary to help
you. You continued reading. The next couple of sentences gave you clues about the meaning of
indicted. Apparently, this thing happened in a court of law and resulted in the main character going
to prison.
So you guessed it meant something like: being found guilty. Thats all you needed to
understand the message, so you continued reading. This strategy of guessing meaning of
unknown words from context is how we learn a lot of the vocabulary in our mother tongue.
While most people use the above six reading strategies in their mother tongue automatically in
adulthood, it seems that not many transfer the same skills to another language they are learning.
Therefore, teachers should provide tasks which encourage their learners to practise these
strategies when reading in English.
donOt know
Feedback
Correct
Aarks for this submission: F.00PF.00.
Read the pieces of advice! then find the concerns that best match them. $rite down any advice that you
find particularly helpful to your situation.
My learners panic or
stop reading when they
come across new words.
This is
common when
reading in a
foreign
language. You
should help
your learners to
develop their
guessing
meaning of
unknown words
from context
strategy and to
use other
reading
strategies to get
meaning and
gain confidence.
My classes are too big to
do pair and group work.
By dividing
your class into
groups, you
actually have
fewer units to
deal with, i.e. 40
learners into 8
groups results
in 8 units
instead of 40.
My learners read aloud
quite well but don't seem
to understand the
meaning.
When
reading aloud in
a foreign
language,
learners often
concentrate on
pronunciation at
the expense of
understanding.
Therefore, it is
not usually a
valuable task
when teaching
reading. Silent
reading is more
effective and
more authentic.
My learners always say
that learning is boring.
Choose
reading texts of
the same genre
as those the
learners enjoy
outside the
classroom, e.g.
fashion
magazines,
emails to
friends, articles
about music,
etc. Design
motivating tasks
to exploit the
texts.
There's not enough time
in my curriculum to
spend on silent reading.
Reading is
so beneficial for
both language
learning and
education as a
whole, that time
should be made
for it in any
school
curriculum.
My learners find
authentic texts too
difficult.
Choose
authentic texts
with your
particular
learners level in
mind. For lower
level learners,
choose shorter
texts. It is not
necessary for
learners to
understand
every word in
the text to get
meaning.
Remember to
devise tasks
which are
achievable.
It's hard to find authentic
texts for learners to read.
Perhaps you
can look on the
Internet for
texts.
Remember,
texts dont have
to be articles,
but any genre
that your
learners enjoy
in their mother
tongue, e.g.
advertisements
for electronic
equipment.
Choose reading texts of the same genre as those the learners enjoy outside the classroom,
e.g. fashion magazines, emails to friends, articles about music, etc. Design motivating tasks to
exploit the texts.
This is common when reading in a foreign language. You should help your learners to develop
their guessing meaning of unknown words from context strategy and to use other reading strategies
to get meaning and gain confidence.
Perhaps you can look on the Internet for texts. Remember, texts dont have to be articles, but
any genre that your learners enjoy in their mother tongue, e.g. advertisements for electronic
equipment.
Choose authentic texts with your particular learners level in mind. For lower level learners,
choose shorter texts. It is not necessary for learners to understand every word in the text to get
meaning. Remember to devise tasks which are achievable.
Reading is so beneficial for both language learning and education as a whole, that time should
be made for it in any school curriculum.
When reading aloud in a foreign language, learners often concentrate on pronunciation at the
expense of understanding. Therefore, it is not usually a valuable task when teaching reading. Silent
reading is more effective and more authentic.
By dividing your class into groups, you actually have fewer units to deal with, i.e. 40 learners
into 8 groups results in 8 units instead of 40.
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