Second edition

Introductory activities: activities focusing on the topic of the text, pre-teaching vocabulary and possibly asking learners to predict the content of the text.

Main activities: a series of comprehension activities developing different reading subskills, focusing initially on general then more detailed comprehension.

Post-task activities: activities asking learners to talk about how the topic of the text relates to their own lives or to give their opinions on something in the text. These activities require learners to use some of the language they have met in the text.

© Notice that the list of reading skills on page 31 does not include reading aloud. The purpose of reading aloud is not reading to get information from a written text, and it is not something that a user of a language usually does. Reading aloud takes place mainly in the language classroom where it is often used to check learners' pronunciation or to check their understanding of a text, Reading aloud well is a difficult thing to do as it relies on understanding a text very well, and on being able to predict what will come next in the text. If it is used in the classroom, it is most usefully done after other work on comprehension of the text has been completed successfully and the learners have a good, understanding of the details of the text.
See Unit у for activities practising different reading subskills. Units 19-2? for lesson planning, and Unit 23 for resources to help plan lessons.


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Units Reading

1. 
   Look at these activities from a coursebook for intermediate level teenagers and young adults and an extract from the reading passage they accompany. Which of the terms about reading in the box match which activities?
   

Scanning
Learning key vocabulary
Consolidating language or evaluating opinions in the text Relating the topic to your knowledge of the world Reading for detail


Life stories


3