Teach english new edition r

Conclusions 
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In this chapter we have:
■ talked about the fact that the more students read, the better they get at reading. We 
suggested that reading is good for language acquisition in general, provides good 
models for future writing and offers opportunities for language study.
■ made a distinction between intensive and extensive reading, stressing the beneficial 
effects of the latter (especially in relation to simplified readers).
■ said that teachers should encourage students to read in a variety of genres and that, 
where possible, the language of the texts should be authentic, unless it is too difficult 
for students (in which case we will offer authentic-like language).
■ said that students need to realise how to read for different purposes - including 
skimming, scanning, reading for pleasure and reading for detailed comprehension.
■ come up with six reading ‘principles’: read as often and as much as possible; 
students need to be engaged while they are reading; students should be encouraged 
to respond to the content of a text (and explore their feelings about it), not just 
concentrate on its construction; prediction is a major factor in reading; match the task
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Teaching reading
to the topic when using intensive reading texts; and good teachers exploit reading 
texts to the full.
■ looked at three reading sequences comprising a newspaper article, a magazine article 
and an extended Internet-based webquest.
■ listed a number of other reading possibilities.
■ discussed ways in which students can be encouraged to read extensively by providing 
libraries and time, letting students have choice and getting them to give feedback.
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