Integrated task

• Describe your teaching situation (classroom or peers)

• Clarify the goal of teaching to read in your teaching situation

• Give a rationale of teaching to read in your particular case

• Design and run your reading activity

• Reflect on your reading activity and draw recommendations

Answer Keys

SAQ 1.1

1B 2A 3A 4A 5A 6C 7C 8C 9A 10C

SAQ 1.2

Possible reading dynamics: 1f 2a 3d 4e 5c 6b

SAQ 1.3

Possible matches are 1i 2a 3h 4b 5g 6c 7f 8d 9e

Exploratory task 1.1

Possible answer: a) 3 C III; b) 1 A I; c) 2 B II;

Exploratory task 1.4

1C 2D 3A 4L 5B 6E 7F 8G 9H 10I 11J 12K

Exploratory task 1.7

1/text, 2/keyboard, 3/monitor, 4/editing, 5/typewriter, 6/re-typing, 7/spellchecker, 8/disk, 9/print-out

Exploratory task 1.8

Milk can be bought in many places like a “Drugstore”. Nobody has to do military service in the UK. Children have to stay at school until 16. Old people and children do not pay for medical care. There is a closing time at 11.30 p.m. for pubs and “last orders” call a quarter of an hour before is strictly observed. Passengers pay for the bus on entry. You can cross the street anywhere. To get married you have to be 16 in the UK

Exploratory task 2.5

A 1,3,7,8,9,10,13,23; B 12,14,15, 16, 17, 18, 22; C 2, 5, 6, 11, 20, 21

Glossary

Anticipatory guesses are predictions made about the text lying ahead

Bottom-up reading strategy is perceiving the text and extracting information

Critical reading is reading with the activated thought processes

Critique is reading for critical analysis

Cued reading is reading the parts of the text, which are relevant to the given directions

Guided reading is seeking information in the text, which is relevant to the given questions

Interactive reading is employing more than one reading strategy, such as “top-down” and “bottom-up”

Jig-saw reading is reading topic related texts or parts of the same text and subsequent pooling information together

Reader’s response is the change in the reader’s mind that is either made explicit or remains implicit

Reader-oriented reading is the process of eliciting reader’s response

Reading dynamics is the time-and-motion characteristics of reading

Scanning is reading for details

Schema (schemata) is prior knowledge that channels cognitive processes

Skimming is reading for the gist

Text-oriented reading is using the text as the source of information

Top-down reading strategy is proceeding from prior information and integrating it in the text

References and Further Reading

Beaumont M. 1996. The Teaching of Reading Skills in s Second Language. The University of Manchester

Forrester, M. 1996. Psychology of Language. SAGE Publications.

Harley T. 1995. The Psychology of Language. Psychology Press.

Nunan D. 1991. Language Teaching Methodology. Phoenix

Nutall C. 1996. Teaching Reading Skills in a Foreign Language. Heinemann.

Silberstein S. 1994. Techniques and Resources in Teaching Reading. Oxford University Press

Shiels, J. 1993. Communication in the Modern English Classroom. Council of Europe Press

Ur P. 1996. A Course in Language Teaching. Cambridge University Press

Wallace, R. 1992. Reading. OUP

Copyright Millrood, R. 1999. Teaching to Read. Modules in ELT Methodology