Reaching reluctant readers

1. “No reading pain, no reading gain”. Do you agree? Can you think of efficient ways of becoming an able reader?

Vocabulary Enrichment

ability level activity age group classroom reading community cloze test comprehensible input comprehension questions extensive reading extra reading extracurricular reading club fiction and non-fiction follow-up exercises ground rules of extensive reading high-interest materials incentive increased exposure to English intermediate/ high-intermediate/ advanced students maxim (axiom) methodology noncredit addition to a course optional

overall meaning reaction reports reading instructions reading marathon reading/ study lounge relevance study (n. ) summary to assemble a wide selection of materials to be graded to develop a sight vocabulary to incorporate into the EFL curriculum to promote language development to read at one’s own pace to read fluently to report on one’s reading to set a scale of credit to write a book review vital role word-by-word processing of text

2. Make sure you can explain the following terms:

activity, cloze test, comprehension questions, curriculum, extensive reading, follow-up exercises, input.

3. Look through the words and find all the possible ways of reading. Try to remember other ways/ types of reading, not mentioned in the list. What ways/ types of reading do you use and when?

4. Remember that reading may be of the four main types: extensive, intensive, scanning, skimming/ skim reading/ reading for gist. It may also be analytical and global, reading aloud/ oral reading and silent reading, class reading and home reading, individual, group and chorus reading, communicative/ fluent reading, reading for detailed comprehension, critical reading. And which type of reading is discussed in the text?

5. Name the type of reading strategy according to the definition:

1. reading through a text quickly and just to try to get a general idea of what it is about;

2. looking for some specific point of information and reading to find that information;

3. reading the whole text very carefully;

4. reading for the pleasure of reading;

6. Read the first paragraph of the article and find two opposing types of readers. Be ready to explain the difference between them and the meaning of the title.

7. See the list of words from the article and find those going in combination with “reading/read”. Be ready to interpret their meaning judging by the context of the article.

E. g. Reading community may be defined as a group of people whose hobby is reading.

8. Look at the vocabulary again and find those words which mean.

1. Additional _____________________________________________________________________

2. Analysis, review ________________________________________________________________

3. Contribution to a common effort ____________________________________________________

4. Essential, imperative, important ____________________________________________________

5. Exercise, task __________________________________________________________________

6. Experience, introduction, contact ___________________________________________________

7. Official certification that a student has completed a course _______________________________

8. Synopsis, précis, resume, summing-up ______________________________________________

9. To develop, encourage, stimulate __________________________________________________

10. To include, assimilate, integrate __________________________________________________

11. Voluntary, elective, noncompulsory _______________________________________________

12. Writing based on fact rather than fiction ____________________________________________