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1. Using the sqr3 system

The SQR3 system continues after reading a text. The fourth step is to recite, or say aloud from memory, and the last step is to review.

1 Recite

Look again at the subheadings in the text. Choose one. Re-read that section, and then give an oral summary of the main ideas to a partner.

2 Review

  • Go back and skim the text, placing a check (v) next to the parts of the text that you are sure that you understand and a question mark (?) next to those parts that are still unclear to you and that you need to study further.

  • Return to the sections of the text where you placed a question mark. Underline any difficult words in those sections. Try to figure out the meaning of the words from the surrounding context. Then check the dictionary.

  • Discuss with a small group any parts that you still do not understand.

2. Language focus

a. Find the following verb patterns in the text and complete the table.

Verb patterns

Examples from the text

verb + infinitive (with to)

verb + sb + infinitive (with to)

adjective + infinitive

preposition + -ing

b. Building vocabulary: Dealing with unknown words

It is important to develop strategies for dealing with difficult or unfamiliar vocabulary in the texts you read. Strategies you might use are:

  • finding the definition within the text

  • looking at the context (that is, the words and sentences that come before and after the unknown word) for clues to the word’s meaning

  • using knowledge of a related word

Find these words in the text. Discuss which strategies to use for each word, and write a brief definition next to each one.



consume (par. 3)

(v) eat or drink

moderation (par.3)

polygamy (par.4)

commit (par.6)

conventional (par.7)

conform (par.9)

well-off (par.10)

sentence (par.10)

Discuss the meanings of the words with your classmates. Compare the different strategies you used.

3. Reading actively

Remember that when you read actively, you do not simply read to understand the words on the page. You think about how the ideas relate to what you already know, and you think about the implications of those ideas.

Re-read paragraph 7, which is about youth crime. Write down any thoughts you have while you are reading the text. Discuss your thoughts with a small group.

/Adapted from Academic encounters: reading, study skills, and writing; Kristine Brown, Susan Hood/


Crime in society today

Here are some words and phrases from the interview with Evelina and Arpad printed in bold and given in the context in which you will hear them. They are followed by definitions.

I've never actually been struck by crime: personally affected

I see big groups of kids roaming the streets: walking around with no clear purpose

if it's a rowdy teenage group: noisy, wild

Guns might not be visible: able to be seen

I've never seen anyone with a gun and much less seen a shooting: even less, certainly haven't

True/false questions check your understanding of a reading or listening passage. Read this list of strategies for answering them.

  • Answer every question. You always have a 50/50 chance of being right.

  • Pay special attention to statements with negatives in them. These are often tricky to answer. Remember that a negative statement that is correct is true.

  • Pay attention to words like always, never, and all. Statements that represent extreme positions are usually false. On the other hand, more tentative statements are more likely to be true.

  • Read all parts of a statement carefully. Some parts may be true, but if any part of it is false, then the whole statement is false.

  • In any series of true/false questions, there are usually about the same number of true statements as false ones.

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