1.

Reading principles
Principles 1: Encourage students to read as often and as much as possible
+Students should read as often and as much as possible.
+The teacher encourage the students to read intensively as well as – if not more than –
intensively it is good idea to discuss this principle with students ( intensively: in a way
that involves a lot of effort or activity in a short period of time or small area)
+ Extensive reading: refers to reading which students do often away from the classrom
+Intensive reading: refers to the detailed focus on the construction of reading texts
which take place usually in classrom
Principles 2: Students need to be engaged with what they are reading
+When students are reading extensively, they should be involved in joyful reading, we
should try to help them get as much pleasure from it as possible (extensively: in a way
that covers a large area or has a great range)
+We do our best to ensure that they are engaged with the topic of a reading text and the
activities they are asked to do while dealing with it.
Principles 3: Encourage students to respone to the content of a text ( and explore
their feelings about it), not just concentrate on its construction.
+It is important for students to study reading text in class in order to find out such things
as the way they use language, the number of paragraphs they contain and how many
times they use relative clauses.
+But the meaning, the message of the text, is just as important as this  give the
students a chance to respone to that message in some way and it is especially
important that they should be allowed to show their feelings about the topics.
Contrast between: Reading for study and reading for pleasure should be different
Principles 4: Prediction is a factor in reading.
+When we read texts in our own language,we have a good idea of the content before we
actually start reading.
+Book covers give us a clue about what is in the books, photographs and headlines
hint at what articles are about
we can identify reports as reports from their appearance before we read a single
word.
+In the case of extensive reading, when students are choosing what to read for pleasure,
we should encourage them to look at covers and back cover copy to help them to select
what to read and then to help them get into a book
+The students are going to read (based on their level, the topic of the text and)
Principles 5: Match the task to the topic when using intensive reading texts
+(Based on level, the topic of the text and reading text’s linguistic and activation
potential), we need to choose reading tasks – the right kind of questions, appropriate
activities before during and after reading, and useful study exploitation,etc.
+The most useful and interesting text can be underminded by boring and inappropriate
tasks, the most commonplace passage can be made really exciting with imaginative and
challenging activities, especially if the level of challenge ( how easy it is for students to
complete the tasks) is exactly right for class
Principles 6: Good teachers exploit reading texts to the full
How the good teachers exploit reading texts to the full?
+Good teachers integrate the reading text into interesting lessons sequences, using the
topic for discussion and furture tasks, using the language for study
Activation and using a range of activities to bring the text to life.
Students do extensive reading, we should use whatever opportunities present
themselves to provoke useful feedback
2. Reading sequences: 3 examples, we are going to look at 3 different kinds of
reading text and several different kind of reading task
Ex 1: sunscreen ( pre – intermediate)
In example for pre- intermediate students, the students first look at a picture and
say whether it is positive, safe and attractive image – or whether it is the opposite
Students need to make sure that the language is not complex for our students’level,
teachers need to think carefully about the kinds of tasks we ask students to do with them
Ex 2: campains (intermediate)
+After doing comprehesion work on the reading text, students are involved in a role-play
which follows on from the reading they have done.
+ The sequence will appeal to students because of the topic and the fact that it is
presented as a web page.
+ The sequence demonstrates very clearly how work on one skill can lead naturally
to work on another
Ex 3: Webquest (intermediate to advanced)
+ The previous activity asked students to read a text ( from a book) that pretended to be
snapshot of web page
+One type of activity using the Internet webquest
+In this webquest sequence about UFOs (unidentified flying objects), the progress stage
includes not only the quest itself, but aslo a role – play dicussion based on what students
have found
+ Students visit various website in order to find imformation to use in a class project
In this webquest sequence about UFOs (unidentified flying objects), the progress stage
includes not only the quest itself, but aslo a role – play dicussion based on what students
have found
+The students are first given the inrtroduction to the quest
+When the students have visited their website, collected their opinions, the groups the
debate the original question, using the arguments they found in their own quests.
+ Teachers have determined ( in advance) the website the students are going to visit.
+ Teachers can be confdence that students will not endless hours in fruitless
searching of the entire Internet.
3.More reading suggestion
a/Jigsaw reading: Students read a short text which sets up a problem and then, in 3
groups, they read 3 different texts,all of which are about the same thing (different aspects
of behaviour such as anger, or different reports on a problem, or different parts of a story
or strange event).
This kind of Jigsaw reading technique gives students a reason for reading and then
sharing what they have found out.

b/Reading puzzles: apart from Jigsaw reading, there are many other kinds of puzzle
which invovle students in motivating reading tasks.
 Teachers can give students the texts, a series of email between 2 people
 Students have to reassemble the text
 Students have to work out the order of emails, teachers can mix up 2 stories
and students have to prise them apart

c/Using newspapers: + Teachers can get students to all kinds of matching exercises,
such as ones where students have to match with articles their headlines or with relevant
pictures

+ Students can use newpaper articles as a stimulus for speaking or writing ( they can
write letters in reply what they read)

+ Students try to imagine what the writers look like, and what kinds of lives they
have

+ They can reply to the letters

 Students aslo read small ads, the letters page from a newspaper

d/Following instructons: Students read the instructions for a simple operation ( using the
public phonebox) and have put the instrusctions in the correct order
 Teachers match the instructions about, (read the example)
Teachers get students to read instructions in order to follow them

e/ Poetry: in groups, students are given a line from a poem.

+They can’t show the line to the other members of the group, though they can read it
loud.
+We can get students to read different poems and then, without actually showing their
poem to anyone else, they have to go round the class finding similarities and different
between their poem and other people’s.
+We can get students to read different poems and then, without actually showing their
poem to anyone else, they have to go round the class finding similarities and different
between their poem and other people’s.
 It is a great activity for getting students to really search in their minds for
contextulised lexis

f/Play extracts
+Students read an extract from a play or film and, after ensuring that they understand it
and analysing its contruction, they have to work on acting it out. This means thinking
about how lines are said, concentrating on stress, intonation, speed….

g/Predicting from words and pictures:

+ Students are given a number of words from a text. Working in groups, they have
to predict what kind of a text they are going to read or what story the text tells.

h/ Different resposes: Depend on the students level

There are many things students can do with reading text apart from answering
comprehension questions with sentences, saying whether something is true or false or
finding particular words in the text.
A text is full of facts and figures, we can get students to put the imformation into
graphs, tables and diagrams.
 Ask students to describe the people in text, encourage students to visualise what
they are reading
At higher levels, we can get students to infer the writer’s attitude from a text, aslo get
involved in genre analysis ( Where we look at the construction of a nunber of different
examples of, says, magazine advertisment in order to work out how thay typically
constructed.
4. Encouraging students to read extensively
The goals: We want students to read extensively, using simplified readers at pre-
advanced levels. Then we need to have systems in place to have them to do it. There
are 4 factors: Library, choice, feedback and time.
a/ Library: Students need to have access to a collection of reader s, both at their own
level and above and below.
+The library should have a range of different genres (factual, novels, adaptations or films
b/ Choice: A major aspect of joyful reading ( reading for pleasure) is that students should
be able to choose what they read – both in terms of genre but aslo, crucially, level.
+They are more likely to read with enthusiasm if they have made the decision about what
they read.
c/ Feedback:
+Students should have an opportunity to give feedback on what they have read. Students
can record their reactions to a book they have read.
+Other students loooking for a new book to read can use those comments to help them
make their choice.
d/Time:
+We need to give students time for reading in addition to those occasions when they read
on their own.
+It is a good idea to leave a ten minute reading period at various times during a course
just to get students comfortable with the activities.
Not all students become active readers  we can’t force students to read, but we should
do everything we can to encourage them to do some