Inordert

ochoos eanappropr i
atetextforaneffici entreadi
nglesson,l
ookatthefoll
owingchart
.
Thi
si sal
is
tofideasforefficientandi nefficientreading.Befor
ereadingourcomment s
tothi
schart
,lookthroughitcaref
ull
yandt hinkaboutwhatyouagr eewithandwhat
youcandoasat eachert
omak ereadingmor eeffici enttak
ingint
ocons i
derat
ionthesecr
it
eri
a.
Now youcanl ookatourcomment sfort hischar t.
1and2. Thet extshouldbeacces siblebot hi nt ermsofl anguageandback gr
oundk nowl edge.
Ifthel anguageoft het extistoodi fficul t,thes t
udent smaybenefitf rom r eadingi ttoenl arge
theirvocabul ary.However ,ther eadingpr acticemi ghts ufferi ftheneedf oradi ct i
onaryar i
ses
tooof ten. Youcanus eadi fficul tt
ex twi t
hB1 -C2s tudent swi t
hgr adedt asksfort hem,t hough.
Int hiscas e,yours t
udent swi l
lbeabl etocompl etet hetask
succes sfull
yandwon’ tbedi scour aged
byagr eatamountofnew wor dsint het ex t.
Never theless,theyneedt ounder stand
thatt heydon’ tneedt ounder standt hewhol et ext,butonl ydot het ask.
Thet ex tcanal sobei nacces siblefors t
udent sint ermsofgener alk nowl edge. Thet extwi ll
bei nappr opr i
at eforpracticingr eadings k i
llsifthet opi cistoounf ami l
i
arf orthes tudent s.
Fori ns tance,at extaboutfinancewi llbei ncompr ehens i
bleduet ot hetopi crather
thant hevocabul ary.
Student ss houl dbeabl etogett hevi t
alinf ormat ionf rom t het extwi thoutl ookingupt hewor ds
andot herinf ormat i
ont ooof t
en. Never thel ess,ifthet extist akenf r
om hi gherlevel sbook sorf rom
book sf orex am pr eparat i
on,s tudentshavenochoi cebutt opr acti
cer eadi ngus ingi t
.Int hiscase,
youasat eachers houldact ivatethei rschemat a,i.
e. backgr oundk nowl edgeandi fneces sary
shar es omevi tali
nformat ionont het opicbef or edoi ngt her eadingt asks.

3.Thespeedofr eadingisanothercr ucialfactorforeffici ency .Ifst

udent sreadt oos l
owly
i
tmeanst hattheyei therarenotfami li
arwi tht hetypeofr eading
theyar
es uppos edtodo( i
nthi
scas e,yous houl dhavei nstr
uct edthem mor ecar eful
ly
andcheck edtheirunder st
andi
ngoft hei nstructi
ons )
,orthet ex ti
stoodi fficul tandyous houl
d
havegradedthet as
k. Anot
herpos sibil
it
yi sthattheyar enott rainedt oreadatdi fferentspeeds.
Tohelpyours tudentscopewi ths peed,yous houldex posethem t odi fferenttypesofr eading
duri
ngthel es
sonsasmuchaspos sible.Theywi llnotreadbet teriftheyar enott rai
nedtodos o.
Theaimi stoteacht hem toaut omat i
callyrecogni sewhol ewor dsandphr aseswhi ch
arecommont os peedupt hereadingpr oces s.

4.Anot heras pectt

ocons i
deristheamountofat t
enti
onpai dt
ot hedetail
sinthetext.Different
typesofr eadingrequi
redifferentamountofconcent r
ation.Ifst
udentspayt hesameamount
ofattenti
ont oeverypartofthetext,itmeanstheyhavenotdevel opedr eadi
ngs k
ill
s.Scanning
tasksareagoodwayt oteachselecti
vereadi
ng.Trytoincludescanningt asksi
nyourr eading
l
es s
onsf rom t i
metotimei nordertodemons tr
atehow tor eadselect
ivel
y.Theteacher
shouldallow andencour agethes t
udenttoskipsomeoft hepar tsofthetextinorder
todemons tratehow s
canningwor k
s.

5. Deali
ngwi t
hi ncompr ehensi
blevocabular
yisanimpor t
antaspecttol ookat.
Theai mi stoteachs t
udent ss
trat
egiesf
ordeali
ngwi thnew vocabularyint het
exts
.Ifevery
unk nownwor disabl ockforyourstudentandanur getostopreadi
ngandcons ul
t
wi t
ht hedict
ionaryoryou,t hes t
udentisnottr
ainedtoreadefficiently
. Teachthem str
ategi
es
fordealingwi t
hunk nownwor dswi t
houtadicti
onary.Theydonotneedt oknow
allthewor dstodot hetask.

6.Whent eachingreadingitiscrucialtoteachthepr edictiontechnique.Beforedoingthetask

youcanal waysas kt
hes tudenttopr edictanswerstot heques t
ionsoratleastthinkofthem
andwhatf ormt heywi l
lhaveint hetex t
.Thereares pecifict as
ksforthis.
Ifyour eadatextwith
sever
alparts
,ask,“Whatdoyout hinkwi l
lhappennex t
?”af t
ereachpar tt
otriggerthepredi
cti
on.
Thiswil
lnotonl yhelpthem wi t
hr eadingt hepassageaf terwards(becausetheyal r
eadyexpect
toseewhatt heywi l
lsee)
,butal s
odevel opcr i
ti
calthinkings ki
ll
sandt heabili
tytoanalysethe
i
nformati
ont hatisal
readyatt heirdisposal.

7.Whens t
udentsl
acks yst
emat i
cknowledge(knowledgeofl anguagesystems :
grammar ,
vocabulary,pr
onunciati
on)theycanands houldcompens ateitwitht
heirs chematicknowledge
(
backgroundgener alknowledgeofthetopicand/orthewor ldingeneral)
.
Theabilit
yt ousethi
sknowl edgewhendoi ngthereadingtasksmeanst hattheyreadefficiently
.
Toensur etheycandoi t,i
tisi
mpor t
anttoact
ivat
etheirschemat aonthet opicbeforest
art
ing
toworkwi ththetext.

8.I
tisalwaysmotivat
ingtoreadani nteres
ti
ngt ext.
Atthesamet i
me,notal lt
ext
sareinter
est
ing
f
oreveryone.Thelearnershouldal
waysbemot ivat
edtoread,evenifthetopi
corigi
nall
y
i
snotver yappeal
ingtothem. Theteachers houldprepar
eandi gni
teinter
estinr
eading
aparti
culart
extbywayoft hepre-r
eadi ngtaskand/orthereadingtask
.

9.Aswellasbei
ngmot ivat
edbyinter
esti
ngcontent,st
udentss
houldbemot i
vat
ed
bythepurposeoft hereadi
ngits
elf
.Atanyencount erwit
htext
,oneshoul
dclear
lyunder
stand
thepur
pos eofreading.Thati
swhyt heteachershouldal
waysshow t
hetaskbef
orethet
ex t
andins
tructcl
early
,check i
ngtheinst
ruct
ionsaft
erwards.

10.Tot
eachreadings uccessful
lyt oyourlearner s
,yous houl
dmak esurethattheyaref
amil
iar
wit
hallt
heneces sarytypesofr eadingands trategiest
heyneedwhenpr acti
cingthem.
Atearl
y
st
agesorwhent hes tudentisunf amil
iarwitht hetypesofreading,spends omet i
mebefor
e
t
heactualr
eadingi nstr
ucti
ngt hem how tor eadf orthi
spar t
icul
artask.