1 Why do we read?

1. Sneak Peek: What is reading?

A. Warm Up Look at the pictures below. What do you see? Then,

compare your answers with a partner.

1. What adjectives can you use to

describe the pictures?
2. How do you relate this to reading?
3. Do you think that reading is easy or
difficult? Why? Share your ideas with
your partner.

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B. Self-assessment Read the instructions in the self-assessment sheet.

READING SELF- ASSESSMENT

This checklist helps you understand your reading strengths and the areas
where you can grow. For each statement, think about how true it is for you
while you read.
✔️= Yes, that’s true for me. ❓ = Sometimes true. ❌ = Not true yet.

Be honest with yourself--- there are no right or wrong answers. This is your
chance to learn more about how you read and how to get even better!

Skill Area Self-assessment statements My response

ACCURACY I break down long or unfamiliar words into
smaller parts to read them.
I use the dictionary or check online when
the word sound confusing.
I pronounce words clearly and correctly
when reading aloud.
SPEED I can read smoothly without stopping too
often.
I read slowly so I can read all the details in
the reading text.
I look for charts, pictures or any visual to
help me understand the reading text.
COMPREHENSION I read the text from the beginning to end,
read the questions.
I look for keywords that will help me
understand the reading text.
I can summarize what I read using key
details in my own words.
I read the title first then read the
questions before I start full reading.
THINKING WHILE I imagine what’s happening in the story
READING while I read.
I make predictions or guesses while I am
reading.

I think about what the author wants me to

feel or learn.

THINK-PAIR-SHARE Share your answers with your

partner.

What is something I now notice about my reading that I

didn’t before?

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What is one small goal I can try during my next reading session?
What strategies could help me become a stronger reader?

READING
Read the article below and answer the questions that follow.
Reading Text: The Many Reasons We Read
Reading is far more than just decoding words on a page—it is a dynamic process that
shapes how we think, feel, and engage with the world. We read to gather information, to
explore diverse ideas, to solve problems, and sometimes, simply to escape into the rich worlds
woven by imagination. Whether for personal growth or practical necessity, reading remains one
of the most powerful tools for lifelong learning.

There is a wide range of materials we read each day:

 Literary texts, such as novels, poems, and plays, enrich our emotional understanding
and introduce us to new ways of thinking.
 Informational texts, like articles, essays, and textbooks, provide facts, arguments, and
data to inform or persuade.
 Functional texts, such as instructions, signs, recipes, or forms, help us accomplish tasks
and navigate daily life.
 Digital content, including blog posts, messages, and online comments, shapes how we
communicate in the modern age.

The way we read depends on both our purpose and the material. If we are reading stories,
we may slow down to visualize scenes and reflect on the story line and the characters. When
reading an instructional text, we tend to proceed carefully to follow each step. We skim and
scan when seeking specific information in long articles or websites.

Reading also involves active thinking. Strong readers ask questions, clarify unfamiliar words or
ideas, draw inferences, and make personal connections. Ultimately, reading is not a passive
activity—it’s a dialogue between the reader and the text that deepens over time.

A. Instructions: Write the letter of the correct meaning of the words below
based on the text.
Column A Column B
____1. decoding a. to make an educated guess
____2. dynamic b. to get the genera idea
____3. diverse c. to imagine
____4. depends on d. translate written words to spoken sounds
____5. visualize e. to be decided by something
____6. enable f. to allow something to happen
____7. draw inferences g. to get specific facts
____ 8. skim h. different
____ 9. scan i. always changing

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B. Comprehension Questions

1. List three types of texts mentioned in the passage and give one example of
each.

2. What are two reasons people read, according to the passage?

3. Why do readers change their reading strategies depending on the type of

text?

4. Do you agree that reading is a form of lifelong learning? Why or why not?
Support your answer with ideas from the text or your own experience.

5. Based on the text, which type of reading do you think is most important in
your life right now, and why?

2. Reading Point: Skimming and Scanning

Skimming and scanning are two techniques used to quickly go
over a reading text and get the main ideas or details. Study the table and
understand what skimming and scanning is.

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The key to getting the right information is to understand the questions
being asked in the reading text.
Let’s Try!
Instructions: Study the questions and identify if it is a question for skimming
or scanning. Write the letter in the correct category.

Skimming Scanning

A. What is the general idea of the story?

B. Where did the story take place?
C. What types of materials do we read every day?
D. Why did the author write the story?
E.

Instructions: Complete the sentences using use(d) to + verb in the box.

get along talk think have read

1. I _________________ to some of my friends in English, but now I don’t feel

comfortable using the language.
2. I ________________ that studying English was a waste of time.
3. What books __________________ when you were a child?

4. Paul _______________ with his Japanese classmates, but now he does.

5. She _________________ a method for studying, but now she doesn’t.

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Instructions: Which sentences below express past habits?
Rewrite the sentences using “use to + verb”.

1. I was always unhealthy as a child.

2. I went to the beach yesterday.
3. Jamie always had a dog when she was a child, but now she has a cat.
4. I graduated from Georgetown University in 1992.
5. They spent Easter with us every year until we moved.
6. Laura always baked cookies for us when we were kids.
7. Margie loves horses because she had one as a child.
8. I had a part-time job last summer.
9. I had a part-time job every summer.
10. John didn’t hang out with his friends when he was young.

Instructions: Based on the article “My Experience in Learning English”,

make three (3) sentences using “used to + verb”. You can change some
words when necessary.
An example has been done for you.

1. He used to work hard on learning a lot of vocabulary by translating into

Chinese.
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________

Pronunciation Pain: Linked Sounds

Listen and practise/practice. Notice that “used to” and “use to”
are Track
pronounced as /ju:stə/.

Example: I used to do grammar exercises.

Instructions: Listen to the statements below and practise/practice them

with the
correct pronunciation of ‘use(d) to’.
1. I used to study hard in my free time.

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2. What did you use to do to improve your vocabulary?
3. Did you use to study hard when you were a kid?
4. My brother and I used to go out at night.
5. Justin used to meet his friends every weekend until his parents moved to
Hawaii.

Your Turn!

A. Pair Work: Make a conversation about your past learning habits. Use the
negative,
positive and the question form of “used to + verb”.
Practise/practice with your partner.

A: I used to memorise/memorize 10 new words everyday.

B: Really? So why did you stop?

Homework: Write about your own experience in

learning English.

COMMON COLLOCATIONS

describe a picture
numerous advantages
express an idea
in the past
improve quickly
play soccer
play well
feel comfortable
an unhealthy child
bake biscuits/cookies
hang out with friends
translate into

COMMON ERRORS
√ I have a class in 10 minutes.
X I’m going to Canada 2 weeks after.
√ I’m going to Canada in 2 weeks.
√ I’m going home after class.

Can you see the rule for using ‘in’2and ‘after’?