Key skill

TEACHING
ADVANCED
READING SKILLS
 Key points
• Identify and describe sub skills involved
in teaching reading.
• Identify challenges that make the reading
skill difficult.
• Identifying the necessary strategies for
the reading skill.
• •
Reading strategies for Pre elementary
level.
• Reading strategies for Elementary level.
• Reading strategies for Pre Intermediate
level.
• skills.
Reading strategies for Intermediate level.
• Reading strategies for Upper
Intermediate level.
• Reading strategies for Advanced level.
• Outline reading activities for all levels.
• Outline reading lesson plans for all
levels.
• Activity based methodology activities
for all levels.
Approaches and techniques for the
reading skill.
• The phonics approach to reading.
• Developing ‘cloze’ activities.
• Presentation skills for the reading skill.
• Improving adult Learners Reading
 Identify and describe sub skills involved in teaching reading

• Scanning: refers to searching for specific information within a text, and finding the relevant information
without reading the whole text.
• Skimming: refers to extracting superficial information from a text without major details, and focusing on the
general essence of the different parts or sections of a text. Also known as reading for global understanding.
• Extensive reading: refers to reading easy and interesting reading materials, which allows the readers to
enjoy reading and to read quickly.
• Intensive reading: refers to reading for specific linguistic elements from short portions of text, which is used
to analyze grammar points or lexical items.
 Identify challenges that make the reading skill difficult

• Vocabulary: some learners can have a lot of difficulties with reading texts that contain 70% new vocabulary.
In order to overcome this, the only way is to update their lexical resources.
• Grammar: this is not as difficult or vast as vocabulary; however, some learners cannot identify different
tenses or phrases, which can obstruct the reading progress.
• Extensive text: there are plenty of long reading texts, which do not have a lot of new vocabulary or
complicated grammar points. These texts can make readers feel bored.
• Learning techniques: language learners tend to have problems with their learning techniques as they
usually try to apply a lot of techniques without considering the ones that can fit them best; hence, they
cannot improve their skills, particularly Reading skills.
• Lack of reading habit: by creating a habit of reading the aimed languages every day, learners can help their
brains absorb information better and improve their Reading skills.
 Identifying the necessary strategies for the reading skill

• Using prior knowledge/previewing: In order for students to understand what they are about to read, they
should have time to preview the text. This gives any new information they read a framework.
• Predicting: Predictions by students about the text they are about to read establish expectations based on
their prior knowledge about related subjects. They might mentally revised their prediction as they read new
information.
• Identifying the Main Idea and Summarization: Students should decide what is important and then
summarize it in their own words in order to identify the main idea. In this procedure, attempting to
comprehend the author's purposes is implicit.
• Questioning: Another tactic that encourages students to concentrate on the meaning of the text is to ask
and respond to questions about it. Teachers can assist by providing examples of how to ask good questions
and how to use various search techniques to find the answers in the text.
• Making Inferences: Students should learn to draw from prior knowledge and spot cues in the text itself in
order to infer information that isn't stated explicitly in the text.
• Visualizing: When reading text without illustrations, readers can take advantage of any embedded
illustrations or make up their own images or drawings in their minds.
 Reading strategies for Pre elementary level

Pre Elementary A0 At this level, students can:

- Understand and use familiar and basic phrases or
Elementary A1
expressions.
Pre Intermediate A2 - Introduce themselves and others, and ask and answer
questions about personal information.
Intermediate B1 - Interact through simple orders.
Upper Intermediate B2 Activities:
- Alphabet Song/Alphabet Chart (Alphabet recognition)
Advanced C1
- Sound Chart Rhymes/Jazz (Letter blend recognition)
Strategies:
- Combine games with reading tasks.
- Encourage students to read through incentive programs.
 Reading strategies for Elementary level

Pre Elementary A0 At this level, students can:

- Understand phrases and use expressions for familiar
Elementary A1
situations.
Pre Intermediate A2 - Communicate in simple and daily tasks.
- Describe the surroundings with simple terms.
Intermediate B1
Activities:
Upper Intermediate B2 - Chants Picture books (Sight word recognition)
- Sentence unscramble/running (Reading simple
Advanced C1
sentences)
Strategies:
- Combine games with reading tasks.
- Encourage students to read through incentive programs.
- Provide written instructions.
 Reading strategies for Pre Intermediate level

Pre Elementary A0 At this level, students can:

- Understand main points of communication about routine
Elementary A1
matters in work, school, and daily life.
Pre Intermediate A2 - Deal with some unfamiliar situations.
- Produce simple texts on common topics.
Intermediate B1
- Describe aspects about themselves (e.g., experiences,
Upper Intermediate B2 events, dreams, etc.)
Activities:
Advanced C1
- Sentence unscramble (reading multi-phrase sentences)
- True/False Quiz (scanning for general ideas)
Strategies:
- Combine games with reading tasks.
- Have different reading tasks for different purposes
- Have read-aloud and choral skill sections.
 Reading strategies for Intermediate level

Pre Elementary A0 At this level, students can:

- Understand the main ideas of more complicated and
Elementary A1
unfamiliar-content texts.
Pre Intermediate A2 - Interact more fluently and spontaneously with native
speakers.
Intermediate B1 - Produce clear, detailed texts with different topics and
elaborate ideas on a topical issue, such as giving
Upper Intermediate B2
advantages and disadvantages of an option.
Advanced C1 Activities:
- Multiple Choice Quiz (skimming for details)
- Synonyms and Antonyms (Vocabulary development)
Strategies:
- Combine games with reading tasks.
- Give reading for comprehension tasks.
- Have more read-a-loud activities.
 Reading strategies for Upper Intermediate level
At this level, students can:
Pre Elementary A0
- Understand more complicated texts and recognize
Elementary A1 implicit meanings.
- Express themselves fluently and spontaneously without
Pre Intermediate A2 much pausing.
Intermediate B1 - Be flexible in using language for social, academic, or
professional contexts.
Upper Intermediate B2 - Produce clear, structured, detailed, and complicated texts
on difficult subjects, showing quite well competency in
Advanced C1 using language.
Activities:
- Comprehension questions (skimming for details)
- Paragraph reading match (scanning for general ideas)
Strategies:
- Combine other skills with reading tasks.
- Give reading for comprehension tasks.
 Reading strategies for Advanced level
At this level, students can:
Pre Elementary A0
- Understand complicated texts with ease.
Elementary A1 - Summarize information from different sources of
information and construct opinions based on those.
Pre Intermediate A2
- Express themselves very fluently and spontaneously with
Intermediate B1 only a few mistakes that do not affect the understanding.
Activities:
Upper Intermediate B2
- True/False Quiz (identifying author’s views)
Advanced C1 - Written reviews (vocabulary development)
Strategies:
- Combine other skills with reading tasks.
- Use various resources for reading.
- Develop key skills in reading (e.g., skimming, scanning,
etc.)
 Outline reading activities for all levels
Level Topics Activities
Pre Elementary Alphabet Alphabet Song/Alphabet Chart
Numbers Sound Chart Rhymes
Family Chants Picture Book
Elementary Hobbies Sentence unscramble
Everyday routines Dictation
Personal information Mutiple Choice
Pre Intermediate Holidays Synonyms and Antonyms
Leisure activities Q&A
Transport Reading aloud
Intermediate Sports Strip story
Occupations Rhyming words
Technology Matching Newspapers headlines
Upper Intermediate Travel Order the paragraphs
Culture Reading comprehension
History True/False Quiz
Advanced Global issues Written reviews
Arts Summarize the text
Business Re-write the text
 Outline reading lesson plans for all levels
Lesson plans for reading example:
Warm up: Start the session with an activity that can make the students relax and boost their energy.
Pre-task: Have an activity to introduce and set the topic for the lesson
Teaching 1: Teach some new vocabulary for the upcoming reading section
Task 1: Have an activity that aids the comprehension and application of the new vocabulary learned
Teaching 2: Have a reading activity. This process can be divided into three stages:
- Pre-reading: Help students predict the context and prepare some new vocabulary for them
- During Listening: Divide into parts, can be combined with reading exercises.
- Post-listening: Allow students to exchange answers and correct them later on. Teachers also need to refer back to the
pre-reading vocabulary.
Task 2: Have an activity that can help students understand the lesson they have just learned.
Follow up: Have an activity to summarize the lesson and help apply the lesson to use.
Homework: Have some exercises for students to help them review.
 Activity based methodology activities for all levels
Scramble Sentences: teachers print a text or a dialogue on a piece of paper, and cut it into strips with each sentence
for each strip. Teachers then ask students to rearrange the strips into coherent text or dialogue.
Filling in the Gaps: teachers hand down a text with gaps within. Teachers then ask the students to fill in the gaps to
make a complete text.
Treasure Hunt: teachers hide treasures such as cards, books, or balls in the classroom. Teachers then divide the class
into groups and hand students a story with clues along with a map to find each treasure.
Matching Headings: teachers stick a series of different articles/texts on the board and prepare some headings for
each article/text. Teachers then divide students into groups and ask them to choose the correct headings and stick
them under their suitable articles/texts.
Irrelevant Sentences: teachers give students several texts where one sentence is irrelevant and ask them to find this
sentence.
 Approaches and techniques for the reading skill
There are several TESOL approaches that can be applied to teaching reading.
- The Phonics Approach: with this approach, teachers can help students derive meaning by decoding letters,
words, phrases, and sentences to understand the text. Students need to learn letters and letter
combinations with their associated sounds and how to recognize rapid words, which is very important to
this approach. Although this approach cannot fulfill comprehension of a meaningful context, students need
to have these basic decoding skills to be confident enough for the text.
- The Whole Language Approach: this approach involves teaching students to use their background
knowledge to predict the meaning of the text through strategies such as deducing meaning through
pictures, reading to the end of a sentence then guessing the meaning of the new vocabulary, thinking of a
word that can fit well in the context of a sentence.
- The Communicative Approach: students can have a more enjoyable time learning reading with this
approach since they can have a purpose for their reading and the materials are related to their interest.
Reading games are included in this approach.
 The Phonics Approach to reading
The Phonics Approach: is an approach to teaching some features of literacy through students’ knowledge and
understanding of the relationship between written symbols and sound development. This comprises listening,
identifying, and using the patterns of sounds or phonemes to read written language. The Phonics Approach
emphasizes decoding skills by sounding the new vocabulary out and combing the sound-spelling patterns.
Different Phonics Approach:
- Analogy phonics: students can learn new vocabulary by analogy to known words (e.g., reading ‘brick’ by
recalling that –ick is contained in the previously learned word ‘kick’)
- Analytic phonics: students can analyze letter-sound relations in known words to avoid pronouncing sounds
one by one
- Embedded phonics: students can improve phonic skills by embedded phonics instruction in reading text.
- Phonics through spelling: students can segment words into phonemes and select letters for those
phonemes.
- Synthetic phonics: students can convert letters into phonemes and blend the sounds to form familiar words.
 Developing ‘cloze’ activities
A cloze exercise is a reading activity that contains a passage with missing words, which requires students to fill in the blank
using words from a list or word bank. The words are usually removed with a pattern, such as every five words. It is different
from gap-filling exercises since the words chosen are to practice a specific language point.
A cloze exercise simultaneously tests the students’ vocabulary, spelling, and language skills. Cloze exercises also help
students construct critical thinking and analyze what they are reading.
How to make a cloze exercise Tips for completing a cloze exercise that teachers should
• Choose a topic/text. instruct students to do:

• • Read the whole text carefully before choosing and omitting

Omit words from the complete passage and put them on
a word bank/list. any words. It is also essential to understand the whole text
throughout.
• Prepare cloze passage and complete passage papers.
• Remember to think of grammar and syntax to help students
After students finish the cloze exercise, give them the
complete passage and correct the exercise. narrow down which words can grammatically fit in the blank.
• Use a pencil for correcting needs.
• Start with sentences they are most confident about first and
save the harder ones later.
• Read through the words in the word bank carefully.
• Double check after finish
 Presentation skills for the reading skill
• Students should read different reading materials to collect their favorite information or topics they want to address
in their presentations. Information can be found in many sources, such as newspapers, research reports, or the
Internet.
• Every sub-skills of Reading skill can be applied to presentation skills. For example, Skimming and Scanning are
fundamental tools to help students find the information they need for the presentations and eliminate what they do
not.
• After students have read and chosen their favorite topics, they can extract that information and put them into the
presentations. Notice that they should not put every piece of information in their presentations, nor should they
‘read’ every piece of information they put on. 
 Improving adult Learners Reading skills
Learn new vocabulary: Vocabulary is a large part of reading comprehension, as learners need to understand words before
they can comprehend the text. A wider vocabulary range allows learners to read smoothly to focus on the overall meaning
of what they are reading. This can be done through writing down new words when reading, spending time writing, or
playing vocabulary games.
Remove distractions: When reading, learners should have a location where they can stay focused and shut down things like
phones or TV. Bedrooms, offices, or libraries are ideal places to spend time reading.
Prepare before reading: Learners should start asking questions and thinking about the text to prepare their brains for the
reading. For example, when reading an informational piece, learners can scan the chapter first, then read the headings,
subheadings, captions, and questions at the end of the chapter since this can help them understand what they expect to
read.
Have a slower pace: Rushing through reading can make learners miss the details and clues. One way to slow down is to read
aloud, as learners cannot glance through words, which can also help them remember what they read longer.
Break it into chunks: Instead of reading a whole passage at once, learners should break it into smaller chunks. However,
learners must also understand what they have just read.
Question what is being read: As learners read, they should ask themselves about what is happening to focus on the
meaning. Giving questions about the main idea of each paragraph, section, and chapter is a must whenever they read.
Reflect on the text: Learners should reflect on what they read to understand it better. One good way is to write a quick
summary of what they read by rephrasing the terms within the text to ensure they comprehend it.
 5 Relevant activities

Find the secret word: Teachers give each student a piece of text, then speak the first secret word and ask them to find it.
Once they have found it, have them circle it. The student that can find all the secret words first wins a prize.

Text dictation: Teachers give each student a piece of text containing specific grammar or lexical mistakes that require
them to detect and correct. After every student is done, have them exchange their answers and correct them.

Scramble Sentences: Teachers print a text or a dialogue on a piece of paper, and cut it into strips with each sentence for
each strip. Teachers then ask students to rearrange the strips into coherent text or dialogue.

Short Quiz: Teachers give each student a piece of text with some questions below. The questions can be multiple choice,
fill in the gaps, or match. Teachers then instruct them about the exercises and give them time to finish them. Whoever
finishes all the questions first wins a prize.

Bubbles and Clouds: Teachers give each student a story. Teachers then divide the class into groups and have each group
draw a conversation between the characters from the story they have read.
 Lesson plan for 45 minutes class
Topic: Family members
Level: Pre-intermediate
Age: 18+
Length: 45 minutes
Language skills:
Tesol Methodology: Eclectic Approach
Lesson objectives: by the end of the lesson, students will know:
• Know new 6 vocabulary about family members: sibling, cousin, grandparents, grandchildren, father-in-law, mother-in-
law
• Know how to describe their family members using simple present
Resource: Board, marker, worksheets, pens, pictures, flashcards.
 Lesson plan for 45 minutes class
Stages Activity Description Timing Resource
Warm-up Hot seats • Teachers divide students into two teams 5 minutes Board
• Pick one student from each team, come to the board and sit on the “Hot Markers
chair”.
• Teachers then write a word on the board (related to family members).
• Team members have to describe the word without using it to the chosen
students. Who guess it first wins a point.

Pre task Introducing • Ask the students what the used words were about 0 minutes None
lesson’s topic • Introduce the topic to students
• Topic: Family Members

Teaching 1 Vocabulary • Teachers use flashcards to teach. 10 minutes Flashcards

• Teachers tell the class to keep silent and listen.
• Teachers read each word 5 times.
• Students repeat. Then teacher checks students individually or by groups.
• Vocabulary: siblings, cousin, grandparents, grandchildren, father-in-law,
mother-in-law.
 Lesson plan for 45 minutes class
Stages Activity Description Timing Resource
Task 1 Find the secret • Divide the class into pairs 8 minutes Board
words • Give each pair a piece of text that contains hidden previously learned Marker
vocabulary
• Each turn, the teachers say one vocabulary, and each pair need to circle
that vocabulary and slap the table if they are finished
• Which pair find the words first wins a point
Teaching 2 Grammar: • Teachers introduce the grammar structure by writing it on the board 10 minutes Board
Present simple • Teachers then use pictures/flashcards to describe that person as a family Marker
member. Pictures/
• Teachers explain a few times then have students practice. flashcards
• Teachers check on students’ comprehension
• Grammar point: What is/are your ... like?
They/He(she) is/are ...
For example: What is your grandparents like?
They are very old.

Task 2 Short Quiz • Give each student a piece of text about a person describing his family 8 minutes None
members
• Have them skim and scan the text first, and then let them answer
questions placed below the text
• After they all finish, have them exchange answers
• Teachers correct the exercise with the students
 Lesson plan for 45 minutes class

Stages Activity Description Timing Resource

Follow-up Rearranging • Give each student a worksheet that has disoder sentences. 4 minutes Worksheet
Sentences • Tell students to rearrange the words in those sentences.
• Tutors check the answer.
• Have each student read out loud each answer.
Homework • Tell students to do their homework in the student’s workbook 0 minutes Workbook
when they get home.

Back up Hang man • Divide the class into two teams. (4 minutes) Board
• Write down blank letters. Marker
• Two teams take turn guessing the alphabet until they can
guess the word.
• Which team gets the correct word get a point.
 Lesson plan for 60 minutes class
Topic: Animals
Level: Pre-Intermediate
Age: 18+
Length: 60 minutes
Language skills:
Tesol Methodology: Eclectic Approach
Lesson objectives: by the end of the lesson, students will know:
• Know new 10 vocabulary about animals: crocodile, dolphin, elephant, lion, tiger, bear, shark, whale, gorilla, leopard.
• Know how to use Conditional Type 2
Resource: Board, marker, worksheets, pens, pictures, flashcards.
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Warm-up Pictionary • Teachers divide the class into two teams 5 minutes Board
• Each team choose one member Market
• The chosen members will come to the board and draw the given word
• Two team members have to guess the word
• Which team gets it first win a point

Pre task Small talk • Teachers ask some students what are their favourite animals and tell 4 minutes None
them to describe their favourite animals.
• Teachers introduce the lesson’s topic: Animals

Teaching 1 Vocabulary • Teachers uses flashcards to teach. 15 minutes

• Teachers tells the class to keep silent and listen.
• Teachers read each word 5 times.
• Students repeat. Then teachers checks students individually or by
groups.
• Vocabulary: crocodile, dolphin, elephant, lion, tiger, bear, shark,
whale, gorilla, leopard.
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Task 1 Matching the • Teachers divide the class into pairs 8 minutes Board Marker
headings • Give them a piece of text with paragraphs describing the animals previously
learned with a blank above
• The students have to match the correct name of the animal with the paragraph
• Which pair gets the correct answer first wins a point
Teaching 2 Grammar • Teachers introduce the grammar structure by writing it on the board. 15 Board
Conditional • Teachers use examples to explain the grammar structures. minutes Marker
Type 2 • Then have students practice.
• Teachers check on students’ comprehension.
• Grammar point: If + S + V2/ed, S + would + Vo
For example: If I saw a crocodile, I would try to run away
Task 2 Text dictation • Give each student a piece of paper containing the previously learned grammar 8 minutes Worksheet
point mistakes
• Have them read and correct the mistakes given
• After they are all finished, tell them to exchange their answers and have peer-
to-peer correction first
• Teachers later correct altogether
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Follow-up Small talks • Have students work in pairs 5 minutes None
• Tell students to imagine that they have a dangerous situation with an
animal, then tell them to ask and answer what they would do if they
encountered that situation.
• Have students practice speaking to each other about the above topic.
• Finally, call one or two students to present what their partner would
do if he or she were in a dangerous situation with an animal.
Homework • Tell students to do their homework in the student’s workbook when 0 minute Workbook
they get home.

Back up Running • Tutors divide the class into two teams and make two lines. Board
Spelling • Tutors say a word. Marker
• Each students run to the board write a letter until the word is
completed.
• Which team complete the word first win.
 References
AIT Exam Preparation Book
https://towardsb1englishreading.wordpress.com/reading-sub-skills/
https://readingtienganh.wordpress.com/2016/12/28/nhung-kho-khan-g
ap-phai-khi-doc-hieu-tieng-anh
/
https://www.readnaturally.com/research/5-components-of-reading/
comprehension/
https://
theidealteacher.com/21-must-use-reading-activities-for-your-language-l
essons
https://www.readingrockets.org/article/phonics-instruction
https://evidenceforlearning.org.au/education-evidence/teaching-
learning-toolkit/
https://www.fluentu.com/blog/educator-english/esl-reading-comprehe
nsion-activities
/
https://blog.vipkid.com/esl-reading-comprehension-activities/
https://greatspeech.com/7-tips-for-improved-reading-comprehension-
for-adults/
THANK YOU