1. Topic: Developing Reading Skills
General objectives:
Students will be able to give a lesson in developing reading skills.
Students will be able to integrate reading with listening, speaking, and writing.

2. Lesson One Giving a Lesson in Developing Reading Skills
Pre-task activities
Step One: elicit Kinds of real-life reading
Step Two: elicit characteristics of Real-life listening
Step Three: discuss the factors affecting reading.
Step Four: identifying different types of listening texts.
Step Five: suggested activities in developing reading skills.
Step Six: tips in design a reading task
While-task activities
Step Seven: trainee giving lessons in developing reading skills.
Post-task activities
Step Eight: students evaluate the lessons.

3. Developing Reading Skills
What do we read?
Why do we read?
How do effective readers read?
Ways of reading
Skills of reading
How to design reading tasks?
Reading activities
Procedures of teaching reading

4. What do we read?
Calendars, addresses, phone books, name cards, bank statements, credit cards, maps, anecdotes,weather forecast, pamphlets ,
product labels, washing instructions, short stories, novels, plays, poems, handbooks,
Clothes size labels, children’s scribbling, informal letters, business letters, rules and regulations, electronic mails, fax messages,
Junk mail, postcards, greeting cards, comic books,
Newspapers, diplomas, application forms, store catalogues, magazines, radio/ TV guides,

5. Advertisements posters, travel guides, cookbooks, repair manuals, memos, time schedules street signs syllabi, journal articles, song lyrics, film subtitles, diagrams,
Flowcharts, name tags

6. Why do we read?
Reading for pleasure
Reading for information

7. How do effective readers read?
They have a clear purpose in reading;
They read silently;
They read phrase by phrase, rather than word by word;
They concentrate on the important bits, skim the rest, and skip the insignificant parts;
They use different speeds and strategies for different reading tasks;
They perceive the information in the target language rather than mentally translate;
They guess the meaning of new words from the context, or ignore them;
They have and use background information to help understand the text.

8. Ways of reading
Skimming
Scanning
Extensive reading
Intensive reading

9. Reading skills Recognizing the script of a language
Deducing the meaning and use of unfamiliar lexical items
Understanding explicitly stated information
Understanding information when mot explicitly stated
Understanding conceptual meaning
Understanding the communicative value of sentences and utterances
Understanding relations within the sentence
Understanding relations between the parts of a text through lexical cohesion devices
Understanding cohesion between parts of a text through grammatical cohesion devices

10. Interpreting text by going outside it
Recognizing indicators in discourse
Identifying the main point or important information in a piece of discourse
Distinguishing the main idea from supporting details
Extracting salient points to summarize(the text, an idea etc.)
Selective extraction of relevant points from a text
Basic reference skills
Skimming
Scanning to locate specifically required information
Transcoding information to diagrammatic display

11. How to design tasks? Accessible to students Pre-set purpose
Top-down and bottom-up
At discourse level
Authentic texts
Linking different skills
Flexible an varied
Developing reading skills rather than testing
Using strategies
Interesting
Tangible result
Immediate feedback

12. Reading comprehension exercise-types
Reading techniques
How the aim is conveyed
Understanding meaning
Assessing the text

13. Reading techniques 1.Sensitizing 2. Improving reading speed
3. From skimming to scanning

14. 1. Sensitizing
1.1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues
Deducing the meaning and use of unfamiliar lexical items through understanding word formation
1.2.Understanding relations within the sentence

15. 1.1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues
Exercise1
a) In paragraph 3, find two nouns meaning more or less the same as
killings' : ……………
b) In paragraphs 2 and 3, find the equivalents of the following words:
changing: …………………….
Take place……………………
Declare………….
c) In paragraph 3
- -find an adjective which means the opposite of `for short periods`
-- find a noun which means the opposite of `free and footloose young
people' (para. 4)……………….

16. Exercise 2
In the text ‘Programming People’, one of the recurring ideas is the loss of one’s independence and personality. Read the text again to find all the words related to that idea and fill in the following table.
nouns adjectives verbs
dependence e.g. slaves
independence

17. Exercise 3
Read the following paragraph and try to guess the meaning of the word ‘zip’.

18. Deducing the meaning and use of unfamiliar lexical items through understanding word formation
Exercise 4
a)       Two words with the suffix ‘-ible’ appear in the text. What are they?
What effect does the suffix have on the meaning of the word?
B) Underline the suffixes in the following words
-hypnotist
-predictable
-beautiful
-apparently
-observation

19. 1.2.Understanding relations within the sentence
Exercise 1
Read the following sentences and underline the subject and the main verb of each of them..
Exercise 2
In the following text, a number of link-words have been italicized. Replace them by other link-words, or rewrite the sentences, making sure the meaning remains the same

20. Exercise 3
Look at the text and classify the italicized link-words according to their function:
Cause:………
Consequence……………
Time sequence:…………….
Concession ;……………
Opposition:……………

21. Exercise 4
Read the following text and select the mos6 appropriate link-words from the list given below.
a) because
b) although
c) for example
d) since

22. 2. Improving reading speed
Exercise 1
a)Underline the word which is the same as the first one given.
told bold
told
hold
bolt

23. a) Find the word which means the same thing as the first word mentioned.
grab hold
snatch
leave
give

24. 3. From skimming to scanning
3.1 Predicting
3.2 Previewing
3.3 Anticipation
3.4 Skimming
3.5 Scanning

25. 3.1 Predicting
Exercise 1
After reading each of the sentences in column 1, link at column2 and choose the sentence which you think isl most likely to follow. Go on in the same way until you reach the end of the text. 
Ss 1………………… Ss 2 a)…………….
b)……………
c)…………….
d)……………
ss 3………………… Ss4 a)…………….
ss5………………… Ss5 a)

26. 3.2 Previewing
Exercise 1
You have been given a page from a book to read.
It is entitled ‘The New Famines’, What do you think the passage is about?
Think of at least three possibilities.
The title of the book is The End of Affluence and here is the beginning of the table of contents. Does this lead you to reconsider your former opinion and make a more accurate guess at the contents of the passage?

27. 3.3 Anticipation Exercise 1 Before studying a text about robots:
1 What is a robot?
2 Is there any difference between a robot and an automaton?
3 What can robots be used for?
4 Do you think they can ever completely replace human beings for some jobs? Which ones?

28. 3.4 Skimming
Exercise 1
Here is the beginning of a short story by Roald Dahl. Skim through it and underline the sentence or the words that best sym up the main idea of each paragraph.

29. Exercise 2
Read the following articles as quickly as you can and decide which title is best suited to each of them.
……………………………… A lucky meeting
…………………………… Violence in Detroit
…………………………… A clever policeman
…………………………… A good detective
…………………………….

30. 3.5 Scanning
Exercise 1
You’re thinking of buying a cottage in the Cotswolds
This is what you want:
-three bedrooms or more
-an old house you could modernize yourself
-          in a small village
- price unde$40000
-          Look at the following page and circle the advertisement corresponding to what you are looking for
- Try to do this as quickly as you can

31. How the aim is conveyed 1. Aim and function of the text
2.Organization of the text: different thematic patterns

32. 1. Aim and function of the text 1.1 Function of the text
Exercise1
Match the following passages and their function:
…………………………………… Persuasion
…………………………………… Warning
…………………………………… Giving information
…………………………………… Giving direction
…………………………………… Invitation
…………………………………… Request

33. 1.2 Functions within the text
Exercise1
Read the following dialogue and match what the characters say and the functions listed underneath.
A ……………………B ……………………
C …………………….D ……………………
E ……………………..F ……………………..
G ……………………H ……………………
I ………………… J ………………………
Demand for evidence
1         Agreement
2         Farewell
3         Asking for information
4         Greeting
5         Evidence(explanation)
6         Giving information

34. summary of the reader’s main point attention example …… …… ……
2.Organization of the text: different thematic patterns 2.1 Main idea and supporting details
Read the opening paragraphs of the suggested texts and decide which category they fall into
question to
hold the
summary of the reader’s
main point attention example  …… …… …… ……

35. 2.2 Chronological sequence
Exercise 1
After reading the text complete the sentences with one of the following words ; before, after, when, since, while, during, as soon as

36. 2.3 Descriptions Exercise 1
Read the following passages and decide which type of organization they represent

37. Down up outside inside detail general
2.3 Descriptions Exercise 1 Read the following passages and decide which type of organization they represent  
Down up outside inside detail general
impression
general
Up down inside outside impression detail
  1 2 3 4

38. 2.4 Analogy and contrast
Exercise 1
Can you draw a tree diagram to represent the different types of vehicles? Think of as many branches as you can besides the ones mentioned in the text.

39. 2.5 Classification Exercise 1 Read the text which describes eighteenth-century houses in London. Then complete the diagram below showing the different types of housing.
18th century London house
along streets

40. Understanding meaning
1.       Non-linguistic response to the text
Linguistic response to the text

41. 1. Non-linguistic response to the text
1.1   Ordering a sequence of pictures
1.2   Comparing texts and pictures
1.3 Matching

42. 1.1 Ordering a sequence of pictures
Exercise 1
Here are the photos that Pat sent to Tom. Can you put them back in the order in which they were taken?

43. 1.2 Comparing texts and pictures
Exercise 1
Now that you have read the short story, look at the following drawing. Are there any common points between the two?
In what way does the cartoon differ from the story?

44. 1.3   Matching
Exercise 1
Read the letter and choose the family tree that corresponds to Gwenda’s family
Exercise 2
Match the following comments with the photographs of the people who made them.

45. 1.4 Mapping it out Exercise 1
Read the following passage and indicate on the diagram;
a)All that Iverson can see in Groot’s room
b)   Groot’s movements(use arrows)
Iverson’s room door Groot’s room

46. In your group, follow these steps: - read the passage carefully
1.5Jigsaw reading
Exercise1
Work in groups of two, each group having only one of the passages that follow.
In your group, follow these steps:
- read the passage carefully
- sum up what it is about for the other groups
-  try to guess how it is situated kin the whole text
- discuss all this with the other groups until you can reconstitute the whole story, from beginning to end.

47. Can you put these events back in their chronological order?
2.Linguistic response to the text Reorganizing the information: Reordering events
Exercise 1
Can you put these events back in their chronological order?
a)……………………………………
b)………………………………..
c)……………………………………
d)………………………………………
e)………………..……………..
g)…………………………………

48. 2.2 Reorganizing the information: Using tables
Exercise 1
Read this article from Times and complete the table that follows
When? who? Where? What? Why?

49. 2.2 Comparing several texts
Exercise 1
The three texts that follow all relate to the same incident. Read them carefully and fill in the comparison table
  Features Text No Text No Text No.3

50. 2.3 Study skills: Summarizing
Exercise 1
Read the following article and the summaries written by four students.
Then decide which of the summaries is the best.
  …………… ………………… ………………..
…………… ………………… ……………….
…………… ……………… …………….
…………… …………………… …………………
……………… …………………… …………………

51. Study skills: Note-taking
Exercise 1
Read the article and the notes taken by three students below. Which of these notes is the best, according to you?

52. Assessing the text
1.Fact versus opinion
2. Writer’s intention

53. 1.Fact versus opinion Exercise 1
Read the following statements and decide whether they are facts or opinions.
1……………………………………………………………
2……………………………………………………………..
3……………………………………………………….
4…………………………………………………….
5………………………………………………….

54. 2. Writer’s intention Exercise 1 1 Recognizing type of texts
After reading this passage, can you tell whether it is
A letter to the editor
A passage from a novel
A passage from a science-fiction story
A passage from a textbook on sociology
A satire on modern society
A passage from a horror story

55. 2. The author’s intention
What is the author’s intention in this passage?
To amuse the reader
To predic5 what the future will be like
To shock the reader
To reassure the reader about the future
To criticize society
To teach us something about life in the future

56. 3         The author’s attitude
In this passage you can feel that the author’s attitude towards the human beings he describes is one of
Indifference
Sympathy
Pity
Admiration
Anxiety
Detachment hiding concern
Criticism

57. 3    Tone
Write a,b, or c in front of the following sentences according to what you think the tone of the sentence is
Matter of fact
Humorous
Ironic

58. Procedures of teaching reading
Pre-reading activities
While-reading activities
Post-reading activities