Teaching reding

Teaching reding

1. Autheticity of text and task

   • It would be seem sensible to start basing the reading practice on a wide variety of authentic text
   • Answering multiple choice questions on a poem or filling in word missing from a letter would seem an irrelevant response to this types of discourse.
   • Students need to be able to cope with the some kinds of reading that encountered by native speakers of the target language.

2. Beyond understanding

   • In order to learn from it (in a course of study)
   • In order to find out how to act (instruction, directions)
   • In order to espress an opinion about it

3. Advanced reading

   • Activities for more advaced readers are more sophisticated in various ways.
     • The task tend to involve more complex thinking than more comprehension of information.
       • The activities more often involve extended speaking, listening and writing as well as reading.

4. Combing sikills

   • Increase the opportunities to engage with the language in different way