2. GENRE FEATURES
• Intensive reading is a good
opportunity for making learners
aware of how the various
vocabulary, grammatical,
cohesive, formatting, and ideas
content aspects of a text work
together to achieve the
communicative purposeof the
text.
• Learners use the topic and first
sentence to predict what a text
will be about.
3. HANDLING THE EXERCISES
• THE EXERCISES DO NOT REQUIRE
SPECIALLY CONSTRUCTED OR
ADAPTED TEXTS.
• EXERCISES SHOULD BE SIMPLE AND
EASY FOR THE LEARNER TO
UNDERSTAND.
• EXERCISES DO NOTREQUIRE A LARGE
AMOUNT OF PREPARATION.
• THE EXERCISES CAN BE WRITTEN UP
QUICKLY ON THE BLACKBOARD AND
THE LEARNERS CAN USE SOME TYPE
OF CODING SYSTEM TO MARK THEM
ON THEIR TEXTS, UNDERLINING FOR
REFERENCE WORDS, A BOX AROUND
4. • EACH EXERCISE IS LIKE A TEST, BUT IT SHOULD BE CLEAR TO THE
LEARNERS WHAT FEATURE THEY ARE LOOKING AT AND THE
SIGNIFICANCE OF THIS FEATURE FOR READING.
• EACH EXERCISE REQUIRES CERTAIN TYPES OF KNOWLEDGE WHICH
CAN BE SPECIFIED.
• THUS, WHEN LEARNERS MAKE AN ERROR, OR BEFORE THEY DO THE
EXERCISE, THE TEACHER OR THE LEARNERS IN GROUPS CAN GO
THROUGH THE KNOWLEDGE NEEDED TO DO THE EXERCISE.
5. THE ROLE OF TEACHING EXERCISES
• EXERCISES THAT TEACH ARE USED IN THE BELIEF THAT THROUGH SUCH
TEACHING, LEARNING WILL BE FASTER AND MORE SURE. SUCH EXERCISES HAVE
AN OBVIOUS VALUE WHERE TIME IS SHORT OR WHERE LEARNERS HAVE NOT
SUCCEEDED IN LEARNING TO READ WELL BY OTHER METHODS. BUT THESE
EXERCISES ARE NOT A SUBSTITUTE FOR PRACTICE.
• IT IS VERY IMPORTANT THAT LEARNERS SHOULD HAVE THE OPPORTUNITY TO
GAIN MEANING-FOCUSED INPUT THROUGH READING PLENTY OF MATERIAL
THAT DOES NOT CONTAIN TOO MANY UNKNOWN OR DIFFICULT ITEMS.
• THIS MEANING-FOCUSED INPUT MATERIAL PROVIDES THE LEARNERS WITH
EXPERIENCE IN READING AND ALLOWS THEM TO APPLY WHAT THEY HAVE
LEARNED IN OTHER PARTS OF THE READING COURSE.
