The document provides guidance on developing reading skills. It discusses eliciting types of real-life reading, characteristics of real-life listening, and factors affecting reading. It also covers identifying text types, suggested reading activities, and tips for designing reading tasks. Effective reading strategies are outlined, such as having a purpose, reading phrases instead of words, and using context clues. The document also discusses reading skills, ways of reading like skimming and scanning, and designing accessible and engaging reading comprehension exercises.

1. READING SKILL
 Prepad By
 Chauhan Yash
 Enroll.130210125016

2. 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.

3. 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.

4. 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

5. 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

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

7. Why do we read?
 Reading for pleasure
 Reading for information

8. 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.

9. Ways of reading
 Skimming
 Scanning
 Extensive reading
 Intensive reading

10. 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

11.  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

12. 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

13. Reading comprehension
exercise-types
I. Reading techniques
II. How the aim is conveyed
III. Understanding meaning
IV. Assessing the text

14. I. Reading techniques
 1.Sensitizing
 2. Improving reading speed
 3. From skimming to scanning

15. 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