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32
Guidance before reading
1. provide a reason for reading
in real life we don’t normally read without a purpose
2. introdusing the text
should make students want to read the texts, extra information to make the texts easier to understand, shouldn't be a monologue of the teacher, ...
3. setting a top-down task
first getting an overall understanding, predictions on a text, ...
4. breaking up the text internal differentiation of learner groups; weak ones discouraged, strong: bored
any breakup is better than none for the first work on it; ideal for intensive work, ...
5. dealing with new language controversial issue
some words should be pre-taught, yet a long list of new words indicator that text is too difficult. Look for opportunities for presenting key language items during introduction. better than isolated presentation
6. Asking sign post questions
in real life we don’t normally read without a purpose
2. introdusing the text
should make students want to read the texts, extra information to make the texts easier to understand, shouldn't be a monologue of the teacher, ...
3. setting a top-down task
first getting an overall understanding, predictions on a text, ...
4. breaking up the text internal differentiation of learner groups; weak ones discouraged, strong: bored
any breakup is better than none for the first work on it; ideal for intensive work, ...
5. dealing with new language controversial issue
some words should be pre-taught, yet a long list of new words indicator that text is too difficult. Look for opportunities for presenting key language items during introduction. better than isolated presentation
6. Asking sign post questions
