TKT Unit 5

Reading
By
Porntip Bodeepongse
 At the end of the session
trainees will be able to:
 understand a definition of reading.
 understand the definitions of key
reading skills.
 match reading tasks with
appropriate reading sub-skills and
approaches.
 Reading
 is a receptive skill
 involves making sense of/
responding to a text, rather
than producing it.
Learners need to
 Understand the text at:
 word level
 sentence level
 whole-text level
 Connect the message of text to
their knowledge of the world
 Read this sentence:
The boy was surprised because
the girl was much faster at
running than he was.

Why was the boy surprised?

 Why may learners find
reading difficult?

 A text usually contains a series

of sentences connected to one
another by grammar, vocabulary,
knowledge of the world.
 Coherence = connection
between sentences through
knowledge of the world

 Cohesion = grammatical links

between sentences
 What influences how we read?
 Reasons/ purposes for reading
 Different text types

Subskill = skill that is part of

main skill
 Task:

 Match the subskills with the

instructions for reading tasks
provided on the worksheet.
 Reading subskills
 Scanning = reading for specific
information
 Skimming = reading for gist, to get a
general idea of what it is about
 Reading for detail, to get the meaning
out of every word
 Extensive reading = reading long
pieces of text
 Intensive reading = using text to
examine language
 Key concepts
 Reading skills in L1 can transfer
to reading in L2.
 Give Ss opportunities to practise
extensive reading fluency
 Texts must be interesting and at
the right level for students.
 Key concepts (cont.)
 The difficulty of a text depends
partly on the level of the
comprehension task that we give
our learners.
 Learners learn to read best by
reading both simplified and
authentic materials.
 Key concepts (cont.)
 Simplified materials are texts written
for language learners.
 Authentic materials are what is
written for anybody to read, e.g.
articles, brochures, newspapers, etc.
 Different reading tasks focus on
different subskills.
 Pattern for reading activities:
 Pre-reading or introductory activities:
 Introduction to the topic
 Activities focusing on the language of the
text.
 While-reading or main activities:
 Activities to develop different reading
subskills
 Post-reading:
 To relate the text to Ss’ lives using the
language in the text