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Pre-reading activities

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  6. B. Pre-reading Exercises
  7. Collocations: do, play or go with sports and other activities

Гуменна О.В.

м. Старокостянтинів, 2013



Contents

Introduction……………………………………………………………………….3

Poor little pet………………………………………………………………………5

The Valentine card………………………………………………………………10

Parable of the pencil……………………………………………………………..14

The praying hands……………………………………………………………….17

Trees that wood…………………………………………………………………..24

The girl on the motorbike……………………………………………………….30

No place like home……………………………………………………………….32

A good morning………………………………………………………………….35

Reality television………………………………………………………………....38

Best message……………………………………………………………………...43

I have nothing left………………………………………………………………..45

Doctor Knowall…………………………………………………………………..48

Old Sultan………………………………………………………………………...53

 

 

 

 

Reading is a complex process that develops over time. Although the basics of reading — word recognition and fluency—can be learned in a few years, reading to learn subject matter does not occur automatically once students have “learned to read”. To comprehend something means to understand it. Reading comprehension means understanding something that you read and not just read through. Whenever you read something, there may be instances when you just browse through a paragraph which you are reading. On the contrary, at times, you may try to understand what the content is. The latter is the actual way of reading comprehension. You must be able to recollect, assimilate and reproduce whatever you have read.

People who like to read actually comprehend whatever is written. Since reading comprehension is individualistic, so is the interpretation. This often reflects in the fact that different people interpret the same piece of prose or verse in various ways. The ability to interact with the text is directly proportional to the ease of reading or fluency. A person will be able to understand the intentions expressed in whatever he is reading only when he is able to decipher the words without difficulty. If the person spends more time to understand the words, then he will find it increasingly difficult to combine them and form meaningful interpretations. As such, this skill should be imparted early in kids, using story books and illustrated works. When the child starts understanding things easily, he develops a sense of literary comprehension which sticks to him forever.

The texts given in this book are authentic. Thus, they motivate students to perform when they’re faced with tasks that reflect real world situations and contexts. The texts are informative, as they cover a great variety of topics which are interesting for teenagers and adults. They are taken from books on fiction, newspapers and magazines. The texts and tasks include idioms and proverbs, phrasal verbs which help improve students’ skills. The texts will help teachers provide the communicative approach of learning English at their lessons.

The material collected in this book focuses on the students’ reading skills with the further development of speaking and writing habits. The level of implementation covers the intermediate learners. Critical thinking activities and discussion involvement will surely make presentation more effective .The context of the texts , feedback tasks ,gap information activities of the sections fully coincide with the idea of communicative approach in teaching English.

The authors are truthfully hoping that the following materials will be useful for the teachers of English and all those learning and mastering the English language.

 

 
 

 


Pre-reading activities

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Why do we have pets? Which pet is right for you?


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