2. Who How long? What Why
Stages Interaction Time Procedures aims
pattern
level (Intermediate – Advanced)
Interaction pattern Individual and pair-work
Main aim To improve Sts’ reading skills ( reading
for a gist and for details)
• (sub-skills: Prediction , guessing and
questioning )
Subsidiary Introducing some work- related vocabs
(an employee manual)
Time (30-40)
2
3. Lead in
Raise Student’s interest. Establish context.
Get students personally involved in the topic.
How
Prediction: of
content, vocabulary, text type….Get SS to
predict from headlines, pictures, key words
etc. Brainstorm topic for ideas and vocabs.
3
4. Why
We learn more when we
are personally involved in
the topic, and when we are
able to use our personal
knowledge of the world in
lesson. We learn best that
which is personally
relevant to us.
4
5. 2. Reading for gist or scan for specific
information
How
Give task BEFORE the text. Tasks should be relevant to text type. Don't over
tax other skills especially writing-so tick, circle. put things in order, match
headings to paragraphs ,complete notes in chart etc.
Why
Students have a reason to read/listen for global/general understanding or limited
key information. They focus NOT on what they don’t understand but on what
they DO. This gives them a more positive first experience of the text
5
6. 3. feedback/ Task checking
How
Students compare answers and then feedback (as open class).
Why
To increase SS’ confidence. They will probably be more willing to give
answers to the class as a whole.
6
7. 4. Reading for more information
Again, SS MUST have task before they start reading again. it will focus
on deeper understanding of content.
Why
The more time we “go into” the text the more we go out of it. We want
to give SS a chance to read the text again but with a different reason in
order to develop further understanding. It also reflects strategies
employed in L1.We hope SS feel confident enough to become more
independent in these skills in English.
7
8. Students compare answers and then feedback (as open class).
Why
To increase SS’ confidence. They will probably be more willing to give
answers to the class as a whole
8
9. 6. Read more intensively for further
details
How
This time you may focus on aspects of layout and organization ,e.g. in
a letter. Other comprehension questions (true or false qts).Or you may
want to provide a practice on guessing words from context. Or to
extract structures from this natural context for Language work.
9
10. Follow up Tasks to Receptive skills
work
It would almost certainly involve productive skills: Speaking or Writing-
a natural follow up to the topic, e.g. a discussion, a role- play , or
writing a parallel text ,a letter to the editor etc…
‘Good Teachers
exploit the text to
the full’
Jeremy Harmer
10
