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Text III
Different ways of reading include:
● ______________ […]: rapidly reading a text in order to get the gist, or the main ideas or sense of a text. For example,
a reader might use this strategy when reading a film review in order to see if the reviewer liked the film or not.
● ______________: reading a text in search of specific information, and ignoring everything else, such as when consulting a bus timetable for a particular time and destination.
[…]
A teaching approach, […], aims to help learners to become more effective readers by training them in the sub‐skills of reading, and by teaching them reading strategies. Some of the sub‐skills of reading are:
● using contextual and extra‐linguistic information (such as pictures, layout, headlines) to make ______________ regarding what the text is about
● understanding words and identifying their grammatical function
● guessing the meaning of words from context
● recognizing grammar features, such as ______________, and ‘unpacking’ the syntax of sentences
● identifying the topic of the text, recognizing topic changes
●identifying text‐type, text purpose, and text organization, and identifying and understanding ______________ and other cohesive devices (…)
● identifying key information from less important information
● inferring the writer’s attitude
● identifying what ______________ in a text refer to.
(THORNBURY, S. An A‐Z of ELT – A dictionary of terms and concepts used in English Language Teaching. Oxford: Macmillan Publishers Limited, 2006. pp. 190‐191.)
Identify the correct sequence of the missing words in the text:
( 1 ) word endings
( 2 ) predictions
( 3 ) skimming
( 4 ) discourse markers
( 5 ) scanning
( 6 ) pronouns