Reading
Reading is a receptive skill, like listening. It means learners receive and interpret language instead of producing it. Yet reading is not passive. When learners read, they decode letters, words, and grammar, then link them to background knowledge and world experience. Thus, reading is a combination of language knowledge and world knowledge.
Learning Outcomes
By the end of this lesson, you will be able to:
- Define reading as a receptive skill and explain why it is an active process.
- Identify the key challenges learners face when reading in English.
- Distinguish between cohesion, coherence, and discourse in text comprehension.
- Apply and explain major reading subskills: scanning, skimming, reading for detail, inferring, deducing meaning from context, predicting, and understanding text structure.
- Differentiate between extensive and intensive reading and select suitable activities for each.
- Recognize different text types and their classroom value.
- Plan effective reading lessons with pre-, while-, and post-reading activities.
- Use graded readers and other resources to encourage learner motivation and fluency.
- Reading
- Learning Outcomes
- What is Reading?
- Understanding Discourse, Cohesion, and Coherence
- Reading Subskills
- Extensive and Intensive Reading Subskills
- Text Types in Reading
- Reading Challenges Learners Face
- Teacher’s Rolein Teaching Reading
- Graded Readers: Why Are They Useful?
- Graded Readers: How Teachers Can Use Them
- Reading: Summary
- Noel’s Questions and Answers Corner
- TKT Exam Practice Tasks: Reading
- Reference Resources: Reading
What is Reading?
Reading is one of the four main language skills: listening, speaking, reading, and writing. It is called a receptive skill because, like listening, it involves receiving language rather than producing it. When we read, we take in written words created by someone else and try to make sense of them. However, reading is not simply a passive act. It is an active process. Our brains are constantly working when we read: we recognise letters, form words, and understand grammar. At the same time, we connect the message of the text with what we already know about the world.
How Reading Works: Step by Step
Recognising letters and words
Learners first need to identify the shapes of letters and how they combine into words. For example, recognising that c-a-t spells cat.
Understanding sentence structure
Next, learners see how words are organised into sentences. They notice grammar such as verb tenses, subject–verb agreement, or connectors like because and but.
Building meaning at text level
Beyond single words or sentences, learners must see how sentences connect together in a longer passage, such as a story or article.
Using background knowledge
Finally, readers use their own experience and world knowledge to interpret meaning. Texts often leave some information unstated, and readers must fill in the gaps.
Example of Reading in Action
Look at the following sentence:
“The boy was surprised because the girl was faster at running than he was.”
To fully understand this, a learner must:
- Recognise the vocabulary (boy, girl, surprised, faster, running).
- Notice the grammar (comparison with faster than, cause–effect with because).
- Connect it to world knowledge: many people assume boys are usually faster runners. Knowing this helps explain why the boy was surprised.
Without that background assumption, the sentence may seem confusing or incomplete.
Why Reading is More Than Language
The previous example shows that reading is not only about language knowledge (words and grammar). It is also about world knowledge—the information and expectations readers already carry with them. Together, these two kinds of knowledge allow learners to understand and enjoy texts.
- Language knowledge: recognising vocabulary, grammar, and sentence patterns.
- World knowledge: drawing on experience, culture, and general facts about life.
Both are necessary for successful reading.
Understanding Discourse, Cohesion, and Coherence
When we read or listen to language, we are usually dealing with more than just one sentence. A text—such as a postcard, a letter, or a news article—is made up of a series of sentences that work together. This connected use of language is called discourse. Discourse is what makes communication meaningful beyond the single sentence level. To understand discourse, learners need to notice two important features: cohesion and coherence.
Cohesion: The Glue of a Text
Cohesion is about how sentences are linked together through grammar and vocabulary. It is sometimes called the “visible glue” because we can point to the words that do the linking.
- Grammar links: Pronouns, conjunctions, and relative clauses.
- Example: “The girl was running very fast. She won the race easily.”
Here, she clearly refers back to the girl.
- Example: “The girl was running very fast. She won the race easily.”
- Lexical links (vocabulary): Repetition or related words.
- Example: “It was a hot day. The heat made everyone tired.”
The word heat connects back to hot.
- Example: “It was a hot day. The heat made everyone tired.”
- Conjunctions: Words like because, but, after, therefore show how one sentence connects logically to another.
- Example: “He stayed home because it was raining.”
Cohesion gives readers the signposts they need to move smoothly from one sentence to the next.
Coherence: The Sense Connection
Coherence is about meaning rather than words. Even if a text has correct grammar and linking words, it must also make sense as a whole. This is sometimes called the “invisible glue” because it depends on ideas fitting together and on the reader’s background knowledge.
- Example of coherence:
“Maria was an excellent runner. She often won school races.”
These sentences are coherent because they both talk about Maria’s ability in running. - Example needing world knowledge:
“The girl ran faster than the boy. Later, he learned her mother was an Olympic athlete.”
This makes sense only if the reader knows Olympic athletes are usually very strong runners. Without that knowledge, the reason for the girl’s speed may not be clear.
So, coherence comes from the logical flow of ideas and from how readers connect the text with what they already know.
Why Cohesion and Coherence Matter
When learners read longer texts, they need both cohesion and coherence to follow the message:
- Cohesion helps them track who or what the sentences are about, and how events are connected.
- Coherence helps them see the bigger picture and understand the logic or purpose behind the text.
If a text has cohesion but no coherence, it may look correct on the surface but still feel confusing. If it has coherence but weak cohesion, learners may struggle to see the links between sentences. Both are necessary for successful reading.
Reading Subskills
In everyday life, we do not always read in the same way. Sometimes we read quickly to find one fact, sometimes we read slowly to enjoy a story, and sometimes we only want to know the main idea. Because of this, learners need to practise different subskills. A good teacher helps them understand which subskill to use in each situation.
Without training in subskills, learners may try to read everything in the same way—word by word. This often leads to slow reading, misunderstanding, and frustration. By practising different subskills, learners develop flexibility: they learn when to read quickly, when to read carefully, and how to cope with unknown words. Good readers are not those who understand every word, but those who know how to read differently depending on their purpose.
Reading for Specific Information (Scanning)
What it means: Scanning is when readers move their eyes quickly over a text to find one piece of information. They do not read every word.
Why it matters: Many real-life tasks require learners to scan (menus, schedules, lists, notices). Training this skill saves time and reduces frustration.
Real-world example: Looking through a cinema timetable to find what time a particular film starts.
ESL classroom example: Give students a train timetable and ask, “What time does the last train to London leave?”
Reading for Gist (Skimming)
What it means: Skimming is reading quickly to get the general idea of a text without focusing on details. It is sometimes called “reading for global understanding.”
Why it matters: Learners learn not to panic about unknown words. Skimming teaches them to focus on the overall meaning.
Real-world example: Looking through a news article to decide whether it is interesting enough to read in detail.
ESL classroom example: Show learners a short blog post and ask, “Is the writer positive or negative about travel?”
Reading for Detail
What it means: This involves reading carefully and fully, paying attention to every piece of information.
Why it matters: Learners practise accuracy and develop deeper understanding, which is important for exams and personal communication.
Real-world example: Reading the instructions for medicine or a contract before signing it.
ESL classroom example: Ask learners to read a letter from a friend and then answer detailed comprehension questions such as “Why was the friend upset?” or “Where are they planning to go next week?”
Inferring
What it means: Inferring is working out ideas or feelings that are not directly stated in the text. Readers must “read between the lines.”
Why it matters: Many texts, especially stories or articles, do not explain everything directly. Inferring helps learners understand tone, attitude, and hidden meaning.
Real-world example: Reading a text message that says “Fine. Do what you want.” and recognising that the sender is annoyed, even though the words are polite.
ESL classroom example: From the line “She slammed the door and didn’t speak,” learners can infer that the character was angry.
Deducing Meaning from Context
What it means: This skill involves guessing the meaning of an unknown word by looking at the words and situation around it.
Why it matters: Learners will never know every word they meet. Deducing meaning gives them independence and confidence without relying on dictionaries.
Real-world example: Reading a recipe in English and guessing that “whisk” is a kitchen action because it appears near “eggs” and “bowl.”
ESL classroom example: In the sentence “The monsoon caused severe flooding in the region,” even if learners do not know monsoon, they may deduce it refers to a type of weather, because of the connection with flooding.
Predicting
What it means: Predicting is using clues such as pictures, titles, headlines, or first sentences to guess what the text will be about before or while reading.
Why it matters: Prediction activates learners’ background knowledge and makes them more engaged and prepared for what they read.
Real-world example: Looking at a headline “City Faces Power Shortage” and guessing the article will be about electricity problems.
ESL classroom example: Before reading, show students the title “The Day the Internet Stopped” and ask, “What do you think happened?”
Understanding Text Structure
What it means: This is recognising how different kinds of texts are usually organised. Knowing the typical structure helps readers find information and understand messages more quickly.
Why it matters: Learners can use their knowledge of text structure to follow arguments, anticipate what comes next, and avoid confusion.
Real-world example: In a recipe, readers expect to see ingredients first and then step-by-step instructions.
ESL classroom example: In a complaint letter, students expect:
- An introduction explaining the reason for writing.
- The details of the complaint.
- A request for action or compensation.
Extensive and Intensive Reading Subskills
When we talk about teaching reading in ESL, we often divide classroom activities into two main types: extensive reading and intensive reading. Both are important, but they have different purposes and methods.
Extensive Reading
Definition:
Extensive reading means reading long texts mainly for pleasure, interest, and general understanding. The focus is on fluency, enjoyment, and exposure to language, not on analysing every detail. Learners usually read at their own pace and often choose what they want to read.
Characteristics:
- Texts are usually longer (stories, graded readers, magazine articles, short novels).
- Language level is comfortable for the learner (not too many unknown words).
- The aim is to enjoy and understand the overall meaning, not to study grammar or vocabulary in depth.
Real-world examples:
- Reading a detective novel because you like the story.
- Browsing a travel website for holiday ideas.
- Following a sports article to keep up with your favourite team.
Classroom practice:
- Graded readers: Give learners books at their level on topics they enjoy (mystery, sport, romance, travel).
- Reading logs or diaries: Learners write short summaries or reflections on what they read.
- Book club discussions: Learners meet in groups to share their favourite parts of a story.
- Storytelling: After finishing a book, learners retell the story to classmates in their own words.
Why it is useful:
- Motivates learners by connecting with their interests.
- Builds reading fluency (faster and smoother reading).
- Increases learner confidence.
- Expands vocabulary naturally through repeated exposure.
Intensive Reading
Definition:
Intensive reading means reading shorter texts very carefully in order to study language closely. The focus is on accuracy, detail, and developing specific reading skills such as recognising grammar patterns or learning new vocabulary.
Characteristics:
- Texts are usually short (paragraphs, articles, letters, emails).
- Language may be slightly challenging to encourage learning.
- The aim is to understand the text fully and to notice how language is used.
Real-world examples:
- Reading a medicine label to check the exact dosage.
- Studying a job advertisement carefully to see if you qualify.
- Reading exam instructions to make sure you answer correctly.
Classroom practice:
- Grammar analysis: Learners underline all the adjectives in an article or identify all the verbs in past tense.
- Vocabulary extraction: Learners find all the words related to a topic (e.g., food, travel) and group them.
- Sentence reordering: Learners put mixed-up sentences back into the correct order to understand text structure.
- Comprehension questions: Learners answer detailed questions about the text.
Why it is useful:
- Strengthens comprehension skills that are needed for exams and academic reading.
- Develops accuracy and careful attention to meaning.
- Helps learners notice how grammar and vocabulary work in real texts.
How They Work Together
Extensive and intensive reading are not opposites—they complement each other. A balanced reading program includes both:
- Extensive reading gives learners wide exposure, fluency, and motivation.
- Intensive reading builds accuracy, deeper understanding, and language awareness.
Example of balance in the classroom:
- Together, these activities give learners both confidence and precision.
- Learners spend part of the week reading a graded reader of their choice (extensive).
- In class, the teacher gives them a short article to analyse for grammar and vocabulary (intensive).
Text Types in Reading
When we teach reading, it is important to remember that learners will encounter many different types of texts in real life. Each text type has its own purpose, layout, and language features. By practising with a variety of texts in the classroom, learners become more flexible readers and better prepared for real-world communication.
Emails
Features:
- Usually informal or semi-formal in tone.
- Short sentences and direct language.
- Common use of greetings (Hi, Dear) and closings (Best, Regards).
- May include abbreviations, emojis, or bullet points in informal contexts.
Real-world purpose: Quick communication with friends, colleagues, or companies.
Classroom example: Learners read an email about a holiday booking, then answer questions such as “What dates are reserved?” or “What information is missing?”
Why it matters: Emails are one of the most common written forms learners will use in daily life and the workplace.
Brochures
Features:
- Persuasive and descriptive language to encourage action (buy, visit, join).
- Use of adjectives (luxurious, exciting, unforgettable).
- Short sections, bullet points, and eye-catching headings.
- Visual elements such as photos, maps, or colour-coded sections.
Real-world purpose: To advertise or promote products, services, or events.
Classroom example: Give students a travel brochure. Ask them to scan for prices or to identify persuasive phrases like “Don’t miss this opportunity!”
Why it matters: Learners see how language can influence decisions, and they learn useful vocabulary for describing and persuading.
Stories (Narratives)
Features:
- Use of narrative tenses (past simple, past continuous, past perfect).
- Clear structure: beginning, middle, and end.
- Character descriptions and dialogue.
- Expressive language showing feelings or atmosphere.
Real-world purpose: To entertain, share experiences, or communicate moral lessons.
Classroom example: Learners read a short story and then retell it in their own words, focusing on sequence markers (first, then, finally).
Why it matters: Stories build imagination, expose learners to creative language, and help them practice sequencing and descriptive vocabulary.
Newspaper Articles
Features:
- Headlines (often short and dramatic).
- Lead paragraph summarising the key facts.
- Use of reported speech or quotations (“The minister said…”).
- Frequent use of the passive voice to report facts (“The bill was approved yesterday.”).
- Objective and formal tone.
Real-world purpose: To inform the public about news, events, or issues.
Classroom example: Learners skim a news article to find the main idea, then read in detail to answer comprehension questions. They might also discuss whether the article is objective or opinion-based.
Why it matters: Newspapers expose learners to authentic English, formal register, and academic-style vocabulary.
Other Useful Text Types
- Postcards: Short, personal, descriptive language; practice in writing short messages.
- Recipes: Imperative verbs (Mix, Add, Bake); lists of ingredients and steps.
- Instruction manuals: Sequenced steps, diagrams, technical vocabulary.
- Poems: Creative language, rhythm, rhyme, figurative expressions.
- Adverts: Persuasive slogans, comparisons, emotional appeal.
Reading Challenges Learners Face
Teaching reading is not only about giving learners a text and asking them questions. Good reading lessons help learners develop strategies, build confidence, and connect texts to real life. Teachers must understand both the challenges learners face and the role they themselves play in guiding students through the reading process.
Low-level vocabulary knowledge
Many learners struggle because they do not know enough words. If a text contains too much unknown vocabulary, learners may stop reading or try to look up every word in a dictionary. This slows down their reading and prevents them from seeing the overall meaning.
Example: A beginner reading a newspaper article may understand only 40% of the words, making the text overwhelming.
Unfamiliar scripts
Learners from languages like Arabic, Chinese, or Thai may not be familiar with the Roman alphabet used in English. This makes reading slow and tiring because they are still learning to recognise letter shapes and spelling patterns.
Difficulty transferring L1 reading skills
Learners may already know how to skim, scan, or guess meaning in their first language (L1), but they often find it hard to transfer these skills into English. The pressure of working in a second language (L2) can make them focus on individual words instead of using strategies.
Example: A Spanish speaker may be good at predicting content in Spanish but feel less confident doing it in English, even with familiar topics.
Texts that are too long or uninteresting
Learners can lose motivation if the material is boring or if the text is much longer than they can handle. Interest and length must match their level and needs.
Example: Giving a group of teenagers a long text about banking will not be engaging, even if the language level is suitable.
Teacher’s Role
in Teaching Reading
A teacher’s job is to make reading accessible, purposeful, and motivating. Teachers support learners by planning carefully and guiding them through the text in stages.
Pre-teach vocabulary (when necessary)
If a few difficult words will block understanding, the teacher can introduce them before reading. This avoids frustration and allows learners to focus on meaning.
Tip: Do not pre-teach every unknown word—only the ones that are essential.
Use lead-in activities
Lead-ins help learners connect the text with their world knowledge and activate their background experience. This makes reading easier and more meaningful.
Discussion: Have learners talk about their experiences with the topic.
Pictures: Show a photo related to the text.
Brainstorming: Ask learners to list words connected to the topic.
Plan reading in stages
Lessons are most effective when divided into clear stages:
Debates or discussions to practise speaking and critical thinking.
Pre-reading stage: Activities to predict content and prepare learners.
Example: Looking at a headline “Plastic Waste in Oceans” and predicting what the article will say.
While-reading stage: Activities that practise different subskills.
Examples:
Skim the text for the main idea.
Scan for numbers or names.
Read in detail to answer comprehension questions.
Post-reading stage: Activities that extend the text and connect it to learners’ own lives.
Examples:
Role-plays (e.g., a debate between environmentalists and factory owners).
Personal responses (e.g., “What can you do in your own life to reduce plastic?”).
Example Lesson Flow
Text: Short article on environmental problems.
Students could also design posters encouraging people to recycle, linking reading to creative tasks.
Pre-reading
- Learners brainstorm causes of pollution (e.g., smoke, plastic bags, car emissions).
- Teacher shows pictures of polluted rivers or cities.
- Learners predict: “What do you think this article will talk about?”
While-reading
- First, skim the article to find the main idea (e.g., “Pollution is a serious problem for cities and oceans”).
- Then, scan for numbers or statistics (e.g., “How many tons of plastic are produced each year?”).
- Finally, read in detail to answer comprehension questions (e.g., “What solutions does the article suggest?”).
Post-reading
- Learners hold a class debate: “Should plastic bags be banned?”
- Alternatively, learners write a short paragraph giving their opinion and one solution.
Graded Readers: Why Are They Useful?
One of the most effective tools for encouraging extensive reading in the ESL classroom is the graded reader. A graded reader is a book written (or adapted) especially for language learners. The stories are simplified in terms of vocabulary and grammar, but they are still engaging and enjoyable to read. Publishers usually produce series of graded readers at different levels, from beginner to advanced, so learners can choose books that match their ability.
Reading at a Comfortable Level
Many learners struggle when they are given texts that are too difficult. If they meet unknown words in every sentence, they become discouraged. Graded readers are carefully written so that most of the words are already familiar, with only a few new ones. This makes reading more enjoyable and less stressful.
Example: A beginner learner might read The Secret Garden at the “Elementary” level, with simplified sentences and controlled vocabulary, while an advanced learner might read the same story at a higher level with more complex grammar and richer detail.
Building Vocabulary Naturally
Learners meet new words in context, often repeated several times throughout the book. This helps them guess meanings and remember words more easily than if they learned them from a word list.
Example: In a detective story, the word suspect may appear several times in different contexts. The repetition helps learners fix the word in memory.
Developing Confidence and Fluency
Because learners can read longer texts without constant interruptions, they begin to see themselves as successful readers. This boosts confidence and encourages them to read more. Over time, their reading speed and fluency improve. Example: A learner who finishes their first graded reader feels proud and motivated to pick up another book. This positive cycle keeps them engaged with English.
Graded Readers: How Teachers Can Use Them
Graded readers make reading accessible and enjoyable. They allow learners to read extensively at their own level, build vocabulary naturally, and grow in confidence and fluency. Teachers can support this process by setting up reading logs, encouraging story retelling, and creating opportunities for discussion and creativity.
Reading Logs or Diaries
Learners keep a simple record of what they read: title, author, number of pages, and a short summary or opinion. This helps teachers track progress and encourages learners to reflect on their reading.
Classroom idea: Each week, learners write two or three sentences in their log: “I read Treasure Island. My favourite character was Jim because he was brave.”
Story Retelling
After finishing a graded reader, learners retell the story to a partner or to a small group. They do not need to retell everything, just the main events. This reinforces comprehension, develops speaking fluency, and encourages learners to share books with classmates.
Classroom idea: Pair work—one learner retells the story they read, while the other asks questions like “What happened next?” or “Why did the character do that?”
Book Club Discussions
Learners who read the same graded reader can meet in small groups to discuss the story. They can talk about favourite characters, surprising events, or personal opinions.
Classroom idea: Groups prepare short posters with the book’s title, three key words, and their favourite quote. They present this to the class.
Creative Follow-up Tasks
Teachers can design creative activities to make reading more interactive.
- Write an alternative ending to the story.
- Draw a comic strip of the main events.
- Role-play an interview with one of the characters.
These activities encourage learners to use the language from the book actively.
Reading: Summary
- Reading is a receptive skill that requires active use of language and world knowledge.
- Discourse, cohesion, and coherence are essential for text understanding.
- Learners must develop different reading subskills: scanning, skimming, detail, inferring, deducing, predicting, and recognizing text structure.
- Extensive reading builds fluency and enjoyment, while intensive reading develops accuracy and awareness.
- Teachers should use pre-, while-, and post-reading stages for effective lessons.
- Graded readers and varied text types motivate learners and build confidence.
Noel’s Questions and Answers Corner
Why is reading called a receptive skill?
Reading is called a receptive skill because the reader is receiving language rather than producing it, just like in listening. But this does not mean the reader is passive. When people read, they actively use their knowledge of vocabulary, grammar, and the world to make sense of the text. For example, when reading a news headline like “Storm Hits Coast,” readers understand the meaning by recognising the words and also by using their world knowledge about what happens during storms.
Should teachers always pre-teach vocabulary before reading?
Not always. Pre-teaching is helpful when a few key words would block learners’ understanding of the whole text. For example, if the text is about recycling and learners don’t know the word recycle, the teacher should introduce it first. However, if teachers pre-teach too many words, learners may become dependent and lose the chance to practise skills like guessing meaning from context. It is often better to encourage learners to work out the meaning of less important words while reading.
How can teachers motivate reluctant readers?
Some learners avoid reading because they find it boring or difficult. Teachers can motivate them by:
Setting real-world tasks like scanning a menu to find the cheapest dish, or using a bus timetable to plan a journey. These activities show learners that reading is a practical life skill, not just a classroom exercise.
Choosing interesting topics that match learners’ age, culture, or hobbies (e.g., sports articles for sports fans, stories for teenagers).
Using visuals such as pictures, diagrams, or infographics to make the text easier to approach.
Allowing choice by letting learners pick from graded readers, magazines, or newspapers at their level.
Is reading aloud useful in the ESL classroom?
Yes, but teachers should use it carefully. Reading aloud can help learners practise pronunciation, rhythm, and intonation, and it can also check whether they really understand the text. However, it should not be the main focus of reading lessons, because in real life we rarely read aloud. The best time to use it is after learners already understand the text. For example, after reading a story silently and answering comprehension questions, learners might take turns reading short sections aloud to practise pronunciation.
What’s the difference between extensive and intensive reading?
- Extensive reading means reading longer texts such as stories, magazines, or novels, usually for enjoyment and fluency. The language is not too difficult, so learners can focus on the meaning and read more quickly.
- Intensive reading means reading shorter texts carefully to study the language in detail, such as underlining new vocabulary or analysing grammar. The aim is accuracy and deep understanding.
Both are important: extensive reading helps learners develop confidence and speed, while intensive reading helps them notice how English works. A good reading program includes a balance of both.
TKT Exam Practice Tasks: Reading
TKT Unit 5:
Practice Task 1
Instructions:
For questions 1–7, match each classroom situation (1–7) with each reading subskill it develops (A–G). Each option is used once only.
Reading Subskills
A. Predicting
B. Reading for global idea (skimming)
C. Understanding how a text is structured
D. Guessing meaning from surrounding words
E. Interpreting implied feelings or attitudes
F. Close reading for full comprehension
G. Locating a particular fact (scanning)
Classroom Situation
- Students flip through a travel blog to check if the writer supports or disagrees with international tourism.
- Learners encounter the word lagoon in “The village was built beside a lagoon filled with boats” and work out its meaning.
- Learners carefully examine every line of a text message to understand all the arrangements.
- Students predict the content of a passage after seeing the headline “The Future of Energy.”
- Students explore how a business email is organised into introduction, details, and request.
- Learners read a leaflet quickly to find out if it mentions bicycle rental.
- Learners conclude from the line “He avoided eye contact and spoke in a low voice” that the character was nervous.
TKT Unit 5:
Practice Task 2
Instructions:
For questions 1–7, match each the correct type of reading (A–G) with the learner activity (1–7). Each option is used once only.
Types of Reading
A. Extensive – free choice reading for enjoyment
B. Intensive – focusing on grammar features
C. Extensive – fluency practice by ignoring minor unknown words
D. Intensive – close analysis of text structure
E. Extensive – recording progress in a reading diary
F. Intensive – precise reading to ensure accuracy
G. Extensive – group sharing and book discussions
Learner Activities
- A student underlines every verb in past tense in a diary extract.
- A teenager reads a comic book at home without checking every new word.
- Learners keep a notebook where they record titles and short reflections about books they finish.
- Students choose short detective stories from the library and read at home.
- In class, the teacher asks learners to identify how connectors like however and because work in a short article.
- A learner studies a short manual to make sure they understand each step clearly.
- Students discuss their favourite characters in the detective stories with their friends.
TKT Unit 5:
Practice Task 3
Instructions:
For questions 1–7, match each learner difficulty (1–7) with the most suitable teacher action (A–G). Each option is used once only.
Teacher Actions
A. Select material that matches their interests to boost motivation
B. Provide targeted vocabulary support for words that block comprehension
C. Use warm-up activities (discussion, pictures, brainstorming) to activate prior knowledge
D. Give extra practice in recognising English letters and sounds
E. Encourage strategy use such as guessing meaning from context
F. Plan a variety of tasks that develop multiple reading skills
G. Choose shorter and simpler texts suitable for their level
Learner Difficulties
- Students lose interest because the material seems irrelevant or boring.
- A beginner class is discouraged when faced with a long article full of difficult words.
- Learners from a non-Roman script background find it hard to recognise English letters.
- Students insist on translating every single word and miss the main meaning.
- Learners don’t practise a range of strategies like skimming or scanning and read everything word by word.
- A text contains a few essential words that learners cannot understand and which block the meaning.
- Students cannot easily connect the topic of a reading passage to their own background knowledge.
Reference Resources: Reading
Textbooks
- The TKT Course Modules 1, 2 and 3 by Mary Spratt, Alan Pulverness & Melanie Williams
This is the official Cambridge TKT preparation book (with a dedicated Reading unit) and gives clear explanations, tasks, and sample test items. - About Language: Tasks for Teachers of English by Scott Thornbury
- Although not just about reading, it offers many tasks that help teachers and learners notice grammatical and lexical features in texts, helpful for intensive reading work. (Often recommended in TKT reading lists.)
- Learning Teaching by Jim Scrivener
- This lays out a broad base of teaching methodology, including sections on receptive skills, reading strategies, and how to design lessons that integrate subskills.
- Essential Teacher Knowledge by Jeremy Harmer
- This is a compact guide that gives explanations and classroom applications about the main areas a teacher needs to know (including reading, skills, classroom roles, etc.).
- Reading in a Second Language: Moving from Theory to Practice by Elizabeth Bernhardt
This is a more academic-oriented text, helping students and teachers understand reading research, subskills, models of reading, and how to bridge theory and practice.
Online Resources
- ReadTheory
– An adaptive reading comprehension platform. Students get texts matched to their level; the system adjusts automatically. - ESL Fast
– A free site with many short stories, essays, articles (with audio) and comprehension tasks. Good for both extensive and intensive reading practice. - Reading A-Z / Raz-Kids (Learning A-Z)
– Offers leveled readers and printable projectable texts, along with supportive activity sheets for teachers. - ESL Lounge (Reading Practice)
– Includes multiple choice, gap-fills, scanning and skimming exercises at various levels. A practical site to assign reading homework or extra practice.
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