be noted that the activity that appears just after the reading text is a while reading activity
which encourages the pupil to go to and fro for a better understanding of the text. Post reading
activities develop inferential and critical skills. Oral activities support this attempt and urge pupils
to relate the theme to themselves.
Two texts, each of a different genre, are included in each unit to help pupils enjoy reading and
to develop a taste for it. Oral activities, where they share their views about the text, allow them
to dig further into the theme and apprise themselves of similar or divergent views. This is an
important aspect of reading and pupils must be made aware that all readers do not react to texts
in the same way and that one must respect the opinion of others.
Vocabulary
Each unit has three vocabulary activities. The first two activities focus closely on the vocabulary
in the reading comprehension passage while the third activity extends the pupils’ vocabulary
related to the theme. Here too the activities may be written or oral. Through these activities,
pupils are encouraged to use different strategies to find out the meaning of the words, e.g. prior
knowledge, contextual clues, root words, synonyms, opposites and use of a dictionary.
Theboxindicatingkeywordsandnewexpressionsthatappearsbeforethereadingcomprehension
text is indicative of vocabulary items related to the theme but is by no means an indication of
the only vocabulary items to be pre-taught. This will once again depend on the needs of the
learners. Given that all activities in the different units are related to a particular theme, pupils
will inevitably acquire more vocabulary while engaged in these. A glossary has been included to
support pupils and encourage them to become independent readers. Nevertheless, additional
support may be required, such as the use of a dictionary.
Writing
Writing is developed in a gradual and sustained manner, starting from short texts requiring less
input from pupils to texts that become slightly more demanding as they progress to later units.
Pupils learn to produce different types of texts. It is important to draw their attention to the fact
that the content and nature of a text vary according to the reader. Use pre-writing sessions to
equip them with necessary vocabulary and language structures and as well as ideas. Encourage
them to draw from information obtained in the unit too. Writing strategies may even be modelled
out or shared writing sessions may be conducted to make pupils confident enough to work out
the activities. Publish their works on the notice board or classroom walls, or provide them with
the opportunity to read it to their peers to motivate them.
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