This module is divided into the following sections:

Outcomes

Author of this module

'Before' and 'after' questions

8.1 Introduction

8.2 Preliminary considerations

8.2.1 Choosing texts
8.2.2 Text types
8.2.3 Difficulty of texts
8.2.4 Authenticity and editing texts
8.2.5 Bottom-up and top-down processing
8.2.6 Building hypotheses
8.2.7 Practical issues

8.3 The pre-reading phase

8.3.1 How can I draw on students' background knowledge?
8.3.2 How can I introduce the text?
8.3.3 How can I exploit knowledge of text types?
8.3.4 How can students gain a global understanding of the text?
8.3.5 How can I pre-teach vocabulary?
8.3.6 How can I break up a long text?

8.4 The reading phase

8.4.1 Reading aloud or silent reading?
8.4.2 Why read this text?
8.4.3 Using signpost questions
8.4.4 Jigsaw reading
8.4.5 Coping with new language
8.4.6 How can I break up a long text?

8.5 The post-reading phase

8.5.1 Activity types
8.5.2 Oral activities
8.5.3 Written activities
8.5.4 Making use of figures

8.6 A model for using L2 texts in class

8.7 Commentary on activities

8.8 References

8.9 Recommended further reading

8.10 Assessment tasks

8.10.1 Task One: your own post-reading activity
8.10.2 Task Two
8.10.3 Task Three
8.10.4 Task Four

Text bank

Printable versions of the entire module are available in the following formats:

• Word 97 version (click here)
• RTF version (click here)

ACCREDITATION INFORMATION
Those who are intending to count work on this module towards their university's postgraduate programme, certificate or diploma in teaching and learning, or equivalent, are advised that sections 8.1, 8.2.5-8.2.7, 8.3-8.4 and 8.6-8.9, along with the assessment tasks in 8.10, are to be considered core material, while sections 8.2.1--8.2.4 and 8.5 are extension material.