Post- Reading Students need to reflect on what they have read in order to extend their thinking. Well-planned response activities after reading are just as important as those before and during. Because……….. * By talking and writing in response to reading, students become more engaged in reading and develop a deeper understanding of various texts. * "Post-reading" exercises first check students' comprehension and then lead students to a deeper analysis of the text. * The goals of most real world reading are not to memorise an author's point of view or to summarise text content, but rather to see into another mind *  Foreign language reading must go beyond detail-eliciting comprehension drills to help students recognise that different strategies are appropriate with different text types. (e.g. scanning is an appropriate strategy to use with newspaper advertisements whereas predicting and following text cohesion are effective strategies to use with short stories.) *  By discussing in groups what they have understood, students focus on information they did not comprehend, or did not comprehend correctly. "Follow-up" exercises take students beyond the particular reading text in one of two ways: by transferring reading skills to other texts or by integrating reading skills with other language skills (Phillips, 1985). Integrative activities use text language and ideas in second language listening, speaking, and/or writing. Integrative skills exercises include such activities as: * writing summaries * new endings * re-enacting text (acting) * dramatising interviews based on the text; * carefully listening for key words or phrases in authentic video or audio tapes * creating role-play situations * simulations of cultural experiences. * Writing compositions * Talking about text-related topics Teachers need to employ a variety of questions and post-reading activities to do. Some examples follow. Journals. Students jot down responses, reactions, thoughts, and ideas in their journals, which may be subsequently shared. Writing. Students can explore the ideas found in their reading through assigned writing. Teachers ensure there is a connection between the students' reading and their writing. Post-reading Discussion. Discussion is an important part of the comprehension process. This can be done in pairs, in small groups, or as a whole class. Readers Theatre. Students form a group to prepare a dramatic reading of a scene. Role play. Students play characters' roles and dramatise incidents. Note-making. Students can record and sort out their ideas and impressions about a selection using their own words. Author's Chair. A student assumes the role of the author and responds to questions from the teacher and other students. Story-boards. Students create a script based on events taken from a selection. They transform these characters into "stick figures". Mapping. Students visually portray relationships in text by drawing graphic organisers to represent connections between characters, events, or ideas. Art. Students create an artistic representation (e.g., pencil sketch, painting, collage) to communicate character, theme, or other significant aspect of the selection. Graphics. Students develop a story sequence or design a visual representation of how ideas or characters developed. Extending. Students can read more selections by the same author or selections involving the same or similar theme or issue. Extending Text. Students can create different endings, add episodes, revise events, alter style, place characters in different contexts, create dialogue, or create a character's diary entry. Reviews. Students can view a movie or live play, comparing or contrasting it to the print version.