SUCCESSFUL TEACHING OF THE RECEPTIVE SKILLS DEPENDS UPON: 1.   The teacher being able to identify in linguistic (phonological, grammatical, lexical) terms the knowledge a S must possess in order to understand a given level or kind of text. 2.   The T systematically teaching that knowledge to his Ss. 3.   The T providing his Ss with the opportunities for practicing that knowledge.       When teaching comprehension, T should always be able to answer the question “What kind of language knowledge does this text or this question on the text require?” TEACHING VOCABULARY IN READING a)   Obtaining meaning from context   (Synonym, Antonym, Cause&Effect, Association between an object and its purpose or  use,  Description, Example, etc.) b)    Obtaining meaning from morphological analysis   c)    Monolingual dictionaries TEACHING SYNTAX IN READING        Only when a syntactic structure causes a communication breakdown we work with it.  Grammar exercises in reading texts should be analyzed to determine if the syntactic elements studied actualy cause reading problems. TEACHING DISCOURSE IN READING     It is to make Ss conscious of the organization on the message of a writer. (Comparison&Contrast, Cause&Effect, etc.) GUIDELINE FOR READING 1.   NON-PROSE READING (15 min.) (train, schedule, menu, map, graph, etc.) a.   Ss are given teacher-prepared questions & told to scan to find  the answers. b.   The questions should reflect “real-life situations” c.   The work is fast-paced and oral, Ss working individually or in small groups. 2.   PARAGRAPH WORK  (20 min.) a.   As an introduction, a paragraph is read by the T and Ss are given time to answer the questions.  Discussion follows, with Ss defending answers using voc. & syntax analysis.  Ss are given the opportunity to work individually. b.   Ss read silently and answer questions. c.   Discussion follows with the class as a whole, in small groups, or  in pairs.  Intensive work is done on determining the main  idea, drawing inferences, as well as sentence and discourse work. d.   If Ss aren’t able to finish in the allotted time or if problems arise, the work can be continued as homework. 3.   SHORT PASSAGE  (25 min.)  a.   Ss do intensive forced reading for a particular purpose (The reading determines what you do with it) b.   The T reads the passage orally to the Ss while they read silently forcing them to read quickly, or sets a time limit for silent  reading. c.  The reading is followed by comprehension questions to be done orally, or in writing True-False, Multiple Choice format is used. d.  The passage is read and exercises are completed in class. e.  Discussion of questions can take place with the class as a whole, in small groups or in pairs. 4.   INTRODUCTION TO LONGER READING  (15 min.) a.  Reading is introduced by a discussion relating the topic to Ss’ experiences, followed by an introduction of potentially difficult  vocabulary from the reading. b.   The T reads the first paragraphs orally to introduce the Ss to the reading.  Discussion follows on the topic and on potential vocabulary and syntax problems. c.  If time permits, Ss skim the selection to answer general questions posed by the teacher. 5.   LONGER READING  (50 min.) a.   Voc. Exercises are answered orally and quickly b.  Comprehension questions are discussed, flipping back and forth from questions to passage to scan for answers  when difficulties arise.  This can be done by class as a whole, in small groups, or in pairs. c. T pulls out sentences and voc. Items for explanations and discussion as problems arise.  Care is taken to build bridges between this and previous syntax and voc. Skill work. d. The passage is discussed using text and teacher-prepared questions. e.    T can act  as facilitator: keeping discussion moving, encouraging all Ss to contribute, or small groups can elect a chairperson from among the Ss.  Discussion focuses on evaluations arising from critical reading. f.   T moves Ss through a variety of activities so that, although the content is the same for 50 min.  The pace and focus keep everyone interested in the work.  6.   STRUCTURE WORK  (15 min.) a.   Works should be done orally or, if in writing, in a workshop setting where the teacher moves from S to S.  Discussion occurs with class as a whole, in small groups, or in pairs. b.  T can provide work on structures which have aused reading comprehension problems in previous reading.  This might include work on problems uncovered in previous work. c.   extra work as homework as needed. 7.   VOCABULARY WORK   (voc. From context, stem/affix, dictation, exercises) a.  Intensive oral skill work in which Ss are pushed at first pace.  Focus is on  skills not on learning new voc. b.   T-prepared exercises can be used to introduce vocabulary from the next reading selection. 8.   REALIA  (35 min.) a.   Ss discuss the articles which treat the topic.  T will have read the articles and prepared appropriate exercises. b.  Ss do intensive oral work with newspaper.  Tasks are relistic:  comparison of shopping with classified ads, analysis of news reports, etc.  Work can be done as a class, in small groups, or in pairs. 9.   POETRY  (15 min.) a.  This kind of activity is done for a change of pace.  T should emphasize that poetry requires the same skills as other reading selections. B. Poetry is especially good for reinforcing voc. From context skills, using syntax clues and for drawing inferences.