Section 3 Reading Reading
This English Home Language series supports Reading in the following ways: • The Learner’s Book and the Anthology have
been written to teach and reinforce reading skills.
• The Anthology supports the Learner’s Book thematically and learners can find texts matching the theme they are working on in the Anthology.
• The Anthology can be used as an extra teaching resource, offering extra examples of the prescribed texts, or as a method of formalising an Independent Reading programme that teaches reading skills and the genres and text types of the prescribed genres.
All the tasks in the Learner’s Book and Anthology
support Intensive reading skills: • close and critical reading of the text • understanding a text and all its parts: text
features, titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format, e.g. newspaper columns, etc.
• to demonstrate independent reading (reading widely for pleasure, information and learning)
• critical language awareness (being aware of the denotation and connotation of words and that it carries hidden meanings and messages, e.g. stereotypes, the speaker’s prejudices and intentions.
The Anthology
The annotations and activities in the Anthology teach and consolidate the following: • the reading process of before, during and after reading
• reading in order to evaluate 20
• reading skills such as skimming, visualisation and analysing
• knowledge and understanding the key features of genres
• key features of good writing, such as characterisation, plot development and language use
• poetic devices.
The Reading Process Reading should be approached using the reading
process strategies which are outlined below: • Pre-reading – activities are provided to prepare learners before reading to help with comprehension of the text. Learners engage in prediction about the text and discussion around the title of the text.
• Reading – these predictions can be built upon, and the class can be encouraged to reflect on what has taken place in the story to encourage retention through the repetition of details.
• Post-reading – learners answer questions relating to the story, and are encouraged to apply it to their own lives and other texts that they may have read. Key elements of the text can be identified by the teacher, in order to prompt learners’ discussion.
The Reading Process is built into the reading activities in both the Learner’s Book and the Anthology.
Independent Reading
Independent reading is a purposeful, planned activity and it can be done in a reading period. Learners read books or texts on their own to develop fluency and the ability to read critically. The CAPS specifies that Independent Reading should always relate to the theme that you are using to teach the rest of your language content. For this reason, the contents page of the Anthology indicates which Learner’s Book themes the
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