2. Harmer emphasizes the importance of reading subskills. Identify and explain three key subskills he mentions. How might you design activities to specifically target these subskills?

6. What role does Harmer assign to prediction in the reading process? How can teachers effectively incorporate prediction activities in their reading lessons?

9. Discuss Harmer's views on the use of authentic materials versus graded readers. What are the advantages and disadvantages of each in teaching reading comprehension?

7. Harmer outlines several stages in a typical reading lesson. Describe these stages and explain the purpose of each. How might you adapt this structure for different proficiency levels?

8. How does Harmer address the issue of text selection? What criteria does he suggest for choosing appropriate reading materials for language learners?

5. How does Harmer suggest dealing with unknown vocabulary in reading texts? Discuss the pros and cons of his approach.

1. How does Harmer distinguish between extensive and intensive reading? Discuss the benefits and challenges of incorporating both types of reading in an EFL/ESL classroom.

4. Harmer discusses the concept of schema activation. Explain what this means and provide an example of how you might activate students' schemata before a reading task.

10. How does Harmer suggest integrating reading skills with other language skills? Provide an example of a lesson plan that combines reading with speaking or writing.

11. What strategies does Harmer propose for encouraging reluctant readers? How might these be implemented in a diverse classroom setting?

3. What is the "top-down" approach to reading, according to Harmer? How does it differ from the "bottom-up" approach, and why is it important for teachers to be aware of both?

12. Reflect on Harmer's approach to assessing reading comprehension. How does it compare to your own experiences as a language learner? How might you adapt his suggestions to suit different educational contexts?