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Teaching Reading CH17 Jeremy Harmer
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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?
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11. What strategies does Harmer propose for encouraging reluctant readers? How might these be implemented in a diverse classroom setting?
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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.
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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?
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8. How does Harmer address the issue of text selection? What criteria does he suggest for choosing appropriate reading materials for language learners?
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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?
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6. What role does Harmer assign to prediction in the reading process? How can teachers effectively incorporate prediction activities in their reading lessons?
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5. How does Harmer suggest dealing with unknown vocabulary in reading texts? Discuss the pros and cons of his approach.
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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.
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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?
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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?
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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.
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