READING

In order to design the guides it is essential to take into account the following points: selection of relevant texts, students’ level, e-tivities, time to solve the guide and checking answers together with the students, among others. These guides also help students to develop and consolidate their language learning skills and sub-skills altogether.

The guides are based on the sub-skills needed for reading such as: skimming, predicting, proofreading, scanning, gist reading, intensive reading, extensive reading, inferring meaning (of vocabulary in context, or of the writer’s point of view), and so on.

It is evident that in order to read and comprehend texts students need to manage vocabulary; however, vocabulary should be learned in context. When students learn vocabulary in context they might be aware that one word might have different meanings according to the specific context. They also might see that vocabulary has different connotations and that quite often words are associated with other words, hence changing their meanings.

I provide an example of a guide below. This guide favours key vocabulary and the meaning of words related to reading. It emphasises that the students need to learn vocabulary in context and that the students might use any electronic devices available. At the end of the activities the student(s) can write any comment about the guide.

Skill: Reading	Sub-kill: Meaning of words	Comments
Objective: Practice  the new vocabulary in context	Activity: find the key words meaning in context	Ss comment on the activities