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A , B, F, P, E,O,L B, P, N, M, I, L, E,G,C P,B,U,O,C,K
Single words (cognates): Learners are asked to identify words that are likely to be the same or
roughly similar in their own language. The purpose is to provide a wider range of vocabulary to
practise reading.
E.g. translate these words into your own language: summer,
television, elephant,
apple
Write out the names of the countries in your own language: England, Canada, Japan, and India
Are these names for boys or girls: Maria, Peter, David. Sarah, Anna?
Single words (English words): The learners identify the words and demonstrate comprehension.
E.g. Copy these words in the increasing order of size of the object: a bag, a tree,
a mouse
Circle the words that are the names of animals: head, dog, table, pencil, cow, horse.
Which is the odd one out: run, walk, sit, jump?
Phrases and short sentences:
The learners need to understand whole sense – units and demonstrate understanding. This is the
last stage before beginning to read full texts.
E.g. Draw the following items:
a red ball, a blue clock, a white door,
a black cat
E.g. Copy out
only the sentences that describe the picture.
1. This family is on a holiday.
2. There are two children in the picture.
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3. The woman is wearing a blue dress.
4. The man is taking pictures.
5. This family has four members.
6. The boy is standing alone.
7. The family is in a garden.
3. A iii. Fluent Reading:
Once the learners have mastered basic reading comprehension,
they move on to more
sophisticated texts and tasks quickly, appropriately and skilfully.
They are able to access the
meaning of a text successfully and rapidly with minimum hesitation. Though a large “sight”
vocabulary (lexical items the learner identifies and understands at a glance) is a primary
requirement, learners also need plenty of successful reading experience through a wide range of
texts read for a variety of purposes in order to foster fluent reading.
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