encouraged to read more. This can be achieved by providing students with the
appropriate activities and feedback.
1.3.1. The activities
1.3.1.1. Integration of skills
In real life situations reading is not an isolated activity. Wallace (1992:62)
stresses that it should be integrated with speaking, writing and listening. This is not
only a natural procedure but, according to Grabe (1991:396) it reinforces learning.
1.3.1.2 The lesson plan
The lesson should be organized in pre-, while- and post-reading activities as it
is suggested in the literature , e.g. Harmer (1983), Wallace (1992).The role of each
activity is analyzed below:
Pre-reading activities
The importance of pre-reading activities is related to the activation of
background knowledge and is stressed in Wallace (1992:92). In case students fail to
activate such schemata for any reason, the teacher has to provide some background
information, in the form of what Anderson and Pearson (1988:41) call “an advance
organizer”. Furthermore, pre-reading activities motivate the reader and create a
purpose for reading.
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