Get ready to read

d
However, the best way to learn to read may simply be just 
to read.
2
Give students some time to read the paragraph and then ask 
the class the question.
3
After checking the answers, you could elicit/explain that the 
sentences in Exercise 1 also include the most important 
points of the paragraph that they are part of.
4–5
Get students to discuss these questions in pairs, before 
getting feedback.
6
Read the instructions to the class. Give students some time to 
read the sentences. Then put them into pairs and get them to 
do the exercise together. Check the answers with the class.
7
Ask the class this question.
Extra practice
Students can think about the reading style they used or should 
have used with any text they have read.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
More activities
Students could also discuss how the Internet has affected 
and will continue to affect the reading of books. They could 
devise a survey about reading and carry it out in school or if 
you are teaching adults in an English-speaking country, they 
could go out of school to ask their questions.
Alternatively, they could create an online reading survey on 
www.surveymonkey.com. 
B
How we read
1–3
Give students some time to do these exercises before 
checking their answers with a partner. Check the answers with 
the class.
Class bonus
Get students in their pairs to underline unknown words and/or 
phrases in the text and try to paraphrase them together, using 
the context around them. After an adequate amount of time, 
collate diffi cult words and phrases on the board, encouraging 
students to write down vocabulary from the paragraphs they 
have not read, and double-check meanings.
4
While looking at the example, elicit/explain that 
verbal
in this 
context means ‘relating to words’. 
When checking the answers, get students to say why 
sentence c is false. 
5–7
Students can discuss these questions in pairs and then 
they can compare their answers in a whole-class discussion.