Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Visualizing 
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Bell, Timothy. 1998. 
Extensive Reading: Why? And How?
Available: http://iteslj.org/  Articles/Bell-
Reading.html, accessed April 26, 2011. 

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Some students, especially those who are visual learners, need to “see” the 
information. Can you see the main character in your mind’s eye based on 
the description? Can you picture the contaminated river as described in the news 
article? Visualizing also involves organizing the information in a visual way, usually 
through the use of a mind map or other graphic organizer. 
Reading Exercise:
Have 
students read a text like By the Water. After the reading, ask students to record the 
images that come to mind as they read: 
I can picture the sun shining on the water and 
the birds flying above
… 
Asking and Answering Questions 
What questions come to mind when you preview an article? How will the main 
character solve this problem? Students need to come up with questions they would like 
answered in the text and pay attention to how they are answered. 
Reading 
Exercise:
Read a news article or a piece like this one about the Boston Marathon. After 
reading the title, ask students to come up with three questions they expect the article 
will answer and then read to see if they find the answers. 
Summarizing 
After the reading, students should be able to summarize what they’ve read. This may be 
a short oral summary or a full paragraph. Summarizing includes a very important skill: 
getting the gist. What was the main point in the story? Summarizing is not retelling 
everything that happened as it happened, and students need to not only tell the 
difference, but also learn to give back information in a clear concise manner. 
Reading 
Exercise
: Ask the class to read the story of Helen of Troy. Then, ask them to summarize 
in just one sentence or two what caused the Troyan War. 
Skimming 
Skimming and scanning are usually considered speed-reading skills because they are 
not used for intensive reading. They are essential skills nonetheless, and students need 
to know that sometimes intensive reading is not necessary. “Skimming a text involves 
running your eyes over it quickly to get the main idea. It also allows you to identify 

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which parts of a long text you might want to read more closely”
9
. This skill is 
particularly useful, for example, for Business English students who have to read long 
reports that are several pages long. By skimming the report, they can still follow the gist 
and stop when they find something of particular interest to them
. Reading 
Exercise
: Hand out different magazines or newspapers in English, and tell the class they 
have five minutes to skim one. After they’re done skimming, ask them what stories they 
remember reading. 
Scanning 
Scanning, on the other hand, allows you to quickly search a text for a particular piece of 
information. Scanning is ideal when students need to find a phone number in a 
directory, the date of a historical event or the time their train is leaving.