Level 9 Level 11
Level 10

M1 - U5 Reading

32 words 0 ignored

Ready to learn       Ready to review

Ignore words

Check the boxes below to ignore/unignore words, then click save at the bottom. Ignored words will never appear in any learning session.

All None

Spoken language or written language in texts, e.g. groups of sentences which are spoken or written.
When ideas fit together clearly and smoothly, and so are logical and make sense.
The way spoken or written texts are joined together with logical grammar or lexis
learning strategies
The techniques which learners consciously use to help them when learning or using language
intensive reading
to focus on how language is used in a text
lead in
The activity used to prepare learners to work on a text, topic or main task.
pre teaching vocabulary
learners read a text before to help them, to read the text more easily
To think of ideas about a topic often as preparation before a writing or speaking activity
introductory activity
An activity which takes place at the beginning of a lesson.
reading for detail
To read a text in order to understand most of what it says
read for global understanding
To read a text and understand the general meaning of it, without paying attention to specific details
text structure
The way a text is organised
complicated, not simple
deduce meaning from context
To guess the meaning of a word with information in a situation and/or around the word to help
The situation in which language is used or presented
extensive reading
reading long pieces of text, such as stories or newspapers.
graded reader
A book where the language has been made easier for learners.
To decide how a writer or speaker feels about something from the way that they speak or write
pick up language
To learn language without studying it, just by hearing and/or reading and then using it.
The way in which a text is organised and presented on a page. Certain texts have special _____
Learners think about the topic before they read or listen. They try to imagine what the topic will be or what they are going to read about or listen to, using clues like headlines or pictures accompanying the text or their general knowledge about the text type or topic. This makes it easier for them to understand what they read or hear.
pre-teach vocabulary
Before introducing a text to learners, the teacher can teach key vocabulary from the text which s/he thinks the learners do not already know and which is necessary for them to understand the main points of a text.
receptive skill
When learners do not have to produce language; listening and reading are __________ .
The four language _______ are listening, speaking, reading and writing.
To read a text quickly to get a general idea of what it is about.
Each skill has smaller _____ that are all part of the main skill, e.g. identifying text organisation (reading); identifying word stress (listening).
text structure
The way a text is organised. For example, an essay typically has an introduction, a main section and a conclusion.
text type
Texts that have specific features, e.g. layout, use of language, that make them part of a recognisable type of text, e.g. letters, emails, news reports.
To read a text quickly to pick out specific information, e.g. finding a phone number in a phone book.
the ability to read and write
True/false questions
A task-type in which learners read or listen to a text and decide whether statements are correct (true) or not correct (false).
To read or listen to a text and understand the general meaning of it, without paying attention to specific details.