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Introduction

n

Part Two

evaluate

the writer's success,

and

ifappr opriate appreciate

the

text

as

litenature.

These

skil]s

are briefly

dealt with

in

Chapter

? and

discussed

further

in Part Three,

although

-

because

they

are

fairly

familiar to teachers

-

they

get

less

attention in

this

book

than they

deserve.

Sources

ofexercises

Throughout

this

book, I

have

taken

advantage ofthe inventiveness

oftextbook

compilers, both

by

using

their

tasks

as

examples and

by analysing

their

tasks

to

offer

you

recipes

for

devising

your

own. Many

more

ideas can

be found

in

the

reading

skills

textbooks

listed

in

the

bibliography.

The

simplest

exercises

are

often the

most

effective:

start with

these

if

you

are

hesitant.

After

further

experience,

you

will

be

able

to develop

similar

material

of

your

own.

Displaying

the

text

For

teaching

text

attack

skills,

it is

often

useful for the

class to

see

not

only

the text

but

your

handling

of

it;

you

may

wish

to

underline,

circle

or draw lines

from

one

word

to

another,

use

colour

to

indicate differences in

function

or

structure,

block

offcertain

sections,

annotate in

the

margins,

and

so

on.

you

cannot do

this

if

you

only have

individual

copies;

everyone

must

be

able

to

see

the copy

you

are

marking,

displayed

as

a central

ofszal

(ie

one

that

the

whole

class

can

see).

The

most

effective

solution

is to

use

an

ouerhead

projector

(OHP).

You

can

write

the

text

with a

permanent

(ie

,ndelible)

pen

and

annotate

it

with

non-permanent

ones

in

various

colours,

or

better

still

use

a separate

transparent

sheet

as

an

overlay.

This

means

the

text can

be

prepared

beforehand,

stored

easily

and used

again

and

again

for

different

purposes.

You

can

even

use

a

photocopier

to transfer

texts,

including

illushations,

onto

special

kinds

oftransparency.

Many

photocopiers

can

also enlarge

tle

text

first, which

is often

necessary

to

make it visible

from the

back

of

the

class.

(See

Wright

Haleem

1991

for

further

guidance.)

Ifyou

canuot

get

an

oHP,

you

cin

ofcourse

write

the text

on

the

blackboard; the

students

can write

their

own

copies

at

the

same time.

However,

this

takes

up valuable

class

time.

A

portable

blackboard

or

whiteboard

(for

use with

special

felt

pens)

is

a

better

solution;

or

you

can

experiment

with

a roll-up

board

made

from white

plastic

.material

(using

non-permanent

whiteboard

pens)

or

black

(using

chalk).

Another

method

is

to

write

the

text

with

a

thick

felt

pen

on

a

large

sheet

of

paper,

to

be

stored

flat

or

rolled.

Get

a

sheet

ofstrong

transparent

plastic

and

display

tlie

iext

by

suspending

it from

bulldog

clips

with

the

plastic

covering

it. You

can

then

annotate

the

text

by writing

on

the

plastic

using

non-permanent

OttrP

pens.

Thus the

text

is not

marked

and

the

plastic

can

be

cleaned

and

used again

with

other

texts.

'Computer

programs

The

advent

ofpersonal

computers

in schools

means

that

some

teachers

have

a new

and

powerfulaidattheirdisposal.

Anyone

who

still

thinks

thata

computerhas

to

teach

ina

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