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Summarize result (14%)

indicating a change or contrast relative to some previous statement; and (4)
so introducing a consequence or result of previous event.
g. The teacher’s role
While the learners are busy with their silent reading, the teacher will be very
active. Not only has the teacher provided the texts and suggested ways of
treating them, but also be there in the class, ready to help both individual
learner with particular difficulties and the whole group if general difficulties
arise. The teacher will very likely be asked the meaning of an unknown
word in the text and he may be tempted to give an instant translation.
3. Post-reading activities as stated by Abbott (1985: 102) are as follows:
While the learners are reading purposely, the teacher can gain a good idea of
how they are coping with their reading because the teacher will be able to
circulate round the classroom, seeing how well the reading tasks are being
done (Abbott, 1985: 102). However, some kind of follow-up should be
valuable. While the learners are still interested in their reading, the teacher
can check the result of reading tasks. Checking on the reading activity is
only the first step. The teacher can exploit the learners’ experience in
reading by means of further activities. For example, we may consider it
valuable language work to deal with some of the unknown words, which had
deliberately chosen not to consider at the pre-reading stage. We may now
want to go from the receptive stage to the productive stage of learning
certain words. We must not forget that reading is often a preliminary to
some other language work like writing. What the learners have been reading


Original text

indicating a change or contrast relative to some previous statement; and (4)
so introducing a consequence or result of previous event.
g. The teacher’s role
While the learners are busy with their silent reading, the teacher will be very
active. Not only has the teacher provided the texts and suggested ways of
treating them, but also be there in the class, ready to help both individual
learner with particular difficulties and the whole group if general difficulties
arise. The teacher will very likely be asked the meaning of an unknown
word in the text and he may be tempted to give an instant translation.



  1. Post-reading activities as stated by Abbott (1985: 102) are as follows:
    While the learners are reading purposely, the teacher can gain a good idea of
    how they are coping with their reading because the teacher will be able to
    circulate round the classroom, seeing how well the reading tasks are being
    done (Abbott, 1985: 102). However, some kind of follow-up should be
    valuable. While the learners are still interested in their reading, the teacher
    can check the result of reading tasks. Checking on the reading activity is
    only the first step. The teacher can exploit the learners’ experience in
    reading by means of further activities. For example, we may consider it
    valuable language work to deal with some of the unknown words, which had
    deliberately chosen not to consider at the pre-reading stage. We may now
    want to go from the receptive stage to the productive stage of learning
    certain words. We must not forget that reading is often a preliminary to
    some other language work like writing. What the learners have been reading

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