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We think this listening activity could be modified to be a vocabulary based exercise, where students have to fill in the words if the teachers modify the materials by censoring every 5th word or more. Or we could incorporate the use of Strategy 2-guessing the meaning of nonsense word. If the students already have a really good understanding of the vocabulary or the students are false beginners and more advanced than the activity, the teacher then could replace one word in a paragraph with a nonsense word in the reading process and help students develop the skill of figuring out the meaning of unfamiliar words that they may encounter.

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We found this reading activity a great tool for students to build their vocabulary knowledge. The first part is about asking students to match each word with its meaning. The teacher could embed Strategy 2 into this, and instruct students to figure out the meaning from the context/use context clues to solve the question. As guessing meaning from context requires making an inference based on all the information available in the text surrounding the word, the teacher could let the students read the article silently and ask them to work in pairs or groups and share answers later as a group. Students would benefit from the exercises because they could have a chance to work together and also explain their answers.

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The rational of this vocabulary building activity could be explained from viewpoints in Mikulecky's book. There are three essential aspects of building word knowledge: 1. Noticing a new word in a text. 2. Retrieving it again and again in meaningful contexts. 3. Using the word generatively in many contexts. This activity first demonstrated vocabulary (some of them might be new to students), and then required the students to use the expressions to conduct dialogues with each other. As the generation part includes having students retell in pairs/groups the content and complete speaking assignments that require the use of target words, this whole activity serves as a good tool for students to build word knowledge.

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It seems that only some of the vocabulary and reading exercises in this book lend themselves directly to the reading strategies that Mikulecky writes about. However, if the teacher wanted to modify the exercises, which is already an encouraged practice, these activities could involve the students in a conscious building of reading skills and strategies.

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This activity, since it is a fluent reading activity, could use Strategy 1 - skipping over an unknown word. If the text is easy to access for the students, the instructor could replace every few words with xxxxxxx so that the students would have to practice being able to infer the complete meaning of the text without reading every single specific word, which is an important reading strategy to increase speed and comprehension.

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This activity follows Strategy 6 strongly, which is learning collocations as part of vocabulary building. This activity has the students write words that usually go in collocations so they can more easily acquire the new vocabulary in meaningful expressions.

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This grammar focus isn't intended to be a vocabulary exercise, but could easily follow Strategy 2 for finding the best word in context if it was altered. The book gives the students the correct verbs to use, but if the book would give the students the verbs to fill in and then change to simple past, it could be an activity in vocabulary as well.