# data[].attributes.body
Types of reading:
1) text-driven;
2) task-driven;
3) purpose-driven.

Reading strategies:
1) skimming;
2) scanning;
3) critique.

# data[].attributes.headline
Read the abstract of the case and determine the roles of the teacher. Try to predict teacher’s future actions during this lesson. Discuss it in pairs.

# data[].attributes.subject
Read the abstract of the case and determine the roles of the teacher. Try to predict teacher’s future actions during this lesson. Discuss it in pairs.

# data[].attributes.body
Choose one of the most significant roles of the teacher in your opinion. Prove the importance of this role to your opponent. The opponent should argue about that and provide own point of view.

# data[].attributes.body
How do you think should be structured reading lessons? Try to name essential stages and objectives which they are responsible for. What strategies should use students for successful reading comprehension?

# data[].attributes.attachment_link.description
Learning Resources (Matching Game): Stages and objectives (language - reading comprehension - reading strategies) - Objectives at each stage of the pre-, during and post-reading framework.

# data[].attributes.body
Work in groups of 3 and give the example of work with each principle.

# data[].attributes.headline
Look at the 9 basic principles of learning EAP reading. These nine curricular principles help frame EAP reading instruction that develops students' reading comprehension abilities. 

# data[].attributes.subject
Look at the 9 basic principles of learning EAP reading. These nine curricular principles help frame EAP reading instruction that develops students' reading comprehension abilities. 

# data[].attributes.body
1. Integrate reading skill instruction with extensive practice and exposure to print.

2. Use reading resources that are interesting, varied, attractive, abundant, and accessible.

3. Give students some choice in what they read.

4. Introduce reading skills and provide students with practice opportunities by first drawing on course book passages.

5. Connect readings to students' background knowledge.

6. Structure lessons around pre-, during, and post- reading tasks.

7. Provide students with opportunities to experience comprehension success.

8. Build expectations that reading occurs in every lesson.

9. Plan instruction around a curricular framework that integrates goals for the development of reading abilities.

# data[].attributes.body
Discuss in pairs the possible curriculum principles for EAP reading. What do you think help teachers to develop this skill among their students?

# data[].attributes.headline
Read the case carefully. What is the main problem? Is this an actual problem in ESL/EFL classroom?

# data[].attributes.subject
Read the case carefully. What is the main problem? Is this an actual problem in ESL/EFL classroom?

# data[].attributes.body
Picture an EAP (English for academic purposes) reading class. You have completed a pre-reading task, directed students to skim pages 17-21 for main ideas, and just asked students to stop skimming. For homework, students will reread the same pages for a different purpose. Four students have raised their hands and made the following statements. All but one of the statements are characteristic of EAP classes with reading skills development goals. Which is the uncharacteristic one?

S1: What? Read pages 17-21! That's too much, teacher. Can we have extra time to read those pages? Or can you make the assignment shorter?

S2: What means this word, teacher? I cannot find the meaning in my dictionary.

S3: Read for details? What do you mean?

S4: Ohhh (sadly). Stop now? Teacher, can we have five more minutes (to read)?

Statement S4 is the unusual one. How often do EAP students ask for more time to read? Yet that is exactly what should happen for reading skills development to occur.