In 2001 a former student of Bloom, Lorin Anderson, published a revised classification of thinking skills which is actually rather similar to the original but focuses more on verbs than nouns and renames some of the levels.

Higher order thinking skillsCreating | making, designing, constructing, planning, producing, inventing,
Evaluating | checking, hypothesizing, experimenting, judging, testing, monitoring,
Analyzing | comparing, organizing, outlining, finding, structuring, integrating
Applying | implementing, carrying out, using
Understanding | comparing, explaining, classifying, exemplifying, summarizing
Remembering | recognizing, listing, describing, identifying, retrieving, naming, finding, defining
Lower order thinking skills

 

One of the most significant differences between Web 2.0 and the traditional World Wide Web (WWW, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises. Originally, data was posted on Web sites, and users simply viewed or downloaded the content. Increasingly, users have more input into the nature and scope of Web content and in some cases exert real-time control over it.

But learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language. 

CALP requires learners to do the kind of listening, speaking, reading and writing which learners do within subjects; they need to understand and produce the vocabulary of subjects; to follow and generate the kinds of sentences and texts which are characteristic of formal subject study and to use the L2 to engage in the kinds of thinking which teachers expect learners to use. Let's look more closely at what these CALP skills are.

Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers.

Aims of extensive reading 
The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it. An increase in reading fluency should be another objective. Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher.