Task 1
Directions: After reading the following passage, you will find 5 questions or unfinished statements, numbered 36 through 40. For each question or statement there are 4 choices marked A, B, C, and D. You should make the correct choice.
The use of contextual clues can be one of the best ways to improve students' reading skills. Unfortunately, students often insist on, understanding each word when reading. Realizing that a text can be understood in a general sense by using contextual clues can go a long way towards helping students cope with increasingly difficult texts. At the same time, the use of contextual clues can also help students to increase their existing vocabulary base rapidly.
This lesson provides a number of pointers helping students identify and use context to their advantage.
Aim-increased awareness and usage of contextual reading clues
Activity-awareness raising concerning the use of contextual clues
Outline:
-Write this example sentence on the board. "Tom decided that he desperately needed the glockum if he were to solve the problem."
-Ask students what they do if they are reading an English text and do not understand a specific word.
-Ask students what they do if they are reading a text in their native language and do not understand a specific word.
-Ask students what 'glockum'means.
-Once students have established that they don't know what a 'glockum' is, ask them to guess what it might be.
-Ask students what part of speech a 'glockum' is (i.e. verb, noun, preposition etc.).
-Have students explain how they arrived at their guesses and which clues they used.
-Explain the concept of reading in "chunks" i.e. looking at the text surrounding the unknown word for clues.
-Show them an article from an advanced level magazine(Wired, National Geographic, The Economist etc.).
-Ask students to identify the probable vocabulary areas that may be used in the example article.
-Explain the importance of activating vocabulary by first quickly glancing at the text to be read. This idea is very important as the brain will begin to focus on related concepts thus preparing the student for what is to be read.
-Point out that by using all of these clues(i.e. "chunking", part of speech, logical deduction, and vocabulary activation), students can arrive at a much fuller understanding of difficult texts—even if they do not understand each word.
The passage might be taken from ______.

A. a book for students of English language
B. a book for readers of English language
C. a book for teachers teaching reading skills of English language
D. a book for middle school English study