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What Is ACTIVE Reading?

ACTIVE reading is an approach to reading, advocated by Neil J Anderson, that focuses on the following elements:

A = Activate Prior Knowledge

• Activation of background knowledge improves reading comprehension.
• Getting Ready and Before You Read sections elicit learners' prior knowledge, and generate interest in the topic, through use of visual prompts and questions.

C = Cultivate Vocabulary

• Vocabulary plays a crucial role in the development of reading ability.
• Vocabulary Comprehension sections in each unit examine vocabulary items encountered in the main reading passage.
• Vocabulary Skill sections provide learners with explicit skills-based instruction in how to learn, process, and decipher new vocabulary.

T Think About Meaning

• In addition to testing for comprehension, the ACTIVE approach encourages learners to think deeply about the meaning of the text.
• Check Your Understanding questions focus learners on the main ideas and key details of the text.
• Critical Thinking questions require learners to go beyond reading comprehension to analyze each text and the author's intent.

Increase Reading Fluency

• Conscious development of reading rate and comprehension are key ingredients in building reading fluency.
• Tips for Fluent Reading (pages 8 and 9) encourage learners to become more aware of their own reading habits.
• Four Review Units reinforce learners' use of strategies and provide additional reading fluency practice.

V Verify Strategies

• Learners are encouraged to be aware of what they are doing and why they are doing it, as they read.
• Reading strategies are presented in the Reading Skill sections, the Vocabulary Skill sections, and the

Real Life Skill section in each unit.

• Self Check sections in each Review Unit require learners to monitor the effectiveness of their own use of strategies.

E Evaluate Progress

• Both qualitative and quantitative evaluation of learners' progress is advocated.
• The Reading Rate Chart and the Reading Comprehension Chart allow learners to plot their achievements in building reading fluency.
• What Do You Think? sections provide opportunities for learners to show comprehension of the unit theme, through verbal or written discussion.

For more information on his ACTIVE reading methodology, see Neil J Anderson's professional title Exploring Second

Language Reading: Issues and Strategies, part of National Geographic Learning's TeacherSource series (ISBN:

0-8384-6685-0) as well as his online professional development course, ELT Advantage: Teaching ESL/EFL Reading

Dedication & Acknowledgments

This book is dedicated to the students and teachers who have used ACTIVE Skills for Reading over the past

1 O years. Since 2002/2003 when the first edition of ACTIVE Skills for Reading was published, thousands of

students and teachers have used the book. I know that I had no idea that the series would be this popular and that we would reach the stage of publishing a third edition.

The pedagogical framework for this series is as viable today as it has ever been. As students and teachers

use each of the elements of ACTIVE, stronger reading will result.

My associations with the editorial team in Singapore continue to be some of my greatest professional relationships. I express appreciation to Sean Bermingham, Derek Mackrell, and Andrew Robinson for their commitment to excellence in publishing. I also express appreciation to Jenny Wilsen and John Mum for their commitment to helping the third edition be stronger than the two previous editions.

Neil J Anderson

Reviewers for this edition ------------------------------ Mardelle Azimi; .. Jose Carmona Hillsborough Community College; Grace Chao Soochow University; Mei-Rong Alice Chen National Taiwan University of Science and Technology; Irene Dryden; Jennifer Farnell Greenwich Japanese School; Kathy Flynn Glendale Community College; Sandy Hartmann University of Houston; Joselle L. LaGuerre; Margaret V. Layton; Myra M. Medina Miami Dade College; Masumi Narita Tokyo International University; Margaret Shippey Miami Dade College; Satoshi Shiraki;

. Karen Shock Savannah College of Art and Design; Sandrine T ing; Colin S. Ward Lonestar College; Virginia West Texas A&M University; James B. Wilson; Ming-Nuan Yang Chang Gung Institute of Technology; Jakchai Y imngam Rajamangala University of Technology

Reviewers of the second edition --------------------------- Chiou-Ian Chern National Taiwan Normal University; Cheongsook Chin English Campus Institute, lnje University; Yang Hyun Jung.:.An·g Girls' High School; Li Junhe Beijing No.4 High School; T im Knight Gakushuin Women's College; Ahmed M. Motala University of Sharjah; Gleides Ander Nonato Colegio Arnaldo and Centro Universitario Newton Paiva; Ethel Ogane Tamagawa University; Seung Ku Park Sunmoon University; Shu-chien, Sophia, Pan College of Liberal Education, Shu-Te University; Marlene Tavares de Allmeida Wordshop Escola de Linguas; Naowarat Tongkam Silpakorn University; Nobuo Tsuda Konan University; Hasan Hiiseyin Zeyrek Istanbul KOltur University Faculty of Economics and Administrative Sciences

Contents

/ Unit (^) Chapter Reading Skill Vocabulary Skill Real Life Skill

1 Living Online^ Meeting Friends^ Scanning^ Singular and Plural^ Starting a Blog Online Nouns in English Webpage Active Gaming Predicting from Adding -er or -r to the Title Make New Words Page 11 (^) Magazine Article

2 Study and^ Doing Something^ Recognizing^ Contractions^ Completing a Education Different Purpose School Webpage Application The Learning Center Skimming -ly Adverbs Form Page 21 College Brochure

3 Work Choices^ One Man, 52 Jobs^ Scanning^ Synonyms for^ Work^ Reading a Magazine Article Job Ad Working Holiday (^) Understanding Main Compound Nouns Page 31 (^) Information Sheet Ideas Review 1 Fluency Strategy: PRO; Can the Internet be bad for you? Magazine Article Page41 Fluency Practice: 1. Lifelong Learning Webpage

2. Earning Power Newspaper Article

4 The World of^ Sepak Takraw^ Reading for^ Word Webs^ Dictionary Sports Reference Article Details Usage: Are Sports Making Inferences Word Families Finding Past Important (^) -1· Tense Verbs Page 49 Online Forum

5 Travel^ A Postcard from^ Understanding the^ The Prefix^ re-^ Writing an Hong Kong Order of Events Informal Note Postcard Destination: Scanning Adjectives for Singapore (^) Size and Height

Page 59 Webpage

6 Comparing^ Table Manners^ Identifying Similarities^ Words for Comparing^ Recognizing Cultures Reference Article and Differences and Contrasting Common My Homestay Diary (^) Making Inferences The Prefix un- Abbreviations Page 69 Diary Review 2 Fluency Strategy: SQ3R; Special Guests Magazine Article Page 79 Fluency Practice: 3. World Cup Blog Webpage

. 4.^ Tony Wheeler of Lonely Planet Reference Article

4

Vocabulary Learning Tips

Learning new vocabulary is an important part of learning to be a good reader. Remember that the letter C in

ACTIVE Skills for Reading reminds us to cultivate vocabulary.

1 Decide if the word is worth learning now

As you read you will find many words you do not know. You will slow your reading fluency if you stop at

every new word. For example, you should stop to find out the meaning of a new word if:

a. you read the same word many times.

b. the word appears in the heading of a passage, or in the topic sentence of a paragraph-the sentence

that gives the main idea of the paragraph.

2 Record information about new words you decide to learn

Keep a vocabulary notebook in which you write words you want to remember. Complete the following

information for words that you think are important to learn:

0

0

0

0

New word

Translation

Part of speech

Sentence where found

My own sentence

collect

i&• verb

Jamie Oliver collected more than 2 70,000 signatures from people.

My brother collects stamps.

3 Learn words from the same family

For many important words in English that you will want to learn, the word is part of a word family. As you learn

new words, learn words in the family from other parts of speech (nouns, verbs, adjectives, adverbs., etc.).

0

0

0

Noun

Verb Adjective Adverb

happiness

hapPY

happily

4 Learn words that go with the key word you are learning.

When we learn new words, it is important to learn what other words are frequently used with them. These

are called collocations. Here is an example from a student's notebook.

0

long

take two-week next week

go on a short vacation in Italy

need summer with my family

have school l,ymyself

6

5 Create a word web

A word web is a picture that helps you connect words together and helps you increase your vocabulary. Here is a word web for the word "frightened":

a frightened child frightful (adj)

frightening {adj)

easily frightened

terribly frightened --""'"

fright (n)

frighten (v)

scared calm

6 Memorize common prefixes, roots, and suffixes

Many English words can be divided into different parts. We call these parts prefixes, roots, and suffixes. A prefix comes at the beginning of a word, a suffix comes at the end of a word, and the root is the main part of the word. In your vocabulary notebook, make-a Ust of prefixes and suffixes as you come across them. On page 175 there is a list of prefixes and suffixes in this book. For example, look at the word "unhappily."

prefix: un- (meaning "not") suffix: -ly (meaning "an adverb")

unhappily ------

root: happy

7 Regularly review your vocabulary notebook

You should review the words in your vocabulary notebook very often. The more often you review your list of new words, the sooner you will be able to recognize the words when you see them during reading. Set up a schedule to go over the words you are learning.

8 Make vocabulary flash cards

Flash cards are easy to make, and you can carry them everywhere with you. You can use them to study while you are waiting for the bus, walking to school or work, or eating a meal. You can use the flash cards with your friends to quiz each other. Here is an example of a flash card:

cut

Front

potong

He is cutting an app

le.

Back

translation

7

Read in phrases rather than word by word. Don't point at each word while you read. Practice reading in phrases-groups of words that go together.

Engage your imagination. Good readers visualize what they are reading. They create a movie in their head of the story they are reading. As you read, try sharing with a partner the kinds of pictures that you create in your mind.

Avoid subvocalization.

Subvocalization means quietly saying the words as you read. You might be whispering the words or just silently saying them in your mind. Your eyes and brain can read much faster than you can speak. If you subvocalize, you can only read as fast as you can say the words. As you read, place your finger on your lips or your throat. Do you feel movement? If so, you are subvocalizing. Practice reading without moving your lips.

Don't worry about understanding every word. Sometimes, as readers, we think we must understand the meaning of everything that we read. It isn't always necessary to understand every word in a passage in order to understand the meaning of the passage as a whole. Instead of interrupting your reading to find the meaning of a new word, circle the word and come back to it after you have finished reading.

Enjoy your reading. Your enjoyment of reading will develop over time. Perhaps today you do not like to read in English, but as you read more, you should see a change in your attitude. The more you read in English, the easier it will become. You will find yourself looking forward to reading.

Read as much as you can.

The best tip to follow to become a more fluent reader is to read whenever and wherever you can. Good readers read a lot. They read many different kinds of material: newspapers, magazines, textbooks, websites, and graded readers. To practice this, keep a reading journal. Every day, make a list of the kinds.of things you read during the day and how long you read each for. If you want to become a more fluent reader, read more!

Are You an ACTIVE Reader?

Before you use this book to develop your reading skills, think about your reading habits, and your strengths and weaknesses when reading in English. Check the statements that are true for you.

Start of course End of course 1 I read something in English every day. (^) D

2 I try to read where I'm comfortable

and won't be interrupted.

3 I make predictions about what I'm going

to read before I start reading. D D

4 I think about my purpose of reading before I start reading.

5 I keep my head still, and move only my eyes, when I read. D

6 I try not to translate words from English to my first language. D

7 I reac;j iri phrases rather than word by word.

8 I try to picture in my mind what I'm reading. D

9 I read silently, without moving my lips.

10 I try to understand the meaning of the

passage, and try not to worry about (^) D understanding the meaning of every word.

11 I usually enjoy reading in English.

12 I try to read as much as I can, especially

outside class.

Follow the tips on pages 8-9. These will help you become a more active reader. At the end of the course, answer this quiz again to see if you have become a more fluent, active reader.

10

UNIT 1

Before You Read

My Friends

Reading Skill

Scanning

You scan to find

information fast. You

don't read every word.

People often scan a

website, a schedule,

or a phone book for

specific information.

CHAPTER 1 Meeting Friends Online

A Think about answers to these questions.

1 What social networks (e.g. Facebook) do you use? How many online friends do you have? 2 How often do you meet your friends? What do you do?

B Discuss your answers with a partner.

A Look at the website on the next page for five seconds. Then read the

sentences in the chart below. Do you think the answers are true or false? Check(.!') true(T) or false(F). / (^) T F

1 On Face2Face, I can meet my friends online.

2 On Face2Face, I can talk about movies.

3 On Face2Face, I can telephone my friends.

4 On Face2Face, I can make music videos.

B Scan the passage on the next page. Were your answers in A correct?

C Read the website on the next page. Then answer the questions

on page 14.

Reading helps you in the world. Being ·a good reader in both your first language and in English

is useful to you and your community. You will benefit as a citizen of the world as you read more about events happening in different parts of the world. Your knowledge of the world can help you as a citizen of the community you live in.

12 UNIT 1 Chapter 1

Make friends around the world! Face2Face has six million members worldwide. Join today. It's free! on Face2Face you can ...

• make your own homepage. Put photos of yourself and your s friends on your page. Tell the world about you: your name and age, your hobbies, 1 your hometown, your school, your favorite food, movies, and music.
• meet your friends online. You can also make friends with other Face2Face members. 10 • start a blog. Write your thoughts and tell stories online. Read other people's biogs.
• put music and video on your page.
• join or start a discussion group. Talk about different topics (movies, music, sports, travel). 1s • send text messages from your computer to a friend's cell phone. You can also leave a message on a friend's homepage.
• play games alone or with other Face2Face members.
• watch new music videos. Listen to your favorite songs. Read about bands and singers. Learn about shows in your area.

20 • read about new movies and your favorite actors. Watch short previews^2 of new movies. Buy movie tickets online.

Your profile can look like this ...

Ari's Page!

Name: Ari Age: 20

Lives in Cape Town, South Africa

Likes surfing, clubbing, traveling

Listens to hip-hop, reggae

Karla

(^1) A hobby is an a ctivity you do in your free ti me.

Joyce

(^2) A preview is a short part of a movie you watch before the movie starts in cinemas.

Tommy

People You May Know

Ronnie

Phoebe

Meeting Friends Online 13

7 Fumiko: "You live in a very beautiful area." Jose: "Yes, I do. My ( city I house ) is on many postcards." 8 I want to buy a DVD, but I don't have any ( money I friends ).

B Answer the questions below. Discuss your answers with a partner.

1 You can make friends in a club. What is another way?

2 Do you send emails or text messages to your friends? How often?

3 Do you ever buy things online?

4 Do you think you live in a beautiful area? Why or why not?

A Is each noun singular or plural? Check (II'} the correct answer.

/ (^) Noun singular plural

1 blog (^2) hobbies

3 homepage

4 message

5 videos

6 game 7 movies 8 members 9 actor 10 stories

B Complete each sentence with a noun from A. Use the correct singular

or plural form.

1 Johnny Depp is my favorite ______. I have all his ______ on DVD. 2 There are two on your answering machine. 3 My brother often plays computer with friends. (^4) Every day I write on my ______. That way my friends know what I've been doing. 5 Alan is a(n) __'____ of a local gym. He exercises a lot.

Vocabulary Skill

Singular and Plural Nouns

Singular means one.

Plural means more

than one. Plural nouns

usually end in -s or

-es. for example, cat is

singular. Cats is plural.

Meeting Friends Online 15

UNIT 1

Before You Read

Let's Play!

Reading Skill

Predicting from the Title

Always read the title

first. From the title, you

can predict (guess) the

passage's ideas.

16 UNIT 1 Chapter 2

CHAPTER ·2 Extreme Gamers

A Think about answers to these questions.

1 Look at the picture on the next page. What are the people doing? 2 What computer or video games do you know? Do you play them? How often? 3 Read the sentence below. What do you think active means?

As a child, Jason was very active. He was always running around and playing.

B Discuss your answers with a partner.

A Look at the title of the passage on the next page. What do you predict

the passage is about? Complete the sentence.

I think the passage is about _________________

B Read the whole passage. Then check your answer in A. Were you

correct?

C Read the passage again. Then answer the questions on page 18.

Reading

Comprehension

Check Your Understanding

Critical Thinking

Vocabulary

Comprehension

Definitions

18 UNIT 1 Chapter 2

A Choose the correct answers.

1 What was Jason doing at home? a He was exercising. b He was watching television. c He was dancing. 2 Why did David feel tired? a He did not get enough sleep last night. b He had to move around a lot. c He played the game for too long. 3 In line 34, the word nonstop means ______ a stopping often b without stopping c for one hour 4 What is special about the video game in this passage? a Players do not use controllers. b The players learn to play music. c The game is played online.

B Put the events below in order from 1 to 6.

a __ David felt tired. b __ D�vid came home from college. c __ Jason pointed his finger at the screen. d __ David felt like a magician. e __ David saw Jason jumping around. f __ David and Jason played the game.

C 1 Are video games without controllers better than video games with controllers? Why? 2 Do you want to play the video game in the passage? Why?

A Match each word with its definition. The words in blue are from the

passage.

1 like d^ a sleepy

2 crazy b for example: a car, a television 3 machine c very good 4 connected __ d similar to 5 turn off^ e^ strange 6 rock f together 7 terrific (^) g to stop using 8 tired h a kind of loud music

B Answer the questions below. Discuss your answers with a partner.

(^1) How many different kinds of machine can you name?

A

B

(^2) What time do you turn off the lights and go to sleep?

3 What makes you tired?

(^4) Do you look like your mother or your father? How?

Add -er or -r to each verb to create a new noun.

Verb Noun 1 dance 2 surf

3 write

design paint play 7 read 8 speak 9 listen 10 sing

Use nouns from A to complete the sentences.

1 Tommy Hilfiger is a famous clothing designer

2 Marco is a. He goes to the beach almost every day. 3 Mia talks too much. She needs to be a better ________ 4 Picasso and Monet are· famous _______ 5 Wei Ping is a good _______. Have you read any of her stories?

C Do you know other words like the ones in A? Make a list. Compare your list with a partner's.

Vocabulary Skill

Adding -eror -rto

Make New Words

In English, we can add -erto verbs to make nouns. For example, play+ er= player. If the noun or verb ends in e, we only add an r. For example,

game+ r = gamer.

Review your perfo.rmance. Review your answers to all of the reading comprehension and

vocabulary comprehension exercises in this unit. If you got any of the items incorrect, why do you think you did?

Extreme Gamers 19