exploring reading easy

Unit 1 Inline Skates .......................................... 3

Unit 2 Be Quiet! ............................................... 7

Unit 4

The Magic Soup .................................... 11

Unit 5

Pizza ....................................................... 15

Unit 3

Baby Tigers ............................................ 19

Unit 6 Little Plant ............................................. 23

Unit 7 Jumping Rope ....................................... 27

Unit 8 Too Short! .............................................. 31

Unit 9 Spring ..................................................... 35

Unit 10 Monday? Friday? .................................. 39

Contents

Unit 11 Teacher’s Day ........................................ 43

Unit 12 Digital Camera ..................................... 47

Unit 14

Soccer Mom ........................................... 51

Unit 15

Yellow Raincoat ................................... 55

Unit 13

Talking Cake .......................................... 59

Unit 16 Dictionary .............................................. 63

Unit 17 Giant Panda .......................................... 67

Unit 18 Chopsticks .............................................. 71

Unit 19 My Puppy ............................................... 75

Unit 20 Library .................................................... 79

WWhhoo iiss tthhiiss bbooookk ffoorr??

EExxpplloorriinngg RReeaaddiinngg -- Easy is a three level reading series for young children. The bestway to improve reading skills is to enjoy reading and to read a lot. Through extensivereading, the children not only improve their reading skills, but also expand theirknowledge of the world. This means that they both learn to read and read to learnwhile reading.

It is very important for reading material for children to give an enjoyable experiencewhere children can feel that they are part of the stories they read and they try tobring every part of their intelligence and emotion to feel 'real'.

EExxpplloorriinngg RReeaaddiinngg -- Easy includes topics that children encounter in their everyday life.This makes it easy for the teacher to relate the passages in Exploring Reading - Easyto children's experience. 'Here and Now' is very important to make children get fullyinvolved in reading.

HHooww sshhoouulldd wwee uussee tthhiiss bbooookk??

PPrree--rreeaaddiinngg

It is essential to talk about the picture before reading the main reading passage. At thisstage, the teacher asks a reasonable number of questions to achieve the following:

❶ To motivate children. Children become curious about the passage they read.❷ To help children bring their knowledge of the world.❸ To help children to become familiarized with the new words and phrases in the

passage.

RReeaaddiinngg

The teacher should read every sentence as clearly as possible so that children canrecognize the pronunciation and the form of every word or phrase. Ask questionsrequiring different levels of thinking. For example, some questions focus on the literalunderstanding of the text whereas others focus on the inference of hidden meaning.Some other questions can be something that requires children to come up with theirown opinions.

The teacher should make sure that children have an overall understanding of thepassage they have read. It is necessary to give the opportunity for them to ask questionsto clarify the part that they are not sure of.

WWhhaatt//WWhhoo -- UUnnddeerrssttaannddiinngg PPrroonnoouunnss

Help children to find the preceding words that pronouns refer to. Help them to beaware of why and how pronouns are used. It is important for children to identify whatpronouns refer to. It helps them to see the relationship between sentences.

UUnnddeerrssttaannddiinngg tthhee MMaaiinn IIddeeaa

Work with children to draw a mind map to show what part of the passage is the mainidea and in what way other parts are related to the main idea. Help children to see thetext structure and see how sentences are related to one another.

UUnnddeerrssttaannddiinngg DDeettaaiillss

Help children to pay attention to accuracy when they try to find answers in this part.This part will help children to improve their skills in accurate understanding of detailsand retaining details.

IInnffeerreennttiiaall QQuueessttiioonn

Ask children to tell the reason for their answer. Finding the reason helps children todraw hidden meaning from the passage. This part helps children to go beyond the literal translation of every sentence which often results in inefficient reading in most EFLsituations.

WWoorrddss iinn CCoonntteexxtt

Ask children to find the right word for the context given. Set the time limit to encouragechildren to improve their speed in doing the task. This helps to reinforce children'svocabulary learning in context. This part also gives practice in using the new words inappropriate contexts.

LLiisstteenniinngg PPrraaccttiiccee

Help children not to be anxious before listening to the tape and let them know thatthe audio is about the passage they have read. This part gives students practice incomprehending spoken forms of the expressions they have learned.

WWrriittiinngg PPrraaccttiiccee

Try to do one of the sentences together with children. It will help them feel confident.Help children with the rest and check the answer. This part gives children the opportunityto use the language items in the Unit in appropriate contexts. Through this writing task,children will ultimately have the opportunity to recall the language items in the unitand use them spontaneously and creatively to express their ideas and feelings.Higher levels of writing tasks can be found in Exploring Reading and Writing.

1

Exploring Reading - Easy

3 EExxpplloorriinngg RReeaaddiinngg -- EEaassyy 11

Inline SkatesUnit

1

Reading

Three months ago Emma got inline skates. Emma wore the inline skates for the first time. She said,

"Mommy, I can't stand up!" Emma couldn't stand up on herskates. "Try to stand up, you can do it." Emma's mom said toEmma. Emma was afraid but she slowly moved her body. Shecould stand on her skates. Emma was very happy! Soon shestarted riding the skates. "It wasn't hard. It was easy," saidEmma.

Now Emma can ride inline skates very well. She rides themevery weekend!

Track 1

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Unit

1

What / Who?

1. Who is ‘She’ (line 2)? _________________

2. What are ‘them’ (line 9)? _________________

Main Idea

1. What is this story about?

a. Emma is busy every weekendb. Emma is learning to ride inline skates

Details

1. When did Emma get inline skates?

a. Three weeks agob. Three months ago

2. At first, Emma couldn't _______________.

a. stand upb. jump

3. What does Emma do every weekend?

a. Ride inline skatesb. Go for a walk

4UUnniitt 11 •• IInnlliinnee SSkkaatteess

5 EExxpplloorriinngg RReeaaddiinngg -- EEaassyy 11

Inferential Question

1. Does Emma like to ride inline skates?

a. Yes b. No

Words In Context

1. Susan has black and red ________________________.

2. English is not easy. It is ______________.

3. Emma can ________________ inline skates.

4. John is not ___________________ of ghosts.

5. Everyone can do it! It is very _________________.

eeaassyy rriiddee aaffrraaiidd hhaarrdd iinnlliinnee sskkaatteess

Writing Practice

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Unit

1

Listening Practice

1. Mommy said, "Emma, stand up!"

"___________ , I can’t stand _____."

2. Emma was surprised!

She could __________ on her ___________.

3. Emma can ride inline skates very well.

_______ rides them every __________________.

1. She can ride _____________________.

2. He _______ ride a ________________.

3. She ________ ____________ _____ __________.

1

horse bike inline skates

2 3

6UUnniitt 11 •• IInnlliinnee SSkkaatteess

Track 2

exploring reading easy

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