【正文】 s mean, see the picturethat the words are painting, understand the arguments, and work out if we agree with them. If we do not do these things—and if students do not do these things—then we only just scratch the surface of the text and we quickly fet it. ? Principle 2: Students need to be engaged with what they are reading. As with everything else in lessons, students who are not engaged with the reading—not actively interested in what they are doing—are less likely to benefit from it. When they are really fired up by the topic or the task, they get much more from what is in front of them. ? Principle 3: Students should be encouraged to respond to the content of a reading text, not just to the language. Of course, it is important to study reading texts for the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important and we must give students a chance to respond to that message in some way. It is especially important that they should be allowed to express their feelings about the topic—thus provoking personal engagement with it and the language. ? Principle 4: Prediction is a major factor in reading. When we read texts in our own language, we frequently have a good idea of the content before we actually read. Book covers give us a hint of what‘s in the book, photographs and headlines hint at what articles are about and reports look like reports before we read a single word. The moment we get this hint—the book cover, the headlines, the wordprocessed page—our brain starts predicting what we are going to read. Expectations are set up and the the active process of reading is ready to begin. Teachers should give students ―hints‖ so that they can predict what‘s ing too. It will make them better and more engaged readers. Principle 5: Match the task to the topic We could give studs Hamlets‘ famous soliloquy ―To be or not to be‖ and ask them to say how many times the infinitive is used. We could give them a restaurant menu and ask them to list the ingredients alphabetically. There might be reasons for both tasks, but, on the face of it, they look a bit silly. We will probably be more intersted in what Hamlet means and what the menu foods actually are. Once a dcision has been taken about what reading text the students are going to read, we need to choose good reading tasks—the right kind of questions, egaging and useful puzzles, etc. The most interesting text can be undermined by asking boring and inapproriate question。 the most monplace passage can be made really exciting with imaginative and challenging tasks. ? Priciple 6: Good teachers exploit reading texts to the full. Any reading text is full of sentences, words, ideas, descriptions, etc. It doesn‘t make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequence, using the topic for discussion and further tasks, using the language for Study and later Activation(激活） . What do reading sequences look like? In the following 4 examples, we are going to look four different kinds of reading texts and four different kinds of reading tasks. In each case we will see how the reading text fits into an ESA（ Engage， Study, Activate) sequence. Example 1(elementary) In the first example for elementary, the teacher has introduced the topic of ―attraction‖. He asks the students what they find attraction in a person. With luck, the discussion of the topic should be enjoyable and amusing. He then tells the studs they have to fill in the following chart about what their partner thinks is important when he or she meets a new friend. Very important important Not very important Physical appearance Clothes Job or education Money and possessions Personality or character Religion Politics Other… ? The students now have to list the qualities in order of importance for them as a whole cla