ELT365 · D181 — Month 6 review — Receptive skills
Idea — Review your Month 6 learning by matching each micro-lesson to its key idea. Use the day numbers to check. Example — Which day covered…
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ELT365 · D177 — Critical reading — beyond the literal
Idea — Critical reading means evaluating the writer’s purpose, assumptions, and evidence — not just retrieving information. It is usually taught at B2 and above. Example…
ReadELT365 · D174 — Reading aloud — when it helps and when it doesn’t
Idea — Reading aloud trains pronunciation and fluency. It does not practise reading comprehension: the cognitive load is on performance, not meaning. Example — A student…
ReadELT365 · D173 — Comprehension questions — designing them well
Idea — Good comprehension questions test understanding, not memorisation. They require learners to process meaning, not copy a line back from the text. Example — Weak:…
ReadELT365 · D172 — What makes a good reading text
Idea — A good classroom reading text has a genuine communicative purpose, real information value for the learner, and a level that is reachable. Example —…
ReadELT365 · D171 — Graded readers — what they are and why they work
Idea — Graded readers are books written or simplified to specific CEFR or headword levels, enabling extended reading pleasure at an accessible level. Example — A…
ReadELT365 · D170 — Intensive reading — close-detail tasks
Idea — Intensive reading requires careful, slow processing of meaning, grammar, and vocabulary. It is what most students call ‘reading’. Example — Comprehension questions that require…
ReadELT365 · D169 — Scanning for specific information in reading
Idea — Scanning means moving the eyes rapidly over text to locate one target piece of information, then stopping. It is not careful reading. Example —…
ReadELT365 · D168 — Skimming for gist
Idea — Skimming means reading quickly to get the general idea — headings, topic sentences, and the first and last paragraphs. Every word is not processed.…
ReadELT365 · D164 — Phonological challenges in listening
Idea — Connected speech features — linking, elision, assimilation, weak forms — cause more listening failures than vocabulary gaps. Example — ‘What are you going to…
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