V Making use of Ê
ô 

and


 
Ê to discover the meaning
of unknown elements.
V Ãhen encounter with new text ² better

  
 Ê
V 6tudent should be encouraged to 
ÊÊ
 

   Ê without
referring to the dictionary.
V 6 
V Mo train the students to read faster
and to recognize words more quickly

V 6 Ê 

V ’nferring the meaning of incomplete
words. Predicting.
V ’nability to infer the meaning of unknown
elements often causes
À ×iscouragement
À Apprehension (synonym of dread)
V A similar problem also arrives when
student are unable to get an immediate
grasp of sentence structures which will
bring a problem to the student when
dealing with:-

À Mexts with relative clause

Ú   bought   Ê from the storeô
Ê bring  to our grandmother house (in case
of anaphoric relative).
À ambedded clauses (6ubordinate clause)
Ú M  who came is Ê 
Ê
.
V 3omplex structures

Ãhen he handed in his homeworkô he

forgot to give the teacher the last page
but the teacher marked his work without
noticing the error.
V Mherefore it is important for the teacher to
train the student to look first for the core of
the sentence which is the (Ê
  )

À M   football
À 6  ½asi Lemak

V ’n order to do thatô the learner can be

asked to
À ×ivide passage into sense group (Verbô
adjectiveô nounô antonymô synonym and etc)
À And try to categorize it into a group by
underlineô box or highlight the word
V axample:-

 !   
À Mhey  random 
Ê in the Ê
  !

Ê area. Ãhen a number«..they
  

 to  ô who was always

somewhere else when the 
Ê


.
V Mo gain students understanding on
textual cohesion are by the use of;
À 0eferencing
À Linking words
V ’t covers all the devices that permit
lexical relationship within a text.
À Anaphora : alement previously mentioned
À 3ataphora : one to be mentioned below
À 6ynonymy
À Hyponymy
À comparison
V ¦arbara couldn't take it any more. Her
upstairs neighbor was blasting his stereo
again. 6he had asked him twice already
to turn the volume down.
V ´Her and sheµ refer to ¦arbara.
V ’f you want themô there are cookies in
the kitchen.
´Mhemµ is referring to the cookies
V Mext is not made up of
independent clauses or sentences
¦ M
it is a web of related ideas that
announcedô introduced throughout the
passage with the help references.
V Ãhen student fails to understand some
words in a passageô he will not
understand some ideas of the text.
Mhe yardman comes every two weeks.
He drives a gray pickup truck. Mhe truck is
a Ford. ’t is about 15 years oldô but it runs
well. ’t doesn't burn oilô and it gets
decent gas mileage. Mhe yardman's
name is ¦yron. ’n the back of his truck
are a lawn mowerô a leaf blowerô a rakeô
and a shovel
V 6tudents that do not understand inter- or
intra sentential connectorsô he will fail to
recognize the communicative value of
the passage since those words are
function as ´ 6ignalsµ indicating the
function of what follows.
’ always get up at seven o'clock. Mhen ’
eat breakfast. ’ usually eat bread and
drink a glass of milk. M
’ feed the cat. ’
always eat lunch at eleven forty five. At
lunch time ’ usually drink coke and eat a
bowl of rice. ’ usually have dinner at six
o'clock in the evening. ô ’ do my
homework and go to bed. ’ often go to
bed at nine o'clock.
V 6eeô Martin pointed out to Janeô if you
want to use the cartô you can just rent
one for the whole day from the rack.