I. 1. Have you ever considered how different reading can be? a) Read the following text.
Reading is the most important single skill in study: in the Humanities 
гуманитарных науках perhaps 90 per cent of private 
персонального study time is taken up занято in reading. It is known that there are big differences between individuals in their rates of reading and comprehension. Clearly if you can speed up увеличить your rate of reading you will save much time. Books and articles, of course, differ in difficulty and in clarity 
of presentation ясности изложения. Rate of
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reading depends on the difficulty of the material and on the purpose of reading.
We can distinguish:
(1) Reading to master основной information, usually necessarily 
обязательно careful, slow and repeated;
(2) Exploratory 
исследовательское reading, as in skimming through беглый просмотр a book in order to get a general view of it;
(3) Revision reading, as in reading rapidly through a book with which you are already familiar, in order to confirm knowledge;
(4) Reading in order to search for specific 
information or to answer a specific question;
(5) Critical reading, as in reading a book for review 
рецензии;
(6) Reading for enjoyment, as a novel;
(7) Proof-reading 
читка корректуры, when meticulous 
тщательное attention is paid to spelling, punctuation 
and sentence structure.
A good reader will vary 
his rate of reading according to his purpose. A novel may be read very quickly, perhaps at 750 words per minute or more, if the reader has no intent 
намерение to remember, but merely 
wants to know the fate of the hero or heroine 
. A single paragraph 
or diagram 
диаграмма, схема, график in a textbook, on the other hand, may have to be read through very slowly four or five times before it is fully comprehended.
(From: Maddox H. How to Study. L, 1967.)
B) Tell the class with what purpose you usually read. Do you think you read fast enough? What kind of reading is most essential to a school teacher?
A) Read the following text dealing with comprehension of literature on school level.
What does the reader bring to the study of his first literary work литературного произведения in a foreign language? Acquaintance 
знакомых in the mother tongue with the plot, characters, atmosphere 
, and general significance of a story may well be an excellent preliminary 
подготовительный step to the study of that story in the new language. This is comparable to the clarification 
прояснением of what the words stand for означают in an expression in the mother tongue before giving its equivalent in the language being learned. The relating of the two takes place at a psychological level that is for the most part preverbal, and is in no sense the same as translating, or matching one word with another.
By what steps may the language student gain what can be called knowledge on a literary level of a work of literature? By the same
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steps he presumably 
предположительно uses in reading a literary work in English. Reading between the lines — and this is most important in literary study — presupposes an accurate and comprehending reading of the lines themselves. In any story there will be first of all a plot in which something happens to someone, at some time and in some place. If answers to the simple questions "where" and "when" are not immediately obvious, that is good reason for the teacher to bring them up поднять вопрос. If nothing happens, but all is atmosphere , mood, introspection самоанализ, or background detail, this too is important and calls for observation and comment. Who are the characters? In what terms does the author present and describe them? What do they do or say? What is the manner of their speech and dress, their conduct toward people and affairs? What is the problem with which the characters are to deal, and how soon and in what terms is it made explicit прямо выражен (заключён)? How does the sequence of events move on переходят to a climax and a conclusion? How does the character reveal открывает itself or change as events proceed? In all this the author will naturally leave much to be inferred воображаемым, but at the beginning it is of first importance to comprehend and restate формулировать по-другому, with whatever brevity and simplification seem appropriate подходящи, what the author says.
But there is a second step of even greater importance. The literary artists's words and statements will of course be disappointing разочаровывающи to the reader who takes them merely 
at their face value видимой, кажущейся ценности. The author wishes not only to demonstrate and to prove доказывать, but to impress and persuade 
убедить, and he counts upon рассчитывает на the power of metaphor to make his words convey much more than they actually say. It is this quality that distinguishes literary writing from scientific writing, and it is in this area, where conceptions осмысление are woven сплетено by the reader about the concepts понятии which the words convey, that the reader plays a challenging стимулирующую and delicate 
role, one which calls for his full adherence 
приверженность to the author's intent намерение and the student's need. His success is in no small measure dependent upon the care and thoroughness основательности with which he has fulfilled his obligations обязательствах in step one.
As a third step we may ask the question, "How well has the author accomplished довёл до конца what he set out начал to do? " No reader who has taken the first step and who has been encouraged and guided through the second is likely to remain entirely neutral when this question is asked. He will have enjoyed the experience of following the author's presentation or he will not, he will agree with the ideas set forth in the story or disagree, and he will have value judgements суждение to give of the author's performance 
as an artist. Of course it is a prime respon-
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sibility of the teacher to provide обеспечивать the student with the means of making these criticisms IN THE FOREIGN LANGUAGE.
(From: Brooks N. Language and Language Learning. N.Y., 1960.)
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