Text III Different ways of reading include: ●  ______________ […]: rapidly reading a text in order to get the gist, or the main ideas or sense of a text. For example, a reader might use this strategy when reading a film review in order to see if the reviewer liked the film or not. ●  ______________: reading a text in search of specific information, and ignoring everything else, such as when consulting a bus timetable for a particular time and destination. […] A teaching approach, […], aims to help learners to become more effective readers by training them in the sub‐skills of reading, and by teaching them reading strategies. Some of the sub‐skills of reading are: ●  using contextual and extra‐linguistic information (such as pictures, layout, headlines) to make ______________ regarding what the text is about ●  understanding words and identifying their grammatical function ●  guessing the meaning of words from context ●  recognizing grammar features, such as ______________, and ‘unpacking’ the syntax of sentences ●  identifying the topic of the text, recognizing topic changes ●identifying text‐type, text purpose, and text organization, and identifying and understanding ______________ and other cohesive devices (…)   ●  identifying key information from less important information ●  inferring the writer’s attitude   ●  identifying what ______________ in a text refer to. (THORNBURY, S.  An A‐Z of ELT – A dictionary of terms and concepts used in English Language Teaching.   Oxford: Macmillan Publishers Limited, 2006. pp. 190‐191.) Identify the correct sequence of the missing words in the text: ( 1 ) word endings ( 2 ) predictions ( 3 ) skimming ( 4 ) discourse markers   ( 5 ) scanning   ( 6 ) pronouns