Reading for gist means understanding the overall message without stopping at every unfamiliar word.
Look at the title, opening, repeated ideas and ending, then decide what the text mainly explains or argues.
A topic names the subject, but a main idea says something about that subject.
See it. Say it. Understand it.
Easy / Start here
A text's topic can be school travel, while its main idea may be that a safer walking route benefits learners.
Moderate / Add a little
A useful heading covers the paragraph's point, not just one example.
More detail for teachers and confident learners
Reading for gist means understanding the overall message without stopping at every unfamiliar word. Look at the title, opening, repeated ideas and ending, then decide what the text mainly explains or argues. A topic names the subject, but a main idea says something about that subject. A detail may be true and memorable without representing the whole passage. Headings should cover the important content of their paragraph rather than one small example.
Read once for the broad meaning and again to confirm it with evidence. An unfamiliar word can often be left temporarily if the surrounding meaning remains clear. Do not choose a heading simply because it repeats a word from the paragraph. Ask whether the heading explains the paragraph's purpose. In your own one-sentence summary, preserve the writer's main point and avoid adding an opinion which does not appear in the source.
At this stage, connect the rule with familiar people, school activities and short messages. A clear complete sentence matters more than a long one. Notice how the model names its subject and establishes a simple situation before adding detail.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
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Scanning means searching quickly for a particular name, date, number or fact.
First identify exactly what the question asks, then locate likely words or equivalent expressions in the text.
Slow down when you reach the relevant sentence and read nearby information.
See it. Say it. Understand it.
Easy / Start here
A notice can distinguish the event date from the closing date for registration.
Moderate / Add a little
After locating a matching number, read nearby words to check what the number measures.
More detail for teachers and confident learners
Scanning means searching quickly for a particular name, date, number or fact. First identify exactly what the question asks, then locate likely words or equivalent expressions in the text. Slow down when you reach the relevant sentence and read nearby information. A matching word is a clue rather than proof: the question and text may discuss different people or times. Note headings and layout because they help you predict where information appears.
In a timetable or notice, check units, dates and exceptions before answering. An old schedule may be mentioned only to explain a change. Copy a short answer accurately when exact wording is appropriate, and obey any stated word limit. If the required information is absent, do not fill the gap with outside knowledge. Good scanning combines speed in searching with careful reading at the point where the answer is found.
At this stage, connect the rule with familiar people, school activities and short messages. A clear complete sentence matters more than a long one. Notice how the model names its subject and establishes a simple situation before adding detail.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
Instructions normally organise actions in the order needed to complete a task.
Imperatives use a base verb and often omit you.
Sequencing expressions help the listener follow the order, while warnings identify an important risk or restriction.
See it. Say it. Understand it.
Easy / Start here
First read the whole instruction, then identify its actions, conditions and warnings.
Moderate / Add a little
'Do not switch it on until the cover is secure' includes both a restriction and a condition.
More detail for teachers and confident learners
Instructions normally organise actions in the order needed to complete a task. Imperatives use a base verb and often omit you. Sequencing expressions help the listener follow the order, while warnings identify an important risk or restriction. A good instruction states the action precisely and includes essential quantities, locations or conditions. Politeness can soften an instruction without making the action unclear.
When listening, first identify the goal, then note the main steps. Pay attention to negatives and corrections: do not and instead may change what you should do. When writing your own instructions, test them as if you have never completed the task before. One action per short sentence is often helpful. Avoid unexplained pronouns such as put it there when the object or place could be misunderstood.
At this stage, connect the rule with familiar people, school activities and short messages. A clear complete sentence matters more than a long one. Notice how the model names its subject and establishes a simple situation before adding detail.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The paid worksheet brings together all the lessons in this unit. A separate answer or model guide is included. Page count depends on the skills and activities.
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