Part B (10 points) You are going to read a text about the principles for teaching extensive reading, followed by a list of examples. Choose the best example from the list for each numbered subheading. There is one extra example which you do not need to use. We offer here some principles for teaching extensive reading as a tool for professional development. These are what we believe the basic ingredients of extensive reading. We encourage teachers to use them as a way to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach foreign language reading. We posit these principles in the hopes that others will consider them and react to them. (41) The reading material is easy. This clearly separates extensive reading from other approaches to teaching foreign language reading. For extensive reading to be possible and for it to have the desired results, texts must be well within the learners' reading competence in the foreign language. (42) A variety of reading material on a wide range of topics must be available. The success of extensive reading depends largely on enticing students to read. To awaken or en courage a desire to read, the texts made available should ideally be as varied as the learners who read them and the purposes for which they want to read. (43) Learners choose what they want to read. The principle of freedom of choice means that learners can select texts as they do in their own language, that is, they can choose texts they expect to understand, to enjoy or to learn from. Correlative to this principle, learners are also free, indeed encouraged, to stop reading anything they find to be too difficult, or that turns out not to be of interest. (44) Learners read as much as possible. This is the 'extensive' of extensive reading, made possible by the previous principles. The most critical element in learning to read is the amount of time spent actually reading. The purpose of reading is usually related to pleasure, information and general understanding. In an extensive reading approach, learners are encouraged to read for the same kinds of reasons and in the same ways as the general population of first-language readers. This sets extensive reading apart from usual classroom practice on the one hand, and reading for academic purposes on the other. One hundred percent comprehension, indeed, any particular objective level of comprehension, is not a goal. In terms of reading outcomes, the focus shifts away from comprehension achieved or knowledge gained and towards the reader's personal experience. (45) Reading speed is usually faster rather than slower. When learners are reading material that is well within their linguistic ability, for personal interest, and for general rather than academic purposes, it is an incentive to reading fluency. We hope that these principles will give teachers food for thought and reflection as they consider their beliefs about how best to help their students become proficient foreign-language readers.