Abstract
This article discusses the problem of the gap as it exists in Israel in the teaching of intermediate-level English to speakers of Hebrew. It is suggested that such procedures as reading aloud, focusing on the teaching of new words, and concentration on literal-type comprehension questions, though valid and necessary elements in foreign teaching, conflict with the learning strategies required in for meaning. A proposal is outlined for a dual approach to the reading program-reading for language coupled with for meaningand sample items are provided to demonstrate how this approach might be implemented. As a member of the team which plans the course of study in English
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