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Teaching Reading

Extensive & Intensive Reading

Consuelo Belén

on 2 September 2013

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Transcript of Teaching Reading

Extensive Reading
Intensive Reading
Role of the teacher:
•Feedback organiser
The vocabulary question.
Time limit.
Word/phrase limit.
Meaning consensus.
Letting the students in
•Do you like the text? (Kennedy).

•"Cuddle factor"(Harmer)

•Discuss the subject of the text with the class
before they read.

Reading lesson sequences
•Type 1: Tasks where we get students to read for some general understanding often called skimming.
•Type 2: Tasks where we get students to look at the text in considerably more detail also called scanning.
Teaching Reading
Stages in Learning to Read
First Stage Of Reading: Word Attack Skills
Second Stage Of Reading: Comprehension
Third Stage Of Reading: Evaluation
Fourth Stage Of Reading: Application and Retention
Fifth Stage Of Reading: Fluency
Extensive reading material characteristics
Students should be reading material they can understand
Student's choice
We need to provide books which are readily accessible to our students.
Use of dictionary should be avoided
Encouraging students
Setting up a library!
The role of the teacher
If the teacher is also seen to be a reader by the students, then they will be encouraged to read
Extensive reading tasks
•To set aside a time at various points in a course
•Students can write short book reviews for the class noticeboard
•Teacher can ask students to fill in reading record charts
•Ask students to keep a reading notebook
•Engage students in oral interviews about what they are reading

Steps in a Reading Lesson
Pre - Reading
While Reading
Post Reading
Comprehension questions
Silent Reading
Renewing students' answers
Oral reading
Thanks for watching!
Claudio Molina
Consuelo Galleguillos
References and further reading suggestions:
Readance, J., Moore, D. & Rickelman, R. (2000). Prereading activities for content area reading and learning (3rd ed). Delaware, USA: International Reading Association.
Jeremy Harmer: The Practice of English Language Teaching, Fourth Edition.
Dr.Fadwa D. Al -Javi: Teaching The Receptive Skills: Listening & Reading Skills. Umm Al Qura University, Methodology 2.
Middle and High School Teaching: Methods, Standards & Best Practices by James A. Duplass Ph. D. © 2005 Houghton Mifflin Publishing Company, ALL RIGHTS RESERVED.
As a conclusion we can say that both of these methods are really important in the development of strong readers. While they both have advantages and disadvantages, together they create a powerful curriculum to influence reading and language skills.

An intensive reading program allows students to enrich their reading comprehension skills, learn new vocabulary, and be challenged by reading material. An extensive reading program establishes a passion for reading while increasing fluency and strengthening general language competence.

It is especially important to include both of these with L2 students because while they need to learn through an extensive lesson to have a passion for reading, this will not happen unless they understand some of the language basics that will be introduced in an intensive lesson.
Example: The cellist.

Students are put into groups of three and each student in the group is given something different to read.
Pre- Reading: Playing an extract of music. Ss are asked to predict and imagine what is the text about.
Students read the following text:
We can check students' comprehension by asking them to fill in the following chart:
Students must find out the connection between the music itself, the man in the audience and Yo- Yo Ma. What is the story of the music and how did it come about?
Student A
Student B
Student C
Post Reading:

Finally, we bring the class together to make sure that the Ss have understood the whole story. Once thay have done that, we can ask them to decide on adjectives to describe the characters, they can discuss about how people respond to tragic events, also we can ask Ss to study vocabulary for music and musicians.

The point of reading activities like this (apart from the hope that Ss will be engaged by the stories) is that everyone is reading for a purpose and that unless they all read and do their best, the jigsaw is impossible to complete. Their participation is mandatory.
Activity:Jigsaw reading.
Skills: Reading for detailed comprehension.
Level: Intemediate
1. Using configuration clues

2. Using Picture Clues

3. Phonic/Phonetic Clues

4.Using Contextual Clues

5. Using the Dictionary

6. Using Structural Clues
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