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    News Report: A Blended Extensive Reading and Intensive Reading Activity

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    lacksumiy murthy
    The document discusses an alternative approach to teaching reading called extensive reading. It involves students reading longer texts or larger quantities for general understanding and pleasure, choosing their own books based on interest. This aims to get students reading and enjoying English. Key aspects include providing a variety of graded readers, allowing student choice, reading inside and outside class, and the teacher serving as a role model reader. Motivation is important, as students must have initial positive experiences to encourage more reading. The teacher's role is to encourage and assist students as they undertake extensive reading.

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    News Report: A Blended Extensive Reading and Intensive Reading Activity

    Uploaded by

    lacksumiy murthy
    164 views4 pages
    The document discusses an alternative approach to teaching reading called extensive reading. It involves students reading longer texts or larger quantities for general understanding and pleasure, choosing their own books based on interest. This aims to get students reading and enjoying English. Key aspects include providing a variety of graded readers, allowing student choice, reading inside and outside class, and the teacher serving as a role model reader. Motivation is important, as students must have initial positive experiences to encourage more reading. The teacher's role is to encourage and assist students as they undertake extensive reading.

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    News Report

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    The document discusses an alternative approach to teaching reading called extensive reading. It involves students reading longer texts or larger quantities for general understanding and pleasure, choosing their own books based on interest. This aims to get students reading and enjoying English. Key aspects include providing a variety of graded readers, allowing student choice, reading inside and outside class, and the teacher serving as a role model reader. Motivation is important, as students must have initial positive experiences to encourage more reading. The teacher's role is to encourage and assist students as they undertake extensive reading.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    164 views4 pages

    News Report: A Blended Extensive Reading and Intensive Reading Activity

    Uploaded by

    lacksumiy murthy
    The document discusses an alternative approach to teaching reading called extensive reading. It involves students reading longer texts or larger quantities for general understanding and pleasure, choosing their own books based on interest. This aims to get students reading and enjoying English. Key aspects include providing a variety of graded readers, allowing student choice, reading inside and outside class, and the teacher serving as a role model reader. Motivation is important, as students must have initial positive experiences to encourage more reading. The teacher's role is to encourage and assist students as they undertake extensive reading.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    News Report: A Blended Extensive

    Reading and Intensive Reading Activity


    In general, students learning to read in English do not like reading and
    they rarely read. This is partly due to the way reading is approached in
    the language class. The reading skill is most often taught by close study of short
    passages followed by analysis of language. 

     Extensive reading: An alternative approach

     Aims of extensive reading

     The characteristics of an extensive reading approach

     Motivation

     The teacher's role

     Conclusion

    The value of this intensive reading procedure, with its focus on the teaching of
    discrete reading skills has been questioned by some, who claim that teaching
    students reading strategies does not necessarily make them better readers. It is
    widely believed that people become good readers through reading, and that learning
    how to read should mean a focus of attention on the meaning rather than the
    language of the text.

    Extensive reading: An alternative approach


    Another model for teaching reading exists. This is an 'extensive reading
    approach' and involves students reading long texts or large quantities for general
    understanding, with the intention of enjoying the texts.

    Students are allowed to choose the books they read depending on their interests,
    and there is not always a follow-up discussion or work in class. In this way students
    are encouraged to read for pleasure and should become better readers.

    Aims of extensive reading


    The principal objective of undertaking an extensive reading approach is to get
    students reading in English and liking it. An increase in reading fluency should be
    another objective. Because of this, reading should be a pleasurable activity for the
    student, promoted as much as possible by the teacher
    The characteristics of an extensive reading approach

     Reading material
    Reading for pleasure requires a large selection of books be available for
    students to choose from at their level. Here, teachers can make good use of
    graded readers (books which have been written specifically for EFL/ESL
    students or which have been adapted from authentic texts).

    Setting up a class library is a good way to provide material for students, and
    because the books are kept in the actual classroom, there is a greater chance
    that they will be borrowed, and teachers also have more opportunities to
    refer to them during class.

     Student choice
    Students choose what they want to read based on their interests. If a student
    finds a book is too difficult or they don't enjoy it, they can change it for
    another one.

     Reading for pleasure and information


    Often students are put off reading when it is tied to class assignments. In an
    extensive reading programme, the students are reading principally for the
    content of the texts. Teachers can ask students about the books they are
    reading informally, and encourage occasional mini-presentations of the books
    or book reviews, but these should not seem like obligations to the students.

     Extensive reading out of class


    Teachers can do a lot to help students pursue extensive reading outside of
    the classroom. Having a classroom library and regularly encouraging students
    to borrow books to take home are some things which can help. If books are
    shelved in the classroom, students can also be given class time to browse and
    select books.

     Silent reading in class


    Extensive reading should not be incompatible with classroom practice and
    methodology. There are teachers who set aside a regular fifteen-minute
    period of silent reading in class. This silent reading has been said to help
    structural awareness develop, build vocabulary, and to promote confidence in
    the language.

     Language level
    The vocabulary and grammar of the books that students read should not pose
    a difficulty. The objective of an extensive reading programme is to encourage
    reading fluency, so students should not be stopping frequently because they
    do not understand a passage. However, the books should not be too easy as
    this may well demotivate students, who feel they are getting nothing out of
    the books.
     Use of dictionaries
    Reading becomes a chore if students think they have to stop and look up
    every word they do not understand in a dictionary. For this reason,
    dictionaries should be avoided. Instead of interrupting their flow, students
    should be encouraged to jot down the words they come across in a
    vocabulary notebook, and they can look them up after they have finished
    reading.

     Record keeping
    If the teacher takes an interest in and keeps record of what students are
    reading, then this can in itself encourage students. If a note is also made of
    which books the students like, then the teacher can also recommend other
    books to the students. The teacher should also be careful to explain the
    reasons behind the programme, and to highlight the benefits of extensive
    reading to them so that they know why they are doing it.
     The teacher as role model
    If the teacher is also seen to be a reader by the students, then they will be
    encouraged to read. The teacher can talk in class about books that she or he
    has been reading, and if they are knowledgeable about the books in the class
    library, having read them, then they can make genuine recommendations to
    students about what to read. The teacher can also read aloud to students, as
    a way of introducing students to different genres or individual books.

    Motivation

    One of the key factors to the success (or not) of an extensive reading programme is
    motivation. Capturing student interest is the key. If the materials available are
    interesting to the students, then they will be far more likely to want to read them.
    These books should also be at a level appropriate to their reading ability. As
    mentioned earlier, the texts should not be too difficult so students experience the
    frustration of not being able to understand the books.
    Getting the extensive reading programme off to a good start is also vital. The aim is
    for an initial successful experience so that students discover they can read in English
    and that they enjoy it. This positive experience should stimulate them to read more,
    increasing motivation, enjoyment and a desire to read.

    The teacher's role

    The teacher encourages and assists the students with their reading, which the
    students undertake during and /or after class. Occasional summaries (oral or
    written) can help with this as they show both that the students are reading and also
    that they understand what their books are about. The activities can also help
    students improve their writing or speaking ability. Another activity teachers can
    become involved in is individual counselling - this gives the teacher an opportunity
    to ask students about their reading experiences and can be done by the teacher
    while the rest of the class are silent reading. Above all, however, extensive reading
    should be a student-centred and a student-managed activity.

    Conclusion

    Day & Bamford (1998) highlight the benefits that have been gained by the
    undertaking of extensive reading programmes. These include gains in reading and
    writing proficiency, oral skills and vocabulary, an increase in motivation and positive
    affect. Setting up an extensive reading programme should not only lead your
    students to improve their reading proficiency and other language skills, but will
    hopefully enable them to take pleasure in reading for its own sake.

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