TEACHING READINGExtensive vs Intensive Reading

Reading Sequences

Presented by:Group 3

Areta Puspa 140221807130Muhammad Hidayat 140221807305

Rizky Amelia 140221807915

T E F LGraduate Program in English Language Teaching

State University of Malang2014

OUTLINE

TEACHINGREADING

2. TYPES OF READING

3. ROLES OF TEACHER4. ASPECTS

(MICRO & MACRO)

5. READING SEQUENCES

1. DEFINITION

1. Definition

Extensive Reading

Rapid reading of large quantities of material or longer reading for general understanding (Carrell and Carson, 1997 in Richards and Renandya 2002).

a lifelong reading habit, enjoyment and general reading skills.

Out of the course

Intensive Reading

Reading in detail with specific learning aims and tasks (Brown, 2007).

detailed meaning, developing reading skills vocabulary and grammar knowledge.

In the course

Definition

Purpose

Place & time

2. Types of Reading

Extensive Reading:

1. Long texts/ books.

2. Helps students to develop reading fluency.

3. General understanding.

4. What is being read.

Intensive Reading:

1. Short texts.

2. Helps students to develop reading skills, vocabulary and grammar knowledge.

3. Detailed meaning from the text.

4. Linguistics components.

Differentiation between extensive and intensive reading:

3. Roles of Teacher

Extensive Reading1. Promotor

2. Teacher persuades students

3. Organizer

4. Teacher monitors students’ reading

Intensive Reading1. Organizer

2. Observer

3. Feedback-organizer

4. Prompter

4. Aspects (Micro and Macro Skills)

Micro-skills1. Discriminate among the

distinctive graphemes and orthographic patterns

2. Retain chunks of language of different lengths in short-term memory.

3. Process writing at an efficient rate of speed.

4. Recognize a core of words.5. Recognize grammatical word

classes patterns, rules, and elliptical forms.

6. Recognize that a particular meaning may be expressed in different grammatical forms.

Macro-skills7. Recognize cohesive devices in

written discourse and their role.

8. Recognize the rhetorical forms of written discourse.

9. Recognize the communicative functions of written texts.

10. Infer context that is not explicit by using background knowledge.

11. Infer links and connections between events.

12. Distinguish between literal and implied meanings.

13. Detect culturally specific references and interpret them.

14. Develop and use a battery of reading strategies.

5. Reading Sequences

•Reading sequences involve more than one language skill.•The used of reading sequences is for the students practice specific skills, such as skimming and scanning.

E S AE = Engaged Activity

S = Study Reading

A = Activate

Example of Reading Sequences

Example 1

• Level : Elementary

• Skills : predicting, reading for gist, reading for detailed.

• Topic : Attractive

• Activities :1. Engaged 2. Activate : With students’ partner, they fill the table after

reading the text.

  Very Important

ImportantNot very

ImportantPhysical appearence

     

Clothes      Job or education

     

Family      Money and possessions

     

Religion      Personality or character

     

Politics      

Other..      

3. Study reading : by leading the teacher, the students answer the questions.

Questions related to the text:• Which do men think are most important?• Which do women think are the most important?• Do you agree?

4. Activate Exercises:a. the teacher asked the students to think of people

who they find attractive (friends, film stars, athletes, etc)

b. the teacher asked the students to say what the most attractive thing about them is. The discussion can lead on to descriptive writing.

Mixed Skills: Speaking, Reading and Writing

Example 2

• Level : Intermediate

• Skills : predicting, reading for gist, reading for detailed comprehension

• Activities :1. Enganged2. Activate3. Study Reading

4. Activate Exercises: The teacher asks the students to discuss the text endless

• Mixing skills: Speaking, Listening, Reading.

CONLUSION:

1. As teachers, we need to be involved in both extensive

and intensive reading to get maximum benefits from

students’ reading.

2. It is important to note that these strategies to teach

readings should not be considered as being in

opposition, but simultaneously both serve different but

complementary purposes.

3. The purpose of reading sequences is involving

students in more than one language skill such as

speaking, reading, and listening, speaking, and

writing.

References:

Brown, D. H. 2007. Teaching by Principles. An Interactive Approach to Language Pedagogy. San Francisco: Addison Wesly Longman, Inc.

Harmer, J. 2007. How to Teach English. Edinburgh Gate: Pearson Education Limited.

Harmer, J. 2007. The Practice of English Language Teaching. Edinburgh Gate: Pearson Education Limited.

Richards, J. C and Renandya, W. A. 2002. Methodology in Language Teaching. an Anthology of Current Practice. Cambridge: Cambridge University Press.