slides on Teaching Reading Extensive vs intensive reading, and reading sequence

1. TEACHING READING
Extensive vs Intensive Reading
Reading Sequences
Presented by:
Group 3
Areta Puspa 140221807130
Muhammad Hidayat 140221807305
Rizky Amelia 140221807915
T E F L
Graduate Program in English Language Teaching
State University of Malang
2014

2. OUTLINE
1. DEFINITION
TEACHING
READING
2. TYPES OF READING
3. ROLES OF TEACHER
5. READING SEQUENCES
4. ASPECTS
(MICRO & MACRO)

3. 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

4. 2. Types of Reading
Differentiation between extensive and intensive 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.

6. 3. Roles of Teacher
Extensive Reading
1. Promotor
2. Teacher persuades students
3. Organizer
4. Teacher monitors students’
reading
Intensive Reading
1. Organizer
2. Observer
3. Feedback-organizer
4. Prompter

7. 4. Aspects (Micro and Macro Skills)
Micro-skills
1. 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-skills
7. 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.

8. 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 A
E = Engaged Activity
S = Study Reading
A = Activate

9. 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.

10. Very Important Important
Not very
Important
Physical
appearence
Clothes
Job or education
Family
Money and
possessions
Religion
Personality or
character
Politics
Other..

12. 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?

13. 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

14. Example 2
• Level : Intermediate
• Skills : predicting, reading for gist, reading for detailed
comprehension
• Activities :
1. Enganged
2. Activate
3. Study Reading

17. 4. Activate Exercises: The teacher asks the students to discuss
the text endless
• Mixing skills: Speaking, Listening, Reading.

18. 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.

19. 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.