Intensive And Extensive Reading 4m4l41

READING AND VOCABULARY

TSL3106

PRESENTERS: NURUL FATIMATUL ZAHRA BINTI AZHA SULAIM BINTI A. RAHMAN

TUTORIAL 1 • Discuss the differences between intensive and extensive reading and the effects they have on reading. • Discuss the factors that would encourage reading among the students.

DIFFERENCES BETWEEN INTENSIVE & EXTENSIVE READING INTENSIVE

ASPECTS

EXTENSIVE

Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short age."

DEFINITION

Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text."

 usually classroom based  reader is intensely involved in looking inside the text  students focus on linguistic or semantic details of a reading  students focus on surface structure details such as grammar and discourse markers  students identify key vocabulary  usually very short texts - not more than 500 words in length  chosen for level of difficulty and usually, by the teacher  chosen to provide the types of reading and skills that the teacher wants to cover in the course

CHARACTERISTICS

 Students read as much as possible.  Students select what they want to read .  The purposes of reading are usually related to pleasure, information and general understanding.  Reading materials are well within the linguistic competence of the students in of vocabulary and grammar.

MATERIALS

 Reading more than one text on the same topic allows students to bring more background knowledge to each new text read.  Authentic materials such as newspapers, magazines, that are related to the second language culture

 The teacher chooses suitable text.  The teacher chooses tasks and activities to develop skills.  The teacher gives direction before, during and after reading.  The teacher prepares students to work on their own.  The teacher encourages students through prompts, without giving answers.

ROLE OF TEACHER

 The teacher gives recommendations on reading materials, based on student's interests.  The teacher guides students in setting specific goals for amounts read.  The teacher provides modeling. If class time is given for reading, the teacher reads at the same time.  The teacher overlooks if students are not aware of the exact meaning of each word. The teacher should not jump in and explain.

EFFECTS ON READING INTENSIVE

EXTENSIVE

 It provides a base to study structure, vocabulary and idioms.  It provides a base for students to develop a greater control of language  It provides for a check on the degree of comprehension for individual students

 - develop a "reading habit"  - gain more confidence in reading  -improve their attitude towards reading and become more motivated to read  feel more autonomous over their own learning and more likely to take more initiative.  - become more " independent readers", being able to read for different purposes and being able to change reading strategies for different kinds of texts  - expand sight vocabulary  - increase reading comprehension  - improve overall language competence  - be more prepared for further academic courses because they have read large quantities

FACTORS THAT ENCOURAGE READING AMONG STUDENTS  Stock your classroom with reading materials -Making reading materials available in your class will also help students to read. -When reading materials are readily available, the possibility of the student reading them increases. • Ex: a mini library.  Make use of reading assignments -Giving out story books and asking students to read them is also advisable. -You can monitor this by asking them to briefly tell the class about what they read, as a means of checking that they truly read the books.

 Motivate them to read -Rewarding those who answer best to question on reading materials is also an essential incentive to use. -Giving book prizes will further make more reading materials available to those who love reading and possibly awake the interest of those who don’t.  Give them freedom. -Let students read what they want and when they want (within reason). -Don’t be rigid about titles and genres. That’s not to say they shouldn’t be exposed to all different kinds of literature, but let them enjoy their favorite kinds without restriction. -Reading needs to be a pleasurable experience for children to choose it over the myriad of options available to them in their free time.

 Be willing to listen and discuss. -Students often return after reading to a book wanting to talk about it. -Give them the time and attention. Engage in a discussion. Offer new reading suggestions. -You’ll develop a trusting relationship that will continue to grow.  Model reading. -This may not seem obvious, but letting students see you read, and letting them know that reading is important to you can have more power than you think. -Find the time, even if it’s just a couple of minutes a day.