Teaching Reading Extensive vs intensive reading, and reading sequence
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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
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OUTLINE
TEACHINGREADING
2. TYPES OF READING
3. ROLES OF TEACHER4. ASPECTS
(MICRO & MACRO)
5. READING SEQUENCES
1. DEFINITION
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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
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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:
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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
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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.
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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
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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.
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Very Important
ImportantNot very
ImportantPhysical appearence
Clothes Job or education
Family Money and possessions
Religion Personality or character
Politics
Other..
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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?
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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
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Example 2
• Level : Intermediate
• Skills : predicting, reading for gist, reading for detailed comprehension
• Activities :1. Enganged2. Activate3. Study Reading
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4. Activate Exercises: The teacher asks the students to discuss the text endless
• Mixing skills: Speaking, Listening, Reading.
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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.
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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.
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