Reading

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Extensive and intensive reading

Teacher encourage students to choose what they read for themself

It is designed to enable students to develop specific skills as reading for gist: reading for specific information, reading for detailed comprehension or for inference and attitude

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Extensive reading

Provide good material, guidance, task and facilities

Obtain permanent or portable libraries of book, to students have more possibilities to read

Readers overall

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Extensive reading material

Students read material they can understand

If the text is difficult to read for them, it’s impossible read for pleasure

Put students for levels and have material for each one

Read fiction and non-fiction books

Specific list of allowed word and grammar

Confident place to read

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Setting up a library

Build a library of suitable books

School provide books from teacher and students

If school not provide books teacher needs to work out some way of carrying books

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The role of the teacher in extensive Reading programmers

Teacher promote reading

Organize reading programs

Students read what they are going to read

Working in groups and share books

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Extensive reading task

Students choose what read, because they like it

Promote students keep reading

One approach is to set aside a time at various points in a course

Not all students read at same speed

Promote read diary to read fast, and journal they may be writing new words

Students can write short book reviews for the class notice board

Reading presentation

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Intensive reading:The roles of the teacher

Organizer

Observer

Feedback organizer

Prompter

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Organizer

Tell students the purpose of reading

Give them clear instructions

Give time and not change it

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Observer

Give students space to read

Not interrupt them

When they read, we as a teacher obsérvate their progress

Information collective and individual

Quickly feedback

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Feedback organizer

Feedback session

Read passage and the most important for improve

Motivation and quickly feedback

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Prompter

Language feature whiting it

Certain features of text construction

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Intensive reading:The vocabulary question

Teacher encourage students to read for general understanding

Students learn new vocabulary

Teacher needs to find some accommodation between own competence and what students do/learn

Students adquiere reading skills

Ask questions about their own reading

Provide small wall or special notebook or journal o write new vocabulary

Limit time to obtain and resolve dudes about vocabulary

Time limit: specific time to enquirer vocabulary and use apps or dictionary

Word/phrase limit: limit the solution time for questions or words

Meaning consensus: Students work in groups to obtain a meaning, students write 3-5 word of text

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Intensive reading: Letting the students in

All is based in tasks of course book

The most important question, Do you like the text?

It is important to know that, because as teacher engage students to read

Adquiere comprehension task

Provide one chart

|Think I/we know| Things I/we are not sure of| Things I/we would like to know|

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Reading lesson sequence

Students practices specific skills of reading

Skimming/ reading: for general understanding

Scanning reading: for specific information

Students communicate purpose

Reading sequence involve more than one reading skill

Depends the students it is the type f reading their going to read