Reading

Reading

Students get benefit by doing
1. Extensive reading
  1. by
    1. themselves
      1. that develops
        general language improvement
        supported by
        materials
        main goal is
        Reading for pleasure and understand every word
        Specially
        written materials "language learner literature" Day & Bamford (1998:61)
        for example
        fiction and non-fiction books
        characterized by
        simple and controlled language
        setting up a library
        should have
        books coded by genre and level
        and saved by
        a simple signing-out system
        The role of the teacher
        persuading students
        for example
        reading aloud
        organize reading programmes
        list and choose a number of books
        Tasks
        Report reading by
        set time to ask questions and share with partners
        a weekly diary
        write book reviews
2. Intensive reading
  1. by
    1. teacher guidance
      1. the roles of the teacher
        Organiser
        Tell students about the reading purpose, give clear instructions and timing.
        Observer
        Teacher observes. It tells about how to give feedback or give more time.
        Feedback organiser
        To check a succesful task. Ask to the students where in the text they find info.
        Prompter
        To notice language features, clarify ambiguities, explain unclear structures.
  2. The vocabulary question
    1. Time limit
      1. For dictionary use, language searches or questions.
    2. Word/phrase limit
      1. Set anwers by listing a number of words/phrases.
    3. Meaning consensus
      1. Students work together to search for and find word meanings.
  3. Check specific reading skills.
    1. Reading lesson sequences
      1. For specific info or reading for gist.
      2. For communicative purposes, to source of information, identify language usage.
      3. One or more reading skills.

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