Reading Materials presented by Monir Hossen

3. Conducted By:
Monir Hossen
Lecturer
Department of English
CCN University of Science and Technology
Email: monir.eng.cou@gmail.com
Phone: 01733873084
Facebook: Monir Hossen Cou
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4.  Extensive reading is an approach to language
learning, including foreign language learning,
by the means of a large amount of reading.

5. The learners view and review of
unknown words in specific context
will allow the learner to infer
the word's meaning, and thus to
learn unknown words. While the
mechanism is commonly accepted
as true, its importance in language
learning is disputed.

6. Free voluntary reading refers to using extensive
reading in language education. Students are
free to choose a book that they like and are
allowed to read it at their own pace. The aim of
a free voluntary reading program is to help
students to enjoy reading, so assessment is
usually minimized or eliminated entirely.

8. The idea behind extensive reading is that a lot
of reading of interesting material that is slightly
below, at, or barely above the full
comprehension level of the reader will foster
improved language skills.
The material should be
varied in subject matter
and character.

9. Students choose their own reading material and
are not compelled to finish uninteresting
materials. Reading material is normally for
pleasure, information or general understanding;
reading is its own reward with few or no follow-
up exercises after reading; reading is individual
and silent. Reading speed is usually faster when
students read materials they can easily
understand.

10. Teachers can have
diverse options like:
 Penguin readers
 Classics
 Comics
 Newspapers
 Magazines
 History books
 Science books

11. The teacher is a role model
who also orients the students
to the goals of the program,
explains the idea and
methodology, keeps records
of what has been read, and
guides students in material
selection and maximizing the
effect of the program.

12. Teachers orient students to the goals of the
program, explain the methodology, keep track
of what each student reads, and guide students
in getting the most out of the program and
reading in general.

13.  Design a new cover for your book.
 Draw a series of pictures illustrating the story or main events of the
story.
 Draw a map showing where the story takes place.
 Design a movie poster for your book.
 Make a time line of major events in the book
 Create a bingo game which includes words like names of characters,
places and items from the story.
 Design an advertisement for T.V., radio or newspaper, trying to sell
the book.
 Make up a “wanted” poster for one of the characters.
Drawing and designing:

14.  Write a letter to one of the characters.
 Write a diary for one of the characters.
 Make up a different ending for the story.
 Make up a different beginning for the story.
 Have an interview with one of the characters.

15. Extensive reading is contrasted with intensive reading, which
is slow, careful reading of a small amount of difficult text – it
is when one is "focused on the language rather than the text“.
Extensive and intensive reading are two approaches to
language learning and instruction, and may be used
concurrently; intensive reading is however the more common
approach, and often the only one used.