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ER: Extensive Reading/Effective Reading

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Extensive Reading (in a foreign language) can be a wonderful way to practice reading. It also increases vocabulary, grammar, and listening and speaking ability. And learners enjoy the experience while the make progress. This is a highly visual PPT introduction to ER,

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  • This is an intro to Extensive Reading.
    Unfortunately, the 'slow reading' simulation (slides 44 - 60) didn't work on Slideshare. You can experience what it is supposed to be like at http://www.youtube.com/watch?v=IBvmC2pALwI
    For more on Extensive Reading, visit www.erfoundation.org.
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ER: Extensive Reading/Effective Reading

  1. 1. ER: Extensive Reading/ Effective Reading © 2014 Marc Helgesen march@mgu.ac.jp May be used for not-for-profit educational purposes but please acknowledge the source. Look at the notes for the slides for extra information. This version was modified to use in Indonesia. Some pictures were altered for modesty out of respect for the audience. If anything is not appropriate for your audience, feel free to modify it. Most artwork from www.clipart.com Used with permission.
  2. 2. Extensive Reading Marc Helgesen © 2013 OK to use for non-commercial
  3. 3. E R
  4. 4. Extensive Reading
  5. 5. Effective Reading
  6. 6. reading a lot of easy, enjoyable books. ER:
  7. 7. All you can… Which gives pleasure long-term? And which is actually good for you?
  8. 8. Intensive Extensive Slow Fast Skill building Fluency building (skim, scan, study) Test focus Pleasure focus
  9. 9. Intensive Extensive
  10. 10. Intensive Extensive
  11. 11. Intensive Extensive
  12. 12. Intensive Extensive
  13. 13. Intensive Extensive
  14. 14. Intensive Extensive
  15. 15. Intensive Extensive
  16. 16. Intensive Extens e Slow Fast Skill building Fluency building Many classes lack balance Many classes lack balance
  17. 17. What is Extensive Reading?
  18. 18. reading a lot of easy, enjoyable books. ER:
  19. 19. The benefits of ER Increased reading ability
  20. 20. Increased Reading ability The benefits of ER + affect & motivation
  21. 21. Increased Reading ability The benefits of ER + vocabulary
  22. 22. 4, Rodrigo ‘95 bulary ’90, ning ability Increased Reading ability The benefits of ER listening ability
  23. 23. Increased Reading ability speaking ability The benefits of ER
  24. 24. Increased Reading ability + spelling The benefits of ER
  25. 25. Increased Reading ability The benefits of ER facilitates acquisition
  26. 26. The benefits of ER . Your love life improves. Your skin clears up. You win the lottery. You find the meaning of life. Or at least you could read about those things. You lose weight.
  27. 27. reading a lot of easy, enjoyable books. ER:
  28. 28. reading a lot of easy, enjoyable books. ER:
  29. 29. reading Time spent reading. not answering questions writing reports translating
  30. 30. reading a lot of easy, enjoyable books. ER:
  31. 31. a lot
  32. 32. a lot
  33. 33. reading a lot of easy, enjoyable books. ER:
  34. 34. The macho maxim of reading No reading pain, no reading gain. No reading pain, no reading gain. E R
  35. 35. Easy is good
  36. 36. It is just like.. If the books are too difficult, it isn’t extensive reading.
  37. 37. Standing in a garage does not make you a car.does not make you a car.
  38. 38. Easy is good
  39. 39. Easy is good
  40. 40. Easy Comprehensible input (Krashen) i + 1 Reading fluency level (Day) i minus 1
  41. 41. Easy …builds speed …builds fluency …builds understanding
  42. 42. The need for speed
  43. 43. When
  44. 44. you
  45. 45. read
  46. 46. slowly,
  47. 47. one
  48. 48. word
  49. 49. at
  50. 50. a
  51. 51. time,
  52. 52. as
  53. 53. you
  54. 54. are
  55. 55. doing
  56. 56. now,
  57. 57. it
  58. 58. is
  59. 59. easy
  60. 60. to
  61. 61. understand
  62. 62. the
  63. 63. meaning
  64. 64. of
  65. 65. each
  66. 66. word,
  67. 67. but
  68. 68. it
  69. 69. is
  70. 70. very
  71. 71. difficult
  72. 72. to
  73. 73. understand
  74. 74. the
  75. 75. real
  76. 76. meaning
  77. 77. of
  78. 78. the
  79. 79. text.
  80. 80. When you read slowly, one word at a time, as you are doing now, it is easy to understand the meaning of each word, but it is very difficult to understand the real meaning of the text.
  81. 81. The need for speed Read slowly Don’t enjoy reading Don’t read much Don’t understand much
  82. 82. Read faster Enjoy reading Read more Understand more
  83. 83. Note to teachers: “The need for speed” is Available in these languages at wwwerfoundation.org English Arabic Bahasa Italian Japanese Korean
  84. 84. How fast?
  85. 85. Based on the review of literature on the issue of adequate reading rates, I have set class goals at 200 words per minute. This has proven to be a reasonable goal to work toward without being too overwhelming to students. - Neil Anderson Brigham Young University Past President, TESOL
  86. 86. Easy is good
  87. 87. reading a lot of easy, enjoyable books. ER:
  88. 88. enjoyable Their interests Self-selected Like L1 reading
  89. 89. reading a lot of easy, enjoyable books. ER:
  90. 90. books How do we bring the books back to class?
  91. 91. SSR Sustained Silent Reading (You too.)
  92. 92. SSR Sit Still & Read
  93. 93. Instant book report I read (am reading) a book called ____. It's a(n) _______________ (mystery, science fiction book, love story, detective story, etc.) It's about ______________. The main characters are ____________. (names, jobs, personalities) In the story, there was a problem. ____. I liked/didn't like it because _______.
  94. 94. Marc’s note to teachers: if you are going to present this, I suggest you replace the previous slide with one about a book you’ve read recently.
  95. 95. • Thni Think time Think time Think time Think time What do I want to say? How will I say it?
  96. 96. Instant book report I read (am reading) a book called ____. It's a(n) _______________ (mystery, science fiction book, love story, detective story, etc.) It's about ______________. The main characters are ____________. (names, jobs, personalities) In the story, there was a problem. ____. I liked/didn't like it because _______.
  97. 97. Show a picture Explain it. Partners, ask (5)question.
  98. 98. My top five • What are the five best books you read this term/year? Why?
  99. 99. My teacher Romeo Myself Juliet
  100. 100. Want these task sheets?
  101. 101. Dictation tinyurl.com/MHExRead
  102. 102. What about assessment? ER is for reading practice. It isn’t always necessary to assess them. - Rob Waring
  103. 103. Mental Rehearsal Practice: speak silently or softly Barrett’s Taxonomy Levels of comprehension 1 Literal (lowest) 2 Reorganization 3 Inference 4 Evaluation 5 Appreciation
  104. 104. A few questions about questions: What are we testing, really?
  105. 105. Reading Comprehension Check: The glorfs drebbled quarfly.
  106. 106. Reading Comprehension Check: The glorfs drebbled quarfly. Q1a. (grammar analysis) Which word is the subject? A: glorfs
  107. 107. Reading Comprehension Check: The glorfs drebbled quarfly. Q1b. (grammar analysis) Which is the verb? A: drebbled
  108. 108. Reading Comprehension Check: The glorfs drebbled quarfly. Q1c. (grammar analysis) What is the tense? A: past (simple)
  109. 109. Reading Comprehension Check: The glorfs drebbled quarfly. Q1d. (grammar analysis) What part of speech is “quarfly”? A: adverb
  110. 110. Reading Comprehension Check: The glorfs drebbled quarfly. Q2. (meaning-based) What did the glorfs do? A: They drebbled.
  111. 111. Reading Comprehension Check: The glorfs drebbled quarfly. Q3. (meaning-based) How did they do it? A: Quarfly.
  112. 112. Congratulations You correctly answered questions about a sentence that has NO meaning.
  113. 113. Mental Rehearsal Practice: speak silently or softly Barrett’s Taxonomy Levels of comprehension 1 Literal (lowest) 2 Reorganization 3 Inference 4 Evaluation 5 Appreciation
  114. 114. Reading notebooks My Reading
  115. 115. Reading for pleasure Reaction Report - Basic Include: • what the book was about • what you thought of it) Write quickly. 10 minutes or less. What happened? ------------------ Your opinion: Good  Average  Poor Good  Average  Poor 
  116. 116. Reading for pleasure Reaction Report – Draw a picture 1. Draw a picture of a scene from the story. Don’t copy a picture. Draw one from your imagination. ------------------ 2. Explain your picture. What is happening? What happened before this picture? What happened next? 3. Your opinion. What did you think of the book? Good  Average  Poor 
  117. 117. A few questions about questions: When do students see the questions?
  118. 118. YOU THINK YOU’RE PRETTY SHARP. DON’T YOU You may not be as sharp as you think
  119. 119. How many points were on the badge? Four Eight Six What’s the point?
  120. 120. How many points were on the badge? Six The answer:
  121. 121. Who is taller? The purple clay figure The white clay figure The yellow clay figure Your boss
  122. 122. Who is taller? The white clay figure The answer:
  123. 123. Who nods first? The white clay figure The yellow clay figure Neither They both nod at the same time
  124. 124. Who nods first? They both nod at the same time The answer:
  125. 125. Was the time on the watch accurate? Yes There was no watch We have no way of knowing Yes, but only on the west coast
  126. 126. Was the time on the watch accurate? There was no watch The answer:
  127. 127. A question about questions: When do students see the questions? Before they read
  128. 128. Reaction Report - Your own questions Before you read. Look through the book. Find 3 pictures. Write a different question about each. Write 3 questions.) • page Q1: • page Q2: ------------------ Your opinion: Good  Average  Poor  After you read, answer your questions Reaction Report: What was the book about? What happened?
  129. 129. Reaction Report - The story and you Think about the story. What happened? What was the same as your life? Your character? Your dreams? What is different?. The story. My life. ------------------Your opinion: Good  Average  Poor 
  130. 130. Reaction Report - The story and you Think about the story. What happened? What was the same as your life? Your character? Your dreams? What is different?. The story. My life. ------------------Your opinion: Good  Average  Poor 
  131. 131. How did you learn to read?
  132. 132. Extensive Reading & Listening Use the CD/Mp3
  133. 133. Extensive Reading & Listening Dramatic reading
  134. 134. Extensive Reading & Listening Marc’s note to teachers: For the next slide, I do a dramatic reading as an example. The next side is for Hitchcock’s Psycho.
  135. 135. Extensive Reading & Listening Dramatic reading
  136. 136. Extensive Reading & Listening Use the CD/Mp3
  137. 137. Extensive Reading & Listening DVDs English with English subtitles
  138. 138. Extensive Reading & Listening
  139. 139. Extensive Reading & Listening on the web
  140. 140. Music videos Youtube: lyrics
  141. 141. Music:videos & Google: “song title” lyrics
  142. 142. Internet resouces er-central.com voanews.com bbc.co.uk
  143. 143. 3 Rules for ER 1. No dictionaries. 2. If you don’t know a word, ignore it. 3. If it’s boring, stop reading. Sakai Kunihiro Denki Tsushin Univ., Tokyo
  144. 144. 1. No dictionaries They cause frustration. They don’t help you remember. Choose books you can enjoy without a dictionary!
  145. 145. The baseball rule Strike #1. Don’t worry. Just skip it.
  146. 146. The baseball rule Strike #2. Guess.
  147. 147. The baseball rule Strike #3. Look it up in your dictionary.
  148. 148. 2. If you don’t know a word, ignore it! Concentrate on what you DO know. Read faster, and read more. Choose books you can enjoy skipping through!
  149. 149. 3. If it’s boring, stop reading Don’t try too hard. There are many other books. Stop reading. Chose a different book.
  150. 150. www.erfoundation.org Free. Available in several languages.
  151. 151. DIY – Do it yourself. • Think of the ideas from today’s workshop. • How will you use them in a class next week?
  152. 152. Comedian Groucho Marx: - Groucho Marx Outside of a dog, a book is man’s best friend. a person’s I n
  153. 153. Why ER? Research is clear. Statistics are convincing. Methodology is valid.
  154. 154. Research is clear. Statistics are convincing. Methodology is valid. But most of us don’t teach research, statistics or methodology
  155. 155. We teach people.
  156. 156. Thank you.

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