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TEACHING READING 
Extensive vs Intensive Reading 
Reading Sequences 
Presented by: 
Group 3 
Areta Puspa 140221807130 
Muh...
OUTLINE 
1. DEFINITION 
TEACHING 
READING 
2. TYPES OF READING 
3. ROLES OF TEACHER 
5. READING SEQUENCES 
4. ASPECTS 
(MI...
1. Definition 
Extensive Reading 
Rapid reading of large quantities of 
material or longer reading for general 
understand...
2. Types of Reading 
Differentiation between extensive and intensive reading: 
Extensive Reading: 
1. Long texts/ books. 
...
3. Roles of Teacher 
Extensive Reading 
1. Promotor 
2. Teacher persuades students 
3. Organizer 
4. Teacher monitors stud...
4. Aspects (Micro and Macro Skills) 
Micro-skills 
1. Discriminate among the distinctive 
graphemes and orthographic 
patt...
5. Reading Sequences 
•Reading sequences involve more than one 
language skill. 
•The used of reading sequences is for the...
Example of Reading Sequences 
Example 1 
• Level : Elementary 
• Skills : predicting, reading for gist, reading for detail...
Very Important Important 
Not very 
Important 
Physical 
appearence 
Clothes 
Job or education 
Family 
Money and 
possess...
3. Study reading : by leading the teacher, the students answer 
the questions. 
Questions related to the text: 
• Which do...
4. Activate Exercises: 
a. the teacher asked the students to think of people who they 
find attractive (friends, film star...
Example 2 
• Level : Intermediate 
• Skills : predicting, reading for gist, reading for detailed 
comprehension 
• Activit...
4. Activate Exercises: The teacher asks the students to discuss 
the text endless 
• Mixing skills: Speaking, Listening, R...
CONLUSION: 
1. As teachers, we need to be involved in both extensive and 
intensive reading to get maximum benefits from s...
References: 
Brown, D. H. 2007. Teaching by Principles. An 
Interactive Approach to Language Pedagogy. San 
Francisco: Add...
Teaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequence
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Teaching Reading Extensive vs intensive reading, and reading sequence

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Teaching Reading Extensive vs intensive reading, and reading sequence

  1. 1. TEACHING READING Extensive vs Intensive Reading Reading Sequences Presented by: Group 3 Areta Puspa 140221807130 Muhammad Hidayat 140221807305 Rizky Amelia 140221807915 T E F L Graduate Program in English Language Teaching State University of Malang 2014
  2. 2. OUTLINE 1. DEFINITION TEACHING READING 2. TYPES OF READING 3. ROLES OF TEACHER 5. READING SEQUENCES 4. ASPECTS (MICRO & MACRO)
  3. 3. 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
  4. 4. 2. Types of Reading Differentiation between extensive and intensive 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.
  5. 5. 3. Roles of Teacher Extensive Reading 1. Promotor 2. Teacher persuades students 3. Organizer 4. Teacher monitors students’ reading Intensive Reading 1. Organizer 2. Observer 3. Feedback-organizer 4. Prompter
  6. 6. 4. Aspects (Micro and Macro Skills) Micro-skills 1. 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-skills 7. 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.
  7. 7. 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 A E = Engaged Activity S = Study Reading A = Activate
  8. 8. 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.
  9. 9. Very Important Important Not very Important Physical appearence Clothes Job or education Family Money and possessions Religion Personality or character Politics Other..
  10. 10. 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?
  11. 11. 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
  12. 12. Example 2 • Level : Intermediate • Skills : predicting, reading for gist, reading for detailed comprehension • Activities : 1. Enganged 2. Activate 3. Study Reading
  13. 13. 4. Activate Exercises: The teacher asks the students to discuss the text endless • Mixing skills: Speaking, Listening, Reading.
  14. 14. 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.
  15. 15. 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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