This document summarizes a presentation about the power and benefits of extensive reading for language learning. It discusses how reading habits in Brazil can be improved, outlines an extensive reading program used with students from B2 to C2 levels, and provides examples of activities. Popular fiction books are recommended for the program to develop learner autonomy, vocabulary, and motivation. Barriers to extensive reading in language teaching are also examined, and resources are suggested for finding appropriate reading materials.

1. Reading in order to live
The power of extensive reading
for language learning
Disal Auditorium
June 14, 2013
Higor Cavalcante

2. Tell a partner:
- What you’re reading at the moment
- What it’s about
- What’s next on your list

3. Extensive Reading
The more leisurely reading of longer texts, primarily for
pleasure, or in order to accumulate vocabulary, or simply
to develop sound habits of reading.

4. Extensive Reading
“Not all students become active readers. While
some are highly motivated and consume books
avidly, others don’t have the same appetite. We
can’t force students to read, of course, but we
should do everything we can to encourage
them to do so.”
Jeremy Harmer, in How to Teach English, (p. 110)

5. By the end of this talk, we’ll have
discussed…
…the habit (or lack thereof) of a reading culture/habit
in Brazil
…how books get chosen with a view to creating the
reading habit in learners
…an extensive reading program for language
development
…activities (with examples) which can be used in the
program

6. A very important belief
No activity is as complete for language
learning than vast, varied reading.

7. collocations: “…a succession of ludicrously trivial
and…”(adv-adj)
phrasal verbs: “…begged the kids to please get off my
legs now,…”
idioms: “…caught her eye…”
semantic precision: “I clumped around the house like a
man in magnetic boots…”
(fixed) expressions: “Just in case, you know, I suffered
transitory histerical blindness…”
Things My Girlfriend and I Have Argued About, Mill Millington, p 1.

8. Situation in Brazil
1,8 books per year => 4, 7 books per year
(2010 – Ministry of Education and Culture)
4 books per year / 2,1 finished
(2012 – Ibope)
People don’t read for fun; reading is boring.

10. Benefits of Extensive Reading
- Develops learner autonomy and curiosity
- Offers comprehensible input (readers)
- Enhances general language competence
- Helps develop general, world knowledge
- Extends, consolidates and sustains vocabulary
growth
- Helps to improve writing
- Creates and sustains motivation to read
more

11. Why don’t teachers do it?
- Insufficient time
- Too costly
- Reading materials not available
- ER not linked to syllabus/examination
- Lack of understanding of its benefits
- Conformity to sillabi/text books
- Teachers themselves don’t read

12. How do you say in English?
- Gás lacrimogêneo?
- Balas de borracha?
- Coquetel molotov?
- …está bem abaixo da inflação?
- Manifestantes quebraram vitrines
- O preço do ônibus aumentou.

13. How do you say in English?

14. Today, on BBC online

15. Today, on NYT online

16. The ""Book-a-month Project (B2-C2)
 Students read 3 to 4 books per term / 6 to 8 yearly
 Do weekly activities related to books – not tests!
 Criteria for picking books:
• Interesting
• Choice
• Modern

17. Books used
Room, Emma Donoghue
(NYT #1 Bestseller)
Drama

18. Books used
Gone Girl, Gillian Flynn
(NYT #1 Bestseller)
Thriller

19. Books used
Safe Haven, Nicholas Sparks
(NYT #1 Bestseller)
"Chick-lit”

20. Books used

21. Voting via Facebook

22. Vocabulary search

23. Vocabulary search

24. Vocabulary search

25. Quotes

26. Quotes

27. Top 5’s

28. Other possibilities
- Book clubs
- Review writing
- Book discussions
- Book fair
- Book secret santa
- Read in front of your students!

29. “Today a reader, tomorrow a leader”.
“Reading is a discount ticket to anywhere”.
“You don’t have to burn books to destroy a
culture. Just get people to stop reading them”.
“To learn to read is to light a fire; every syllable
that’s spelled out is a spark”.
“Read in order to live”. – G. Glaubert

30. How to Teach English, Jeremy Harmer
From Reader to Reading Teacher, Aebersold,
J.A.; Field, M.L.
www.teachingenglish.org.uk
www.bbc.co.uk
www.nytimes.com
Bibliography

31. higor@higorcavalcante.com
www.higorcavalcante.com
teacherhigor (Skype and Twitter)
Thank you!