This document discusses the teaching of intensive and extensive reading. It begins with an abstract that notes the author's perspective on how reading is taught and how students engage with it. The author believes reading is important for acquiring knowledge and that teachers must model reading engagement. The document then discusses intensive reading, which focuses on close analysis of short texts, and extensive reading, where students choose their own materials. The author argues both approaches are useful but that extensive reading allows more student autonomy. In conclusion, the author states that reading is important for students' development and that teachers must use a variety of strategies to help students become successful readers.

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The teaching of intensive and extensive reading.
My personal perspective.
Maria Laudelina Dìaz Navarro.
Cecyte Cancun III.
Marìa Laudelina Dìaz Navarro, Language Department, Cecyte III.
Marìa L. Dìaz N., Language Department, Cecyte III, 20 de Noviembre Av., Reg.203.
Contact: marialaudelina08@hotmail.com

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Abstract:
The presente paper is intended to briefly show the author`s viewpoint about the
teaching of reading nowadays and the way teachers and students deal with it. Reading in
FLT must be seen not only as an ability to form and develop in the students, but also as a
necessary activity on which their growing in all fields of life depend. It is in this sense that
teachers must become a real model of a reader to demonstrate how rewarding reading can
become. We as teachers, are the first to be conscious of increasing reading since
educational researchers have demonstrated that there is acorrelation between reading and
academic success, and later, to succeed in life. There is also a correlation between reading
and vocabulary acquisition. From the psychopedagogical viewpoint, reading is also a good
tool because it relieves tension and loneliness and make the students become better
citizens.
.
Key words: teaching, learning, reading, extensive, intensive.
In our days, teaching Reading is essential, not only as one of the abilities
for learning a language, but also as a way to getting some other elements as culture,
information about various fields, and knowledge in general, i.e., Reading is a great source
of knowledge .From the author`s viewpoint, Reading canbe defined as the activity by means

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of which we make sense of the printed word. We read in order to get something from the
text, whether it be a dictionary, a newspaper, a novel, or a scientific text. What is important
is that we must have a reason for reading. That is why in our roles as teachers, we have to
be aware that our students be able not only to read, but also to discuss and criticize. We
have to teach them how to develop their intellectual capabilities while analyzing a text. The
ability to read is highly valued; it is also important and necessary for social and economic
advancement, but it is not an ability easy to get and it is the teacher`s task to develop it in
the students.
For a better teaching of it, Reading has been divided into intensive and extensive. I
consider that both approaches are essential in the teaching of a second language and they
share some of the same strategies. Intensive reading focuses on a short text. Its aim is to
help the students understand it by using a variety of skills.Students are encouraged to work
out, for example, how the writer leads them to infer the message implicit in it. Further, by
focusing on a short text, the students learn how to cut it up in order to understand the exact
meaning.
Firstly, I consider that all materials selected must be stimulating for the students
because it commonly happens that the texts contained in textbooks, are not really of the
interest of the them; it may seemthat the authorities in the fieldof education in the country
have suddenly turned their attention to the matter of reading and have put together an
amount of reading materials in books as if it were the correct way for having the pupils get
the habits of reading, but the results are quite far away from the intention, since this is a
process that has to be built using certain strategies and following certain methodologies. It

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is a fact that our students have not been trained since they started elementary school (and
in their own mother tongue) to be good readers, so that it becomes a hard task in foreign
language learning. Secondly, I believe that while reading, they need to feel they can
contribute with their personal opinions to enrich that one of the author.
In an intensive reading lesson, we must lead the students to practice scanning and
skimming skills.Scanning a text is the activity by means of which a student reads very rapidly
in order to find out a particular piece of information, for example, dates, names, or any
other details that may further take them to comprehension. It is also used to ascertain
whether a text is useful, for example, whether the chapter contains relevant information
they may use later in their own school woks as in writing essays. This indications can be
given orally to encourage reading quickly. On the other hand, skimming a text is when
students read for gist. For instance, when we ask the class to find out what topics the text
deals with ensures fast reading. Both scanning and skimming techniques need a systematic
practice.
An important aspect we must train our students to develop is their memories in
order to retain, understand, and better analyze what they read, as Ross Lee Graham, PhD
(2001) stated:
The feelings that you have during certain experiences represent a certain kind of
knowledge that you have of your reactions to the experiences (…) This aspect of
feelings can be used to aid memory. If you are NOT interested in what you are
reading, then you can expect a more rapid forgetting. You have to put yourself into

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state of mind that makes you interested in what you are reading if you want have
an effective memory of it. (p.103).
Motivation, in my personal perspective, is also a decisive factor for reading. On this regard,
I personally agree with Jack C. Richards (2008):
Sometimes, reward-driven behavior is dependent on extrinsic (externally
administered by someone else)motivation. But a more powerful category of reward
is one which is intrinsically driven within the learner. When behavior stems from
needs, wants or desires, within oneself, the behavior itself has the potential
to be self-rewarding. (p.12)
According to Richards`s opinion about the role of intrinsic motivation in the
development of reading abilities,it has been widely demonstrated that our pupils feel more
comfortable with texts when they themselves decide what to read, though on this regard,
the teacher’s role in guiding the activity (i.e., in motivating, awakening their interests,
making them see or understand certain points that maybe they cannot see by themselves)
is also of a great help.
In reference to Extensive reading, and in my own perception, it is a higher step on
the field of reading since it is the student the one who decides what, when, and how to
read, so that it becomes a student-centered activity. Nevertheless, a long way has to be run
before getting here and it depends of course, on the teacher`s management of his/her
pupils, on the work done with them while making them realize what reading can really do
for them nowadays. Extensive reading brings about benefits not only in improving the

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students’ reading skills and speed, but also it carries out changes in the students’ language
use and their attitude towards learning it.
Some characteristics I consider a good extensive reading program should have are
the following:
1-Students read as much as possible (in and definitely out of the classroom).
2-They should count on a variety of materials on a wide range of topics.
3-Students are the ones that select what they want to read and have the freedom to stop
reading material that are not really of their interest.
4-The purposes of reading are usually aimed at pleasing, informing, and giving general
understanding.
5-Reading is a compensation for them and not another task in the learning process.
6-Reading materials are comprised within the linguistic competence of the students in
terms of vocabulary and grammar.
As a conclusion, I may state that books are a faithful friend in everyone`s life and
that unfortunately, our pupils are not so aware of this; yet, it is our role to make them
change their minds about it and to lead them become successful readers; at the same time,
we have to be aware of the use of the different approaches, techniques, and strategies for
teaching reading; we have to decide when to implement bottom-up or top-down exercises
and notice when our students are ready for an intensive or extensive reading. Furthermore,

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we have to realize that a combination of both, intensive and extensive reading, will let to
the final goal: learning.
References:
1-Day, Richard R.and Julian Bamford (2007) Extensive Reading in the Second Language
Classroom. USA: Cambridge University Press.
2-Graham, R. L. (2001): TIME MODULE INTENSIVE READING PROGRAM. USA: Writers Club
Press.
3-Hedgcock, John S. and Dana R. Ferris (2009).Teaching Readers of English. Students, texts,
and contexts. USA: Taylor and Francis.
4-Jacobs, G. M. and Thomas S.C. Farrell (2012) Teachers Source Book for Extensive Reading.
USA: Library of Congress.
5-Richards, J.C. and Willy A. Renandya (2008). Methodology in Language Teaching.an
Anthology of Current Practice. USA: Cambridge University Press.

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Lesson Plan.
Reading Class: Thanksgiving Day in the USA.
Objective:
To give intensive reading practice.
To trigger free thinking and speaking about it.
Lesson Stages Teacher’s activity Student’s
activity
Teaching
Aids
Comment(s)
Induction
1. Teacher shows some pictures
in a power point presentation
and ask about them.
Students
watch and
give
opinions.
LCD,
Projector,
Laptop
Pre- Reading 1. Teacher asks students what
the pictures refer to.
1. Teacher asks some
questions(related to the
pictures) to the
students.(Refer to Figure 1;
they also complete columns K
and W in the K-W-Lchart;
‘K’ stands for know, ‘W’
stands for want to know, and
‘L’ stands for learned to each
group.(Refer to Figure 2 )
2. The students then are divided
into groups of 4-6. There are 5
groups.
3. The teacher instructs the
students to discuss about what
they know about the topic and
fills the ‘K’ column and fills
up what they want to know in
the ‘W’ column and 5 minutes
are given for this task.
Students
share their
views
Students
answer the
questions
LCD,
Projector,
Laptop,
Pictures

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While-
Reading 4. With all the information
available, the teacher now
gives the papers containing
the excerpt and have them
read.
4. The students need to read the
excerpt, and with the guidance
of the questions that are given
below the excerpt, they need
to discuss with the group
members and find out the
answers for the questions and
also complete the final
column, that is what they have
learned (L column) based on
the excerpt.
5. The teacher gives 2 minutes
for them to read silently and
teacher asks them for difficult
words. If there is any, the
teacher tries to teach the word
from the context. Other
students are encouraged to
help as well.
6. Then, 5 minutes given for the
students to conduct discussion
among the members in the
group to answer the questions.
7. Immediately after that, the
students need to present the
answers to the class which
indirectly explains about the
excerpt that they have. Other
groups need to listen and
write down the given
information in the ‘L’ column.
The presentation should focus
on the second question which
asks the students to come out
with the most effective
Students
form their
group.
Students fill
in ‘K’ and
‘W’ column
K-W-L
Sheet,
Excerpts,

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method to preserve the
environment.
8. At the end of this task, the ‘L’
column of the each group
consists of information given
by the other groups.
9. After all the groups have
presented, teacher asks
whether they have acquired
the information that they want
to know in the ‘W’ column. If
there are still some students
who have not get the
information, firstly, the
teacher allows the other
students to help these
students. If the students could
not provide the information,
the teacher will ask the
students to find the
information and this task is
given as homework.
Students fill
in the ‘L’
column
Students
clarify the
words
which they
are not sure
about the
meaning
Students
discuss in
their group
and answer
the
questions
Students
present and
fill in the
‘L’ column
and give
feedbacks

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Students
raise up the
questions in
the ‘W’
column
Post- Reading 1. Teacher asks them to briefly
write their opinion about this
holiday in the USA and if it
helps in the formation of any
moral values. Students
complete
the task
Consolidation:
Teacher recaps the lesson by asking
how we can share with family and
friends in a fine and brotherly
environment.
Students
answer the
questions
Closure
Teacher asks to share their opinions
about whether the holiday has
become a commercial date or
continues to be a familiar day.

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Follow up
activities
Students should find information for
the unanswered questions in ‘W’
column
READING:
THANKSGIVING CELEBRATION.
On September 6th, 1620, a small ship called the Mayflower left Plymouth, England, carrying
102 passengers- religious separatists looking for a new home and freedom, looking for THE
NEW WORLD.
The crossing lasted 66 days. Finally, they reached the tip of Cape Cod, far north of their
intended destination at the mouth of the Hudson River. One month later, the Mayflower
crossed Massachusetts Bay, and the Pilgrims, began to establish a village at Plymouth.
That first winter, was brutal and most of the colonists remained on the ship, where they
suffered from contagious diseases. Only half of the Mayflower’s original passengers and
crew lived to see their first New England spring.
In March, the remaining settlers moved ashore, where they received an astonishing visit
from an Abenaki Indian who greeted them in English. Several days later, he returned with
another Native American, Squanto to welcome them.
Squanto taught the Pilgrims, weakened by malnutrition and illness, how to cultivate corn,
extract sap from maple trees, catch fish in the rivers and avoid poisonous plants. He also
helped the Pilgrims become friends with the Wampanoag Indians.
In November 1621, the Pilgrims’ first corn harvest was successful and Governor William
Bradford organized feast and invited a group of Native Americans, including the
Wampanoag chief Massasoit.
Thanksgiving or Thanksgiving Day, currently celebrated on the fourth Thursday in November
by federal legislation in 1941, has been an annual tradition in the United States by
presidential proclamation since 1863 and by state legislation since the Founding Fathers of
the United States.
It has lost much of its original religious significance; instead, it now centers on cooking and
sharing meal with family and friends. Turkey is a Thanksgiving icon and a synonymous
with the holiday.
Parades are also an integral part of the holiday in cities and towns across the United States.
Since 1924, New York City’s Thanksgiving Day Parade is the largest and most famous,
attracting some 2 to 3 million spectators along its 2.5-mile route.

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It contains turkey, waterfowl, venison, fish, lobster, clams, berries, fruit, pumpkin, and
squash. Other traditional foods include mashed potatoes, cranberry sauce and pumpkin pie.
. William Bradford noted that, "besides waterfowl, there was great store of wild turkeys, of
which they took many." Many of the foods that they ate in that feast (except the seafood)
have become staples of the modern Thanksgiving dinner.
The “President´s Pardon” of one or two turkeys is a funny custom in the United States.
President Obama has “pardoned” one or two turkeys each year, in this celebration.
ANNEXES:
Pictures to work with vocabulary building:
FALL/AUTUMN CORN
CRANBERRY
PUMPKIN
PUMPKIN PIE

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AN INDIAN CHASING AFTER A TURKEY
ROAST TURKEY
ROAST TURKEY AND VEGETABLES
CRANBERRY CRANBERRY SAUCE
SWEET POTATOES
PUMPKIN PUMPKIN PIE

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DINNER TABLE
AN INDIAN AND A PILGRIM
THE MAYOR
WINE
PILGRIMS AT HARVEST
ROAST TURKEY A TURKEY

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THANKSGIVING DINNER
ROAST TURKEY BREAD, SAUCES, PIES
CORN, CARROTS, PUMPKINS, TOMATOES

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EXERCISES
I-Pre-reading:
1-What celebrations do we have in Mexico and all over the world during fall and winter?
3-Which one is your favorite?
4-Look at this picture. Do you know anything about this ship called the Mayflower?
5-Now look at these pictures. Are they familiar to you?
6-What holiday do you think it will refer to?
7-Now fill in the K-W-L (only K and W columns) chart expressing what you know about this
holiday in the USA.
What I know What I want to know What I learned
II-While reading exercises:
1-As you read, circle the names of events, relevant information as dates, places, etc.
Underline the main ideas. Use different colors to help you set the ideas into categories.
Comprehension checking:
1- The origin of the name “Thanksgiving” comes from:
a. thanks given to God
b. thanks given for the help the early settlers got from each other.
2. Thanksgiving is a time to
a. worship God
b. Thank god, eat and have fun.
3. It is a vacation for
a. everybody

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b. a lot of people
4. The main food that is prepared in this celebration is:
a. cranberry sauce, and pumpkin
b. turkey
III-After reading exercises:
1-Return to the K-W-L chart and fill in the third column.
2-Discuss with your classmates about the implicatures Thanksgiving Celebration has
nowadays.
3-Share through a blog your and your opinions about Thanksgiving celebration in the USA
in our days and encourage others to participate in the blog.
Video links:
https://www.youtube.com/watch?v=94S4bRcf3zU&list=UU0ScwXs0Lx5rnQ2OeqvnQMw
Channel: https://www.youtube.com/user/Mrkarate9/videos
(This is my son`s since in mine I think it is not so well; this is for the first video)
2- https://www.youtube.com/watch?v=1-lUOp40J20 (second video)
https://www.youtube.com/channel/UCBrN3WDk-A3vRsJJGBj-b3w (my channel)