Reading can be either oral or silent. There are two main types of reading: intensive and extensive. Intensive reading involves close analysis of short texts to understand details, implications, and relationships. It is classroom-based and focuses on linguistic elements. Extensive reading involves reading larger quantities for pleasure and general understanding. It aims to build reading confidence and is done independently outside of class. Both can be evaluated through comprehension exercises, but extensive reading is generally assessed through reader reflections and reports.

2. WHAT IS READING?
Reading is:
• Skill which enables us to get a message.
• Recognizing the written words.
• Getting (understanding) the meaning.
• Used to teach pronunciation.
• Grasping information from texts.

3. TYPES OF
READINGSThe first distinction that can be made is whether the
reading is oral or silent.
Within the category of silent reading:
1- intensive and 2- extensive reading.
o Intensive reading is used to teach or practice specific
reading strategies or skills.
o Extensive reading on the other hand, involves reading of
large quantities of material, directly and fluently.

4. WHAT IT IS?
Brown (1989) explains that intensive reading "calls
attention to grammatical forms, discourse markers, and
other surface structure details for the purpose of
understanding literal meaning, implications, rhetorical
relationships, and the like."

5. HOW IT
LOOKS LIKECharacteristics
• Usually classroom based.
• Reader is intensely involved in looking inside the text.
• Students focus on linguistic or semantic details of a reading.
• Students focus on surface structure details such as grammar
and discourse markers.
• Students identify key vocabulary.

6. MATERIAL
• Usually very short texts - not more than 500 words in
length.
• Chosen for level of difficulty and usually, by the
teacher
• Chosen to provide the types of reading and skills that
the teacher wants to cover in the course

7. ACTIVITI
ES• Looking at main ideas versus details.
• understanding what is implied versus stated
making inferences.
• identifying words that connect one idea to
another.

8. IT CAN BE EVALUATED IN
THEWAY OF
• Reading tests and quizzes.
• Multiple-choice and free-response.

9. WHAT IT
IS
• The aims of extensive reading are to build reader
confidence and enjoyment.
• Long and Richards (1971, p.216) identify extensive
reading as "occurring when students read large
amounts of high interest material, usually out of class,
concentrating on meaning, "reading for gist" and
skipping unknown words."

10. HOW IT
LOOKSCharacteristics
• Students read as much as possible a variety of materials on
a range of topics is available.
• Students select what they want to read .
• The purposes of reading are usually related to pleasure,
information and general understanding.
• Reading is individual and silent.
• Reading speed is usually faster than slower.
• The teacher is a role model of a reader for the students.

11. MATERIA
L• Authentic materials such as newspapers, magazines,
that are related to the second language culture.
• Web resources chosen from students or suggested
by the
teacher.
• Stories and articles chosen by the teacher

12. ACTIVITIES
• A reading journal (reflections on the text read)
A reading journal may take the following format:
-Date, title of book and author
-The category of the book if known by the student
-A brief statement on what the book is about
-A summary of each part as it is read
-A reflection on what they noticed about their own
reading.
• a book report or summary.
• book project.

13. IT CAN BE EVALUATED IN
THEWAY
• there are no reading comprehension exercises or
formal assessments in Extensive Reading.
• Grades for Extensive Reading may be determined by
the teacher through marks reading-written reports,
reading journals, book reports and projects.

14. SO BASED ONTHIS
INFORMATION…
ANSWERTHE FOLLOWING
QUESTIONS-GUIDE
• What type of story is it?
• Who is the main character in this story?
• Is it suitable for me, too easy or too difficult?
• Is this book interesting to me? Why?
• Who is in the story?
• What are the main characters like?
• Where does the story take place?
• How does the setting affect the characters?
• When does it happen?
• What are the unexpected problems in the story? (Conflict)
• How does it turn out?
• What is the lesson of the story? (moral).

15. HOW TO DO SO?
The class forms groups of three. Each student in a group chooses one
story, article, book as outside reading assignment.
Each member in a group types a summary report of his/her story.
Students can exchange and discuss their summaries in the group, and
use the study guide and the questions to develop the written report.
Select one story among the three.
Re-elaborate, polish and present it to your teacher.
Include drawings, pictures or images.
Include the other stories attached as an evidence of group work.
NOTE:
Include pictures, images or drawings to illustrate every answer
for better comprehension.
Include a set of copies of the resources (stories, book..) you used.
Organize all the information and submit by e-mail