A sideshow about teaching reading, the difference about intensive and extensive reading, strategies for reading comprehension.

1. TEACHING
READING

2. DIFFERENCES BETWEEN EXTENSIVE AND
INTENSIVE READING
INTENSIVE READING EXTENSIVE READING
WHY?
AMOUNT?
DIFFICULTY?
WHO SELECTS?
WHAT?
WHERE?
COMPREHENSION CHECK?
Language focus Fluency meaning focus
Very little A book at week
Hard Easy
Teacher Student
Text books
Materials at smooth reading level
In class In class at first, then home
reading
With exercises No necessary

3. MICROSKILLS FOR READING
COMPREHENSION
1. Discriminate among the distinctive graphemes and
orthographic patterns of English.
2. Retain chunks of language of different lengths in short-term
memory.
3. Process writing at an efficient rate of speed to suit the
purpose.
4. Recognize a core of words, and interpret word order patterns
and their significance.

4. 5. Recognize grammatical word classes, systems, patterns,
rules, and elliptical forms.
6. Recognize that a particular meaning may be expressed in
different grammatical forms.
7. Recognize cohesive devices in written discourse and their role
in signaling the relationship between and among clauses.

5. 8. Recognize the rhetorical forms of written discourse and
their significance for interpretation.
9. Recognize the communicative functions of written texts,
according to form and purpose.
10.Infer context that is not explicit by using background
knowledge.

6. 11.Infer links and connection s between events, ideas, etc.,
deduce causes and effects, and detect such relations as
main idea, sup porting idea, new information, given
information, generalization, and exemplification.
12.Distinguish between literal and implied meanings.

7. 13.Detect culturally specific references and interpret them in a
con text of the appropriate cultural schemata.
14.Develop and use a battery of reading strategies such as
scanning and skimming, detecting discourse markers,
guessing the meaning of words from context, and activating
schemata for the interpretation of texts.

8. Identify the
purpose in
reading
You know what you’re looking for and can weed out
potential distracting information. Whenever you are
teaching a reading technique, make sure students know
their purpose in reading something.
Use
graphemic
rules and
patterns to
aid in
bottom-up
decoding
Students encounter in learning to read is making the
correspondences between spoken and written English.
They may need hints and explanations about certain
English orthographic rules and peculiarities.
STRATEGIES FOR READING
COMPREHENSION

9. Use efficient
silent reading
techniques for
relatively rapid
comprehen-
sion
Students need not be speed readers, but you can help them
increase efficiency by teaching a few silent reading rules:
• Try to visually perceive more than one word at a time, preferably
phrases.
• Unless a word is absolutely crucial to global understanding, skip
over it and try to infer its meaning from its context.
Use semantic
mapping or
clustering
The strategy of semantic mapping, or grouping ideas into meaningful
clusters, helps the reader to provide some order to the chaos.
Making such semantic maps can be done individually, but they make
for a productive group work technique as students collectively
induce order and hierarchy to a passage.

10. Skim the text
for main ideas
Skimming consists of quickly running one’s eyes across a whole text
(such as an essay, article, or chapter) for its gist.
Skimming gives readers the advantage of being able to predict the
purpose of the passage, the main topic, or message, and possibly
some of the developing or supporting ideas.
Scan the text
for specific
information
Quickly searching for some particular piece or pieces of information
in a text.
The purpose of scanning is to extract specific information without
reading through the whole text.

12. Guess when
you aren’t
certain
Learners can use guessing to their advantage to guess: the meaning
of a word, a grammatical relationship, a discourse relationship; a
cultural reference or content messages.
Analyze
vocabulary
Several techniques are useful here:
a. Look for prefixes that may give clues.
b. Look for suffixes that may indicate what part of speech it is.
c. Look for grammatical contexts that may signal information.
d. Look at the semantic con text (topic) for clues.

13. Distinguish
between literal
and implied
meanings
The fact that not all language can be interpreted appropriately by
attending to its literal, syntactic surface structure makes special
demands on readers.
Implied meaning usually has to be derived from processing
pragmatic information.
Capitalize on
discourse
markers to
process
relationships
Many discourse markers in English signal relationships among ideas
as expressed through phrases, clauses, and sentences.
A clear com prehension of such markers can greatly enhance
learners’ reading efficiency.

14. DISCOURSE
MARKERS
NOTIONAL CATEGORY/MEANING MARKER
Additive
Reinforcing. Introduces a reinforcement or
confirmation of what has preceded.
Similarity. Introduces a statement of similarity
with what has preceded.
Transition. Introduces a new stage in the
sequence of presentation of information.
first(ly), second(ly), third(ly),
one, two, three, next, then,
finally, last(ly),etc.
Enumerative. Introduce in order in which points
are to be made or the time sequence in which
actions or processes took place.
again, also, moreover,
furthermore, in addition,
equally, likewise, similarly,
now, well, incidentally, by the
way, O.K., fine

15. DISCOURSE
MARKERS
NOTIONAL CATEGORY/MEANING MARKER
Logical Sequence
Summative. Introduces a summary of what has
preceded.
Resultative. Introduces an expression of the
result or consequence of what preceded (and
includes inductive and deductive acts).
namely, in other words, that is
to say, better, rather, by (this)
we mean
Explicative. Introduces an explanation or
reformulation of what preceded.
so, so far, overall, therefore,
to summarize
so, as a result, hence,
consequently, now, therefore,
in consequence

16. DISCOURSE
MARKERS
NOTIONAL CATEGORY/MEANING MARKER
Contrastive
Replacive. Introduces an alternative to what
preceded.
Antithetic. Introduces information in
opposition to what preceded.
Concessive. Introduces information which is
unexpected in view of what preceded.
for example, for instance
Illustrative. Introduces an illustration or
example of what preceded.
alternatively, (or) again, (but) then,
on the other hand
conversely, instead, then, on the
contrary, on the other hand
anyway, anyhow, however,
nevertheless, still, though, at the
same time, all the same

17. STAGES OF A READING
LESSON
Pre-reading
3 strategies
Establishing a reading purpose.
Activating and building
background knowledge.
Previewing the text to build
expectations.
 The match between the content of the text and the students’
familiarity with that content.
 The teacher’s purpose for having students read a text
 Getting the reader to establish reasons for reading．
 Enables students to establish their own expectations about what
information they will find in the text and the way that information
will be organized．
 An introduction helps students to recall any information that they
may already know about the topic.
 Getting the students to start to think about the topic should
increase their interest in the topic and thereby motivate them to
read the text．
 If the introduction activity is conducted in English ，it will also
review or introduce the relevant vocabulary for that topic.
While-reading
Teacher’s job
 Help students to understand the
specific content and to perceive the
rhetorical structure of the text．
 Teacher guidance to ensure that
students assume an active ，
questioning approach to the
material．
Post-reading
To review the lesson
content
 Put the students in pairs or small groups to compare and verify
their responses to the questions or graphics and then check the
results with the entire class．
 Exercises could focus on grammar points, vocabulary in context or
word roots, or discourse markers．
 The final segment should be devoted to integrating the new
information from the text with what the students’ know．

18. #1 Discussion
The first pre-reading activity is about creating a discussion about the topic.
 The teacher prepares 4 sentences expressing opinions about the topic, then
sticks them in the 4 corners of the classroom.
 Students go and stand near the opinion they agree or disagree with the
most.
 The groups explain why the disagree about the topic to the teacher and the
rest of the students.
Pre-reading activities in the
classroom

19. #2 I’m listening to You
• This activity requires students to work in pairs.
• One of them talks while his or her partner listens.
• Then challenge them to talk in English for 1 minute about a
topic.
• Repeat with a new topic, students change roles and they can
change partner after they have spoken and listened to each
other.

20. #3 Quotes
 You can choose quotes from great books.
 Find a quotation about the topic that you are going to cover and tell
students to make groups of three and discuss the quotes you chose in
advance.
 Students think about and answer questions like these:
- What does it mean? - Do they agree with it? Why/Why not.

21. #4 Guessing from Words
• Before students look at the text they are going to read, the teacher
writes 5 or 6 words from the text on the board and asks the students
to guess the topic.
• Students brainstorm ideas and then the teacher confirms how close
or far they were.

22. #5 Guessing from Pictures
• The teacher finds 3 pictures or objects which are connected to the
story and ask the students to guess how they are connected.
• Students read the text to check if they were right or wrong about the
story connections they made.

23. #6 Pictionary
• Select some of the key words from the text.
• Put the class into two or three groups. a learner from each group (at
the same time) comes to the whiteboard.
• They are told the word and they have to draw that word. They are
not allowed to use letters or numbers in their drawing.
• The other students try to guess what the word is and earn points for
their team.

24. #7 Guessing from sentences
• The teacher dictates 3 sentences from the passage. Students write
them down and check with a friend.
• The sentences go on the board if necessary, as a final check. Then
the teacher asks how these sentences might be connected. What is
the text about?
• Students predict then read the text quickly to check their predictions.

25. #8 How many words do you know?
• The teacher writes the letters of the alphabet in 3 or 4 columns.
• The students form two lines standing behind each other.
• The teacher gives a topic to the class.
• The 2 students move to the board and write one word related to the topic on the
board next to the letter it begins with, then pass the marker to the next students in
their team and go to the back of the queue.
• The 2 teams compete to write as many words as possible on the board in 3
minutes.
• The team with the largest number of appropriate and correctly spelled answers
wins!

26. #9 Speed chatting
 Prepare one or two simple questions related to the topic of the reading.
 Ask the class to make two rows facing each other. Then, encourage your
learners to ask each other the questions, but warn them that they only have
60 seconds to do so.
 Once the 60 seconds are up, one of the rows rotates so each learner has a
new partner. Repeat the process several times.

27. #10 Videos
 There is so much good free content available these days. First,
find a short video relating to the topic of the reading.
 I would suggest something around three minutes long.
 After watching the video yourself, prepare some simple discussion
questions. Play the video and then ask the students to talk with a
partner about what they watched.

28. #11 Brainstorming
The teacher gives the title of the reading to the learners and students have to share
all their knowledge about the topic.
The goal of this activity is help learners create expectations about what they are
about to read and then see if their expectation were met.
For example, if you have to teach about the influence of social media on teenagers,
students can take turns and talk about the topic, as they read, they can confirm if
the study they read confirm their expectations.

29. #12 True or False
 Let’s take the example of the influence of social media on
teenagers again.
 You can come to the classroom and read a few statements and
ask them if they think those statements are true or false.
 Don’t reveal the answers and let them confirm if they were right or
wrong when they are doing the reading.

30. #13 Introducing Vocabulary
 In the context of an ESL Classroom, it will always be important to
introduce key vocabulary so students don’t get discouraged by
unknown words while they read.
 Introducing vocabulary doesn’t have to be a boring task, you can
easily create a “wordle” with key vocabulary and see if students
can tell you something about those words.

31. #14 KWL Charts
 Just have students write everything they know about the
topic (K column) and everything they want to know (W
column) and what they learned after the reading (L
Column)

32. #15 Quotations
 Prepare some quotes related to the topic and ask students to
comment on them.
 They don’t have to do that as a class, they can make groups of 3
to 5 people and then a member of each group can share the ideas
with other groups.