It's all about my monograph that has to be done by me.

1. Topic: The Role of Intensive and Extensive Reading Skills for EFL Learners
Student: Abdul Hanan Zaland
Adviser: Assistant Professor Ismail Shinwari

2.  Intensive reading contains a detailed and careful
examination of a text, while extensive reading
focuses on reading for pleasure and overall
understanding. Both skills are important for EFL
learners to develop a strong grasp of the language
and improve their comprehension and fluency.
 Reading is a fundamental skill that allows us to
access and understand written information.

3.  Modifier
 Dangling Modifiers
 Position of modifiers
 Single Word and Word Group Modifiers of
Noun
 Structuring Effective Sentences
 Conclusion
 References

4.  Phoneme is the smallest segment of sound which can
distinguish two words.
 As phonemes are the mental representation of the how
a word sounds and.
 We use broad transcription when describing
phonemes.
 When we are using broad transcription we use slashes
(//).

5.  By looking at the broad transcription, /pʌf/, we
can know how to pronounce the word puff.
 There are forty-four phonemes in English.
 It divides two parts namely Consonants Vowels

6.  phones are the actual sounds themselves.
 We use broad transcription when describing
phonemes.
 When we are using narrow transcription we use
slashes ( [ ] ).
 Narrow transcription of the word puff gives us a
little more information about how the word
sounds.
 Here, we see that the [p] is aspirated [pʰʌf].

7.  The prefix -allo comes from the
Greek állos meaning “other,”
 Allopones are just “another way to pronounce a
phoneme.”
 we can pronounce the /p/ phoneme in at least two
different ways: [p] and [pʰ].
 This means that [p] and [pʰ] are allophones of the
phoneme /p/.

8.  A phoneme is a mental representation of a
sound, not necessarily a letter. Also, when
we swap a phoneme we change the word.
 A phone is the phonetic representation of a
phoneme (the actual sound).
 Allophones are different ways to
pronounce the same phoneme while
keeping the same meaning.

9.  Phonemes are mainly classified into two major
types. Consonants
 Vowels
 Consonants
 Vowels

10.  In extensive reading, the role of a teacher is to
encourage and support students in exploring a
wide variety of texts and genres.
 Teachers can provide recommendations, create a
supportive reading environment, and help
students select appropriate reading materials
based on their interests and proficiency level.

11. 1. Encourage students to take turns reading aloud in
class.
2. To introduce new vocabulary and language structur.es
3. Allowing students to practice their speaking and
listening skills in a more supportive environment.
4. Incorporate loud reading into language learning
activities.

12.  . It enables learner to develop the skill of reading
very well by speaking or expressing ideas.
 2. It enables learner to develop the skill of
pronounce very well.
 3. It makes reading very enjoyable while teacher
uses reinforcement during reading.

13. 1. It may be intimidating for students who are shy
or have low confidence in their speaking
abilities.
2. It can be time-wasting.
3. It may not be suitable for all types of texts.
4. Loud reading may not be effective for students
with learning disabilities or attention issues.

14.  Silent reading is a very important skill in teaching
of English.
 It is done to acquire a lot of information.
 This reading should be employed increase
reading ability among learners

15.  Makes students very active and
accurate.
 Concentrates the attention of learners
toward subject matter.
 It saves time.
 Develop the skill of reading fast.
 Increase the knowledge of students
(Patanasorn, 2013).

16. 1. This technique is not useful at earlier stage of
language learning.
2. Through this skill one can learn the
pronunciation.
3. In this skill the leaner can cheat the teacher if
subject matter is not interested.
4. Only bright and intelligent students can learn
this skill but average students learn it hardly.

17.  The first stage is 'the recognition stage‘.
 The second stage is the 'structuring stage.'
 The third stage is the 'interpretation stage'.

18.  In conclusion, both intensive and extensive
reading skills play a crucial role in the
development of EFL learners, as they provide
opportunities for deep comprehension and
language acquisition, as well as exposure to a
wide range of language structures and
vocabulary.
 It is essential for educators to incorporate both
types of reading into their teaching practices to
support the overall language proficiency of their
students

19. 1. Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging
environment: A comparison of extensive and intensive reading approaches in
Saudi Arabia. Language Teaching Research, 13(4),
2. Anderson, N. J. (2008). Practical English language teaching: Reading.
McGraw-Hill ESL/ELT
3. Bamford, J., & Day, R. R. (2010). Extensive reading in the second language
classroom. Cambridge University Press.
4. Day, R. R., & Bamford, J. (1998). Extensive reading in the second language
classroom. Cambridge University Press.
5. Grabe, W. (2009). Reading in a second language: Moving from theory to
practice. Cambridge University Press.
6. Jafarpour, M. (2014). The effect of incorporating the extensive reading
approach into vocabulary instruction on learners' lexical depth in an EFL
context. Advances in Language and Literary Studies.
7. Mart, C. T. (2015). Combining extensive and intensive reading to reinforce
language learning. Journal of Education and Instructional Studies in the
World.
8. NIETS. (2020). Individual school’s O–NET reports. Retrieved from the
National Institute of Educational Testing Service database.

20. THANK YOU

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