Homework REadine Extensive Reading versus intensive Reading is an approach to When learners rea ey read very easy, to build their reading speed and fluency. Another way to say this is students lean to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with Extensive Reading, For many teachers, there is only one way to teach reading which involves the teacher ggametar cots through a teens The passage is relatively short and the instruction is focused on care checking comprehension, -- studying the grammar and/or vocabulary, or developing a reading skill. Texts used for intensive reading are relatively short and introduce vocabulary and grammar. The reading is followed by comprehension questions and other activities. Intensive Reading is useful when teaching students new languages. This type of reading is called Intensive Reading because the leamers study the reading and check their comprehension. Typically these types of text are used by the whole class with the teacher guiding them. : itis inconvenient, however, having leamers do only or too much Intensive Reading. The following are some reasons for this: "= As the reading is relatively difficult, learners have few chances to build reading speed and fluency. The reading being relatively short and difficult, the learners read slowly and they cannot manage a lot of language. The whole class reads the same material, which is too easy for some and too difficult for others. Alll the students have to read at the same’pace as they do the tasks together. The reading is interesting to some learners but not others Extensive Reading gives students giana read longer pieces of reading, which they choose, which they can read at their own speed and at their own ability level. eee enaRetnciveRESOy are complementary and teachers should use both. A balanced reading program uses Intensive Reading to introduce new language, and complements this with Extensive Reading which consolidates and raises awareness of this language leadingrtorreedinestivencyHOMEWORK READING INTENSIVE READING EXTENSIVE READING ing in textbooks Using graded readers ig New grammar, Fluency, confiderice and vocabulary, reading skills Usually a litle more difficult Should be easier than than learner's level learner's level Passages are usually short How much do leamers As much as possible; read? usually a lot The teacher Each learner The same reading passage Whatever they choose, oF text book, magazine usually graded readers. article, newspaper clipping decided by the teacher = In class or at home as. Out of class when and homework wherever they want ‘Comprehension questions, If at all, through book exercises, ele. reports, sort summaries, discussion with teacher, ate. Usually itis not always necessary | Often within the reading Ts key language recycled? | Alot e passage only Selecting appropriate materials is important. Language research shows that learners need to meet words and grammar patterns many times for them to learn them well. Typically, a new word needs to be met 10-20 times for it to be learnt forever, and grammar structures such as the tenses need to be met thousands of times before they are mastered. A textbook presents language one item at a time, with new language occurring in each unit. Therefore, textbooks cannot present words and grammar patterns often enough. Extensive Reading fills this gap by providing opportunities to deepen and enrich language taught in textbooks. Thus, textbooks and Extensive Reading must work together. Therefore, Extensive Reading is a necessary part of a language curriculum, Research indicates learners reading or listening to a lot of English at or about their own ability level quickly develop a reading habit and higher levels of ‘motivation for language learning overall [email protected]