Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples

1. The Practice of English Language Teaching
1

2. Content
A/ Extensive and intensive reading
A1 Extensive reading
A1-1 Extensive reading materials
A1-2 Setting up a library
A1-3 The role of the teacher in
Ext. Re. programmes
A1-4 Ext. Re tasks
A2 Intensive reading : the roles of the teacher
A2-1 Organizer
A2-2 Observer
A2-3 Feedback organizer
A2-4 Prompter
A3 Intensive reading : the vocabulary question
A3-1 Time limit
A3-2 Word/phrase limit
A3-3 Meaning consensus
A4 Intensive reading : letting the students in

3. Content
B/ Reading lesson sequences
B1 Example of reading sequences
• Example 1 : AKA Diaz
• Example 2 : Going home
• Example 3 : Village of snakes
• Example 4 : The right film
• Example 5 : Looking behind you
• Example 6 : Plastic surgery
• Example 7 : The cellist

5. What is “Reading” ?

6. Overview of reading
Currently most reading is either of the printed word from ink or toner on paper, such
as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays,
such as computer displays, television, mobile phones or e-readers. Handwritten text
may also be produced using a graphite pencil or a pen. Short texts may be written or
painted on an object.
Often the text relates to the object, such as an address on an envelope, product info
on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A
text may also be produced by arranging stones of a different color in a wall or road.
Short texts like these are sometimes referred to as environmental print.
Sometimes text or images are in relief, with or without using a color contrast. Words
or images can be carved in stone, wood, or metal; instructions can be printed in
relief on the plastic housing of a home appliance, or myriad other examples.

7. What is “Reading” ?
Reading is a complex "cognitive process" of decoding symbols in order to construct or derive meaning (reading
comprehension). Reading is a means of language acquisition, communication, and of sharing information and ideas. The
reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and
critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create
images that make sense to them in the unfamiliar places the texts describe. Readers use a variety of reading strategies
to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension.
Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read
into their existing framework of knowledge or schema (schemata theory).
Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is
the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille).

8. A/ Extensive and intensive reading
To get benefit from reading, students should read both:
Extensive reading; and
Intensive reading
We should recommend the students to read what they should read.
Reading is for :
Pleasure
General language improvement
Gist (general understanding) or called skimming
Specific information or called scanning
Detailed comprehension or for inference (what’s behind the word)

9. A1/ Extensive reading
Extensive reading is for students’ word recognition (improvement of
reading overall). However, we cannot require the students to read a lot.
We need to offer students :
appropriate material
guidance
tasks
facilities (permanent or portable libraries of books)

10. A1-1 Extensive reading materials
 Fundamental condition of a successful extensive reading :
 Read the material that they can understand
 Don’t try to understand every word
We should provide books which either by chance, or because they have
been specially written to students.

11. Specially written materials for extensive reading: are often referred to as
graded readers or simplification readers.
They can take the form of original fiction and non-fiction books as well as
simplification of established works of literature. Such books is with specific
lists of allowed words and grammar. So the students at the appropriate
level can read with ease and confidence.
Example : There is a man near my bed. His clothes are white. No, some of
his clothes are white, He has a white coat, but his trousers are brown. He
also has brown hair. The man in the whit coat says he’s a doctor. He says
his name is Doctor Cox. He tells me to call him Philip. He says he is going to
help me.

12. A1-2 Setting a library
 We need to build up a library of suitable books by persuading our
schools and institution to provide funds or raise money through other
sources.
We should :
 If possible, organize static libraries in the classroom or In some
other party of school.
 If not possible, carry the books around with us-in boxes or on
trolley
 We should code the books to be identified and make the students aware
of what the library contains and explain our classification system to them.

13. A1-3 The role of teacher in extensive reading programmes
Most students will not do a lot of extensive reading by themselves unless they
are encouraged to do so by their teachers. That’s why the role of the teacher is
crucial.
We should promote reading by:
 Our own espousal of reading as valid occupation
 Persuading students of its benefits.
 Organize reading programs (how many books we
expect them to read over a given period.
 Explain how they can make their choice of what to
read. (suggested books)

14. A1-4 Extensive reading Tasks
 Students should be allowed to choose their own reading based on:
 Their own likes
 Their interests
 The reasons are that we want the students to keep reading. And we
should encourage them to report back on their reading in a number
of way.

15. A2/ Intensive reading : the roles of the teacher
We need to create interest in the topic and tasks, in order to keep the
students reading.
A2-1 Organizer
Tell the students exactly what their reading purpose
Give them clear instruction about how to achieve it
Explain how long they have to do this ( Ex. You have four minutes for this).
A2-2 Observer
When ask student to read, give them space to do so.
Don’t interrupt their reading, even though the temptation may be to add
more information or instruction.
Observe their progress

16. A2-3 Feedback organiser
We lead a feedback session to check that they have completed it
successfully.
Compare their answers in pairs and then ask for answers from the class in
general or from pairs in particular.
When they answer, we should ask where in the text they have found the
relevant information.
A2-4 Prompter
When reading a text, we can prompt them to notice language features
within it.
Direct them to certain features of text construction, clarifying ambiguities
and making them aware of issues of text structure which they had not
come across previously.

17. A3/ Intensive reading: the vocabulary question
A common paradox in reading lessons is that while teachers are
encouraging students to read for general understanding, without worrying
about the meaning f every single word, the students, on the other hand,
are desperate to know what each individual word means. Given half a
chance, many of them would rather tackle a reading passage with a
dictionary in one hand and a pen in the other to write translations all over
the page.
We may encourage students to read for general understanding without
understanding every word on a first or second read-through. But then,
depending on what else is going to be done, we can give them a chance to
ask questions about individual words and/or give them a chance to look
them up.
So both teaching and learning transaction have their needs met.

18. A3-1 Time limit
We can give time limit, say, five minutes for vocabulary enquiry.
A3-2 Word/phrase limit
We can say that we will only answer questions about five or eight words or
phrases.
A3-3 Meaning consensus
We can get students to work together to search for and find word meaning.
To start, individual students write down three to five words from the text
they most want to know the meaning of. Then share their list with another
student and come up with a new joint list of only five words. They will
discuss which words to leave out.
The reasons, students may well be able to tell each other about some of
the words which individual students did not know.

19. A4/ Intensive reading: letting the students in
It is often the case that comprehension tasks we ask students to do are
based on tasks in a coursebook. The students are responding to what we
ask them to find out.
One of the most questions we can ever get students to answer is Do you
like the text? The question is important because if we only ever ask
students technical questions about language, we are denying them any
affective response to the content of the text. By letting them give voice (if
they wish) to their feelings about what they have read, we are far more
likely to provoke the “cuddle factor” than if we just work through a series f
exercises.
Another way of letting the students in is to allow them to create their own
comprehension task. Ex. When the text is about people, events or topics
which everyone knows something about, we should allow them to discuss
the subject of the text with the class before they read.

20. B/ Reading lesson sequences
We use intensive reading sequences in class for a number of reasons.
We may want to have students practice specific skills such as skimming/
reading for general understanding or “gist”, scanning/ reading to extract specific
information.
We may get students to read texts for communicative purpose, as part
of other activities, as sources of information, or in order to identify specific
uses of language.
Most reading sequences involve more than one reading skill
Read for gist
Read again for detailed comprehension
They may start by identifying the topic before scanning the text quickly to
recover specific information; they may read for specific information before going
back to the text to identify features of text construction.

21. B1 Example of Reading sequences
In the following examples, the reading activity is specified, the skills which
are involved are detailed and the way that the text can be used within a
lesson is explained.
In this example, students predict the content of a text not from a picture,
but from a few tantalizing clues they are given. After predicting, the
students will allow to read and answer the questions.

22. Part of this sequence has involved the teacher reading aloud. This can
be very powerful if it is not overdone. By mixing the skills of speaking,
listening and reading, the students have had a rich language
experience, and because they have had a chance to predict content,
listen, read and then discuss the text, they are likely to be very involved
with the procedure.

23. 1- What is the text about?
2- Who was it written by?
3- Who was it written for?
4- What is the writer’s intention?
5- Do you like the text?
In the following example, these five questions are applied to this text;
(skip the example)

24. When the students have discussed their answers to the general
questions in the reading kit, they can go back to the text to answer
more detailed questions (Ex. Who went for a picnic? Who has to pay
600 rupees? Etc.). The teacher may want to draw their attention to
certain items of vocabulary with a task such as: