This document discusses extensive reading (ER), which is an approach to second language reading where learners read easy, enjoyable books to build reading speed and fluency rather than studying vocabulary and grammar. There are various types of ER, including "purist ER" involving massive amounts of self-selected reading with no tests or follow up work, and "integrated ER" where reading is part of an existing class with possible follow up activities. The benefits of ER include increased vocabulary, improved understanding of grammar from seeing it used in context, and developing reading fluency and speed. Examples of ER include reading magazines, novels, fiction, and fairytales.

1. UNIT 8
EXTENSIVE
READING

2.  Contend: what is the Extensive Reading?
 Objective: the students will be able to
reconize which is a Extensive Reading using
examples

3.  What is Extensive Reading?
 Extensive Reading (ER) is an approach to second
language reading.When learners read
extensively, they read very easy, enjoyable
books to build their reading speed and
fluency. Another way to say this is students
learn 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.

4.  The benefits of Extensive Reading
 Extensive Reading gives students chances to
read longer pieces of reading, which they
choose, which they can read at their own speed
and at their own ability level.This can be done
with Graded readers.

5.  Extensive Reading builds vocabulary. When
learners read a lot, they meet thousands of
words and lexical (word) patterns that are not
taught in textbooks. Extensive Reading allows
the learner to develop an awareness of
collocations (common word partnerships) and
thousands of lexical phrases.

6.  Extensive Reading helps learners understand
grammar. In textbooks learners meet hundreds
of grammar patterns. However, textbooks do
not provide enough meetings with grammar for
real acquisition to occur. Extensive Reading
provides opportunities to see grammar in
context so learners can deepen their
understanding of how grammar is really used.

7.  Contened:Types of Extensive Reading?
 Objectives: the students will be able to reconize
differents types of extensive reading during this
unit

8.  The following four versions all require the
students to READ the material for them to be
labeled types of ER. All of which are legitimate
forms of ER.
 ‘Purist ER’
This version of ER involves the students only in
READing massive amounts of self-selected
comprehensible input at their own pace with no
tests, and little if any follow-up work.

9.  Integrated ER’
This flavor of ER exists as part of an existing class or
curriculum whereby students would probably READ
their self-selected materials but may follow this up
with discussions, reports or do other follow up class
work all with the aim of building the four skills.
 “Class reader ER’
In this mode, all the students READ the same book
and work though it slowly, often over a period of
weeks stopping to predict, check comprehension
and discuss the story. Often there is some language
work developing vocabulary, reading skills and
grammar.

10.  ‘ER as literature’
Here, students READ the same book usually slowly
and treat it as a work of literature examining the
plot, character and various literary aspects of the
book.
 Thus we can see there is no one type of ER provided
that the 4 READ conditions are met when they
actually are reading. If we wish to see ER grow, then
it’s important to understand that not all curriculums
have the same focus, the same amount of time, or
the same commitment to ER. And that’s fine.There
may be curricula, resource, staffing, or budgetary
constraints which only allow for a limited ER
program.

11.  CONTEND:What are examples of extensive
reading?
 Objective: the students will be able to apply
an extensive reading in diferents types of
context

12.  Extensive Reading helps learners to build
reading speed and reading fluency. In particular,
developing reading speed is important because
it helps learners to understand language faster
and better.
 Reading may be combined with a speaking
component. For example, they may interview
each other about their reading.
 Reading may be combined with a writing
component. For example, after reading the
newspaper, students may be asked to write a
newspaper report.

13.  Class time may be included for book exchange, if
there is an in-class library.
 Students may set their own goals for their next
session.
 Students may progress from reading graded
reading material to authentic text . It should be
expected that students will "slow down" in their
reading then, it it becomes more challenging.There
are some examples:
 reading magazines, novels, fictions and fairytales.
Any reading materials that can give the people a
leisure time