2. MOTIVATIONAL ACTIVITY
• Take a few minutes to read the text provided. Let the
presenter know when to move to the next page. Prepare
to share your thoughts with the class.
4. INTENSIVE READING
• Uses the grammar-translation approach where the
teacher works with the learners, using the first language
to explain the meaning of the text, sentence by sentence
• Its goal is to determine what language features will get
attention in the course which will in turn become the
language syllabus
• It would be better if the items occur in a wide range of
texts
• Teachers should ask, “How does today’s teaching make
tomorrow’s text easier?” – Nation, 2009
5. DIFFERENCES BETWEEN INTENSIVE
AND EXTENSIVE READING
Intensive Extensive
Narrower area Larger area
Topic is given by the teacher Topic the students enjoy
Activity after reading is easier Activity after reading is more
complex
Students are tasked to find
difficult words in the text
Discourage overuse of a dictionary
6. FOCUSES
• Comprehension
• Regular and irregular sound-spelling relations
• Vocabulary
• Grammar
• Cohesion
• Information structure
• Genre features
• Strategies
- Nation, 2009
7. GOOD INTENSIVE READING EXERCISES
• Directs the learners’ attention to features of the text that
can be found in almost any text
• Directs the learners’ attention to reading the text
• Provides the teacher and learners with useful
information about the learners’ performance on the
exercise
• Easy to make
8. COMPREHENSION QUESTION FORMS
• Pronominal questions
• Yes/no questions
• True/false statements
• Multiple-choice sentences
• Sentence completion
• Information transfer
• Translation
• Precis
9. FOCUS OF COMPREHENSION
QUESTIONS
• Literal comprehension
• Drawing inferences from the text
• Using the text for other purposes in addition to
understanding
• Responding critically to the text
10. VOCABULARY STRATEGIES
• High frequency words deserve attention
• Low frequency words are best ignored or dealt with
quickly
• Guessing from context, analysing words using word
parts and dictionary deserve repeated attention over a
long period of time
11. GRAMMAR FEATURES
• High frequency grammar items deserve sustained
attention
• Low frequency grammar features are part of strategies
12. COHESIVE DEVICES
• Reference words and substitutes
• Ellipsis
• Comparison
• Conjunction relationships
• Lexical cohesion
13. GENRE FEATURES
• Takes note of the communicative effect and purpose of
the text
14. READING STRATEGIES
• Make sure to explain what will happen during pre-reading,
reading, and after reading.
• For pre-reading, give an idea as to what the text is about.
• To enhance skimming skills, after asking a question, let
the student go over the text again to get the gist again
then wait for them to volunteer the answer.
• Scanning is for looking for specific information while
skimming is for getting the gist of the text.
• Be flexible and change up how you teach or handle
intensive reading
15. TIPS FOR TEACHERS
• Firstly, all materials selected must be stimulating for the
students.
• Secondly, they need to feel they can contribute their
personal opinions.
• Intensive reading also enhances skimming and scanning
skills
18. QUIZ
• Define Intensive Reading.
• Give at least 4 of the 8 items/focuses. Okay, 3.
• Do you think Intensive Reading is effective in teaching
literature? Why or why not?
Notas del editor
Hullo child!
Pair them up. The texts will be their basis all throughout the class.
Emphasis on definitions.
Importance of first language. EFL/ESL. English as a foreign language. English as a second language.
Basically intensive reading is supposed to be easier, but not pleasurable or leisurely reading.
Understanding a particular text
Spelling rules and reading aloud
Useful words and underlying meanings
Grammatical features can be explained
How all the words relate to the ideas presented in the text
Certain texts hold certain information
For communicative effect of a text; communicative purposes
Reading strategies
In short: a good reading exercise combines all of these stuffs. Ha.
High-frequency words are the words that appear most often in printed materials
Low frequency words are words that don’t appear often in printed materials
Again, intensive reading is more on connotation
Lexical Cohesion is a linguistic device which helps to create unity of text and discourse. In contrast to grammatical cohesion, lexical cohesion “[…] is the cohesive effect achieved by the selection of vocabulary.” (Halliday 1994: 274). Thus, a speaker or writer’s either conscious or unconscious selection of certain lexical items that are in some way connected to each other creates lexical cohesion.
Ellipsis happens when words are omitted when the phrase needs to be repeated.
