Running head: EXTENSIVE OR INTENSIVE READING?

The teaching of intensive and extensive reading.

My personal perspective.
Maria Laudelina Daz Navarro.
Cecyte Cancun III.

Mara Laudelina Daz Navarro, Language Department, Cecyte III.

Mara L. Daz N., Language Department, Cecyte III, 20 de Noviembre Av.,
Reg.203.
Contact: marialaudelina08@hotmail.com

Running head: EXTENSIVE OR INTENSIVE READING?

Abstract:

The presente paper is intended to briefly show the author`s

viewpoint about the teaching of reading nowadays and the way teachers
and students deal with it. Reading in FLT must be seen not only as an
ability to form and develop in the students, but also as a necessary
activity on which their growing in all fields of life depend. It is in this
sense that teachers must become a real model of a reader to
demonstrate how rewarding reading can become. We as teachers, are
the first to be conscious of

increasing reading since educational

researchers have demonstrated that there is a correlation between

reading and academic success, and later, to succeed in life. There is also
a correlation between reading and vocabulary acquisition. From the
psychopedagogical viewpoint, reading is also a good tool because it
relieves tension and loneliness and make the students become better
citizens.
.
Key words: teaching, learning, reading, extensive, intensive.
In our days, teaching Reading is essential, not only as one
of the abilities for learning a language, but also as a way to getting some

Running head: EXTENSIVE OR INTENSIVE READING?

other elements as culture, information about various fields, and

knowledge in general, i.e., Reading is a great source of knowledge .From
the author`s viewpoint, Reading can be defined as the activity by means
of which we make sense of the printed word. We read in order to get
something from the text, whether it be a dictionary, a newspaper, a
novel, or a scientific text. What is important is that we must have a
reason for reading. That is why in our roles as teachers, we have to be
aware that our students be able not only to read, but also to discuss and
criticize. We have to teach them how to develop their intellectual
capabilities while analyzing a text. The ability to read is highly valued; it
is also important and necessary for social and economic advancement,
but it is not an ability easy to get and it is the teacher`s task to develop
it in the students.
For a better teaching of it, Reading has been divided into intensive
and extensive. I consider that both approaches are essential in the
teaching of a second language and they share some of the same
strategies. Intensive reading focuses on a short text. Its aim is to help
the students understand it by using a variety of skills. Students are
encouraged to work out, for example, how the writer leads them to infer
the message implicit in it. Further, by focusing on a short text, the
students learn how to cut it up in order to understand the exact
meaning.

Running head: EXTENSIVE OR INTENSIVE READING?

Firstly, I consider that all materials selected must be stimulating

for the students because it commonly happens that the texts contained
in textbooks, are not really of the interest of the them; it may seem that
the authorities in the field of education in the country have suddenly
turned their attention to the matter of reading and have put together an
amount of reading materials in books as if it were the correct way for
having the pupils get the habits of reading, but the results are quite far
away from the intention, since this is a process that has to be built using
certain strategies and following certain methodologies. It is a fact that
our students have not been trained since they started elementary school
(and in their own mother tongue) to be good readers, so that it becomes
a hard task in foreign language learning.

Secondly, I believe that while

reading, they need to feel they can contribute with their personal
opinions to enrich that one of the author.
In an intensive reading lesson, we must lead the students to
practice scanning and skimming skills. Scanning a text is the activity by
means of which a student reads very rapidly in order to find out a
particular piece of information, for example, dates, names, or any other
details that may further take them to comprehension. It is also used to
ascertain whether a text is useful, for example, whether the chapter
contains relevant information they may use later in their own school
woks as in writing essays. This indications can be given orally to
encourage reading quickly. On the other hand, skimming a text is when
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Running head: EXTENSIVE OR INTENSIVE READING?

students read for gist. For instance, when we ask the class to find out
what topics the text deals with ensures fast reading. Both scanning and
skimming techniques need a systematic practice.
An important aspect we must train our students to develop is their
memories in order to retain, understand, and better analyze what they
read, as Ross Lee Graham, PhD (2001) stated:
The feelings that you have during certain experiences represent a
certain kind of

knowledge that you have of your reactions to the

experiences () This aspect of

feelings can be used to aid memory.

If you are NOT interested in what you are

reading,

then

expect a more rapid forgetting. You have to put yourself into

you

can

state of

mind that makes you interested in what you are reading if you want
have an effective memory of it. (p.103).
Motivation, in my personal perspective, is also a decisive factor for
reading. On this regard, I personally agree with Jack C. Richards (2008):
Sometimes, reward-driven behavior is dependent on extrinsic
(externally administered by someone else) motivation. But a more
powerful category of reward is one which is intrinsically driven within
the learner. When behavior stems from

needs, wants or desires,

within oneself, the behavior itself has the potential to be

self-

rewarding. (p.12)

Running head: EXTENSIVE OR INTENSIVE READING?

According to Richards`s opinion about the role of intrinsic

motivation in the development of reading abilities, it has been widely
demonstrated that our pupils feel more comfortable with texts when
they themselves decide what to read, though on this regard, the
teachers role in guiding the activity (i.e., in motivating, awakening their
interests, making them see or understand certain points that maybe
they cannot see by themselves) is also of a great help.
In reference to Extensive reading, and in my own perception, it is a
higher step on the field of reading since it is the student the one who
decides what, when, and how to read, so that it becomes a studentcentered activity. Nevertheless, a long way has to be run before getting
here and it depends of course, on the teacher`s management of his/her
pupils, on the work done with them while making them realize what
reading can really do for them nowadays. Extensive reading brings about
benefits not only in improving the students reading skills and speed, but
also it carries out changes in the students language use and their
attitude towards learning it.
Some characteristics I consider a good extensive reading program
should have are the following:
1-Students read as much as possible (in and definitely out of the
classroom).
2-They should count on a variety of materials on a wide range of topics.
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Running head: EXTENSIVE OR INTENSIVE READING?

3-Students are the ones that select what they want to read and have the
freedom to stop reading material that are not really of their interest.
4-The purposes of reading are usually aimed at pleasing, informing, and
giving general understanding.
5-Reading is a compensation for them and not another task in the
learning process.
6-Reading materials are comprised within the linguistic competence of
the students in terms of vocabulary and grammar.
As a conclusion, I may state that books are a faithful friend in
everyone`s life and that unfortunately, our pupils are not so aware of
this; yet, it is our role to make them change their minds about it and to
lead them become successful readers; at the same time, we have to be
aware of the use of the different approaches, techniques, and strategies
for teaching reading; we have to decide when to implement bottom-up
or top-down exercises and notice when our students are ready for an
intensive or extensive reading. Furthermore, we have to realize that a
combination of both, intensive and extensive reading, will let to the final
goal: learning.
References:
1-Day, Richard R.and Julian Bamford (2007) Extensive Reading in the
Second Language

Running head: EXTENSIVE OR INTENSIVE READING?

Classroom. USA: Cambridge University Press.

2-Graham, R. L. (2001): TIME MODULE INTENSIVE READING PROGRAM.
USA: Writers Club Press.
3-Hedgcock, John S. and Dana R. Ferris (2009).Teaching Readers of
English. Students, texts, and contexts. USA: Taylor and Francis.
4-Jacobs, G. M. and Thomas S.C. Farrell (2012) Teachers Source Book for
Extensive Reading. USA: Library of Congress.
5-Richards, J.C. and Willy A. Renandya (2008). Methodology in Language
Teaching.an Anthology of Current Practice. USA: Cambridge University
Press.

Lesson Plan.
Reading Class: Thanksgiving Day in the USA.

Running head: EXTENSIVE OR INTENSIVE READING?

Objective:
To give intensive reading practice.
To trigger free thinking and speaking about it.

Lesson Stages Teachers activity

Induction

Pre- Reading

Students
activity

Teaching Comment(s
Aids
)

Students
1. Teacher shows some pictures watch and
in a power point presentation give
opinions.
and ask about them.

LCD,
Projector,
Laptop

1. Teacher asks students what

the pictures refer to.

LCD,
Projector,
Laptop,
Pictures

Students
share their
views

1. Teacher asks some

questions(related to the
Students
pictures) to the students.
answer the
(Refer to Figure 1; they also questions
complete columns K and W in
the K-W-L chart; K stands
for know, W stands for want
to know, and L stands for
learned to each group.(Refer
to Figure 2 )
2. The students then are divided
into groups of 4-6. There are
5 groups.
3. The teacher instructs the
students to discuss about what
they know about the topic and
fills the K column and fills
up what they want to know in
the W column and 5 minutes
are given for this task.

WhileReading
4. With all the information
available, the teacher now

Students
form their
group.

K-W-L
Sheet,
Excerpts,

Running head: EXTENSIVE OR INTENSIVE READING?

gives the papers containing

the excerpt and have them
read.

4. The students need to read the

excerpt, and with the
guidance of the questions that
are given below the excerpt,
they need to discuss with the
group members and find out
the answers for the questions
and also complete the final
column, that is what they have
learned (L column) based on
the excerpt.
5. The teacher gives 2 minutes Students fill
for them to read silently and in K and
teacher asks them for difficult W column
words. If there is any, the
teacher tries to teach the word
from the context. Other
students are encouraged to
help as well.
6. Then, 5 minutes given for the
students to conduct discussion
among the members in the
group to answer the questions.
7. Immediately after that, the
students need to present the
answers to the class which
indirectly explains about the
excerpt that they have. Other
groups need to listen and
Students fill
write down the given
information in the L column. in the L
The presentation should focus column
on the second question which
asks the students to come out
with the most effective
method to preserve the
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Running head: EXTENSIVE OR INTENSIVE READING?

environment.
8. At the end of this task, the L
Students
column of the each group
consists of information given clarify the
words
by the other groups.
which they
are not sure
9. After all the groups have
about the
presented, teacher asks
whether they have acquired meaning
the information that they want
to know in the W column. If
there are still some students Students
discuss in
who have not get the
their group
information, firstly, the
and answer
teacher allows the other
the
students to help these
students. If the students could questions
not provide the information,
the teacher will ask the
students to find the
information and this task is
given as homework.

Students
present and
fill in the
L column
and give
feedbacks

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Running head: EXTENSIVE OR INTENSIVE READING?

Students
raise up the
questions in
the W
column
Post- Reading

1. Teacher asks them to briefly

write their opinion about this
holiday in the USA and if it
helps in the formation of any
moral values.
Students
complete
the task

Teacher recaps the lesson by asking

Consolidation: how we can share with family and
friends in a fine and brotherly
environment.
Closure

Follow up
activities

Students
answer the
questions

Teacher asks to share their opinions

about whether the holiday has
become a commercial date or
continues to be a familiar day.
Students should find information for
the unanswered questions in W
column

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Running head: EXTENSIVE OR INTENSIVE READING?

READING:
THANKSGIVING CELEBRATION.
On September 6th, 1620, a small ship called the Mayflower left Plymouth, England,
carrying 102 passengers- religious separatists looking for a new home and freedom,
looking for THE NEW WORLD.
The crossing lasted 66 days. Finally, they reached the tip of Cape Cod, far north of their
intended destination at the mouth of the Hudson River. One month later, the Mayflower
crossed Massachusetts Bay, and the Pilgrims, began to establish a village at Plymouth.
That first winter, was brutal and most of the colonists remained on the ship, where they
suffered from contagious diseases. Only half of the Mayflowers original passengers and
crew lived to see their first New England spring.
In March, the remaining settlers moved ashore, where they received an astonishing visit
from an Abenaki Indian who greeted them in English. Several days later, he returned with
another Native American, Squanto to welcome them.
Squanto taught the Pilgrims, weakened by malnutrition and illness, how to cultivate corn,
extract sap from maple trees, catch fish in the rivers and avoid poisonous plants. He also
helped the Pilgrims become friends with the Wampanoag Indians.
In November 1621, the Pilgrims first corn harvest was successful and Governor William
Bradford organized feast and invited a group of Native Americans, including the
Wampanoag chief Massasoit.
Thanksgiving or Thanksgiving Day, currently celebrated on the fourth Thursday in
November by federal legislation in 1941, has been an annual tradition in the United States
by presidential proclamation since 1863 and by state legislation since the Founding
Fathers of the United States.
It has lost much of its original religious significance; instead, it now centers on cooking and
sharing meal with family and friends. Turkey is a Thanksgiving icon and a synonymous
with the holiday.
Parades are also an integral part of the holiday in cities and towns across the United
States.
Since 1924, New York Citys Thanksgiving Day Parade is the largest and most famous,
attracting some 2 to 3 million spectators along its 2.5-mile route.
It contains turkey, waterfowl, venison, fish, lobster, clams, berries, fruit, pumpkin, and
squash. Other traditional foods include mashed potatoes, cranberry sauce and pumpkin
pie. . William Bradford noted that, "besides waterfowl, there was great store of wild
turkeys, of which they took many." Many of the foods that they ate in that feast (except the
seafood) have become staples of the modern Thanksgiving dinner.
The Presidents Pardon of one or two turkeys is a funny custom in the United States.
President Obama has pardoned one or two turkeys each year, in this celebration.
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Running head: EXTENSIVE OR INTENSIVE READING?

ANNEXES:

Pictures to work with vocabulary building:

FALL/AUTUMN

CORN

CRANBERRY
PUMPKIN
PUMPKIN PIE

AN INDIAN CHASING AFTER A TURKEY

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Running head: EXTENSIVE OR INTENSIVE READING?

ROAST TURKEY
ROAST TURKEY AND VEGETABLES

CRANBERRY

CRANBERRY SAUCE

SWEET POTATOES
PUMPKIN

PUMPKIN PIE

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Running head: EXTENSIVE OR INTENSIVE READING?

DINNER TABLE
AN
INDIAN AND A PILGRIM
THE MAYOR

WINE

PILGRIMS AT HARVEST

ROAST TURKEY

A TURKEY

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Running head: EXTENSIVE OR INTENSIVE READING?

THANKSGIVING DINNER

ROAST TURKEY

BREAD, SAUCES, PIES

CORN, CARROTS, PUMPKINS, TOMATOES

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Running head: EXTENSIVE OR INTENSIVE READING?

EXERCISES
I-Pre-reading:
1-What celebrations do we have in Mexico and all over the world during fall and winter?
3-Which one is your favorite?
4-Look at this picture. Do you know anything about this ship called the Mayflower?
5-Now look at these pictures. Are they familiar to you?
6-What holiday do you think it will refer to?
7-Now fill in the K-W-L (only K and W columns) chart expressing what you know about this
holiday in the USA.
What I know

What I want to know

What I learned

II-While reading exercises:

1-As you read, circle the names of events, relevant information as dates, places, etc.
Underline the main ideas. Use different colors to help you set the ideas into categories.
Comprehension checking:
1- The origin of the name Thanksgiving comes from:
a. thanks given to God
b. thanks given for the help the early settlers got from each other.
2. Thanksgiving is a time to
a. worship God
b. Thank god, eat and have fun.
3. It is a vacation for
a. everybody
b. a lot of people
4. The main food that is prepared in this celebration is:
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Running head: EXTENSIVE OR INTENSIVE READING?

a. cranberry sauce, and pumpkin
b. turkey

III-After reading exercises:

1-Return to the K-W-L chart and fill in the third column.
2-Discuss with your classmates about the implicatures Thanksgiving Celebration has
nowadays.
3-Share through a blog your and your opinions about Thanksgiving celebration in the USA
in our days and encourage others to participate in the blog.

Video links:
https://www.youtube.com/watch?
v=94S4bRcf3zU&list=UU0ScwXs0Lx5rnQ2OeqvnQMw
Channel: https://www.youtube.com/user/Mrkarate9/videos
(This is my son`s since in mine I think it is not so well; this is for the first video)
2- https://www.youtube.com/watch?v=1-lUOp40J20 (second video)
https://www.youtube.com/channel/UCBrN3WDk-A3vRsJJGBj-b3w (my channel)

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