D-Mention some ways a teacher may use in order to make

students report back on their extensive reading.

Although it has been said that extensive reading is not good to evaluate, there are some ways
how students can be controlled that they read what they have chosen and that they understand
what they have read. So the teacher should encourage them to report back on their reading in
a number of ways.

Set aside a time at various points in a course. For instance, every

two weeks , at which students can ask questions or tell their
classmates about books they have found enjoyable or boring. That
is to say, Students can give their recommendations to the class. They can prepare
very short one- or two-minute speech, why would they recommend it and what they
enjoyed about the book and who they think would enjoy this book.

BE CAREFUL .. sometimes this approach may be

inappropiated because not every student read at the same
speed or they simply do not remember what the text was
about.

1- Ask your students to keep a weekly reading diary. The biggest

advantage is probably that students are encouraged to keep their own personal and
individual thoughts and opinions. With this technique students may find it easier when
they have to share their opinion about the book.

2- They can also write short book reviews for the class notice
board. Students can choose a book of the week or a book of the month and some of
them can prepare a presentation for children that havent read this book or for children
from other classes or the class can create posters about this book and put them in
different places around the school. Then other children can be motivated to read these
books when they can see that their peers liked them.
3- Give your students a reading record chart, where your
students may record title, publisher, level, comments about the
level and they can give an overall rate of the book .
4- Ask your students to keep a reading notebook, where they can
record facts and opinion about the books they have gone through.
5- Teachers can put comment sheets into the books for students to
write in.

E- Say whether the following statement is true or false and

account for your answer.
 a) In order to make our students read enthusiastically
we must only create interest in the topic and the
tasks given. FALSE
There are further roles teachers need to adopt when asking a student
to read INTESIVELY .

1- We need to tell students exactly what their reading purpose

is. Give them clear instructions.
2- Give them space and time to read. Do not interrupt them.
Observe their progress in order you know how well they are doing
individually and collectively.
3- Give organized feedback : When they have finished the task ,
we can lead a feedback session to check they have completed it
successfully. We may start by having them compare their answers
in pairs and then ask for answers from the class in general . When
we ask students to give answers is very important to ask them to
justify them by saying where in the text they have found the
relevant information.
4- We can prompt them to notice language features within the text.
b) Most reading sequences involve more
than one reading skill. TRUE
Reading can be done in many ways.
practise specific skills such as reading to extract specific
information, or reading for gist.
for communicative purposes, as part of other activities
Most reading sequences involve more than one reading skill. You can start
with reading for gist, then follow by detailed reading.
OR
You can start identifying the topic of a text, then follow by reading for
specific information.
Examples of reading sequences:
1. Predicting the meaning of the words (key words in the text)
2. Asking detailed comprehension questions.
true/false questions
information questions (Wh-Qs)
matching
close-test
3. Construction of language
4. Reading loud: This allows students to hear a clear spoken version of
written text.
5. General questions: Students go back to the text to answer the
questions in details.
6. Match the words with definitions
7. Picturing from a text.
8. Students can guess the words according to the structure of the
language.
9. Using technology (internet)
10. Students can be given a task to do.
11. Ordering paragraphs

F.-Read the following situation and answer the questions:

Mr. Smith told his students to read a text on Science Museums but the students found
some of the words which appeared in the text a little bit difficult so they started asking
him questions about those words. Mr. Smith told them to look up the words in their
electronic dictionaries. Looking up the words took his students most of the class. The bell
rang and unfortunately the students couldnt read the text. Apart from that, some of the
students didnt even start reading the text because they thought it would be boring to
read a text on science.

1) What went wrong?

Everything went wrong!!!

1- The teacher didnt engage the students in the text. He didnt bring
the students feelings and knowledge to the task, so some of them
got bored.
2- He did not ask if they enjoy or like the text. This is very important
because teachers asking this qw prompt students' feelings about
what they have read.
3- He did not set and explain the task. The students did not know what
they were supposed to do, so they focused on the words they did
not know.
2) What could you have done if you were Mr. Smith?

1- I would have discussed the topic in advanced. I would have given

them the title and some pictures in order them to predict what the
text was about.
2- I would have set the task and explained exactly what they were
supposed to focus on.
3- After they have finished Reading I would have given them 5 minutes
for vocabulary enquiry.

3) Explain the common paradox in reading lessons. How can it

be resolved?
A common paradox in reading lessons is that while teachers are
encouraging students to read for general understanding, without worrying
about the meaning of every single word, the students, on the other hand,
are desperate to know what each individual word means.

The solution..

Students and teachers have to compromise. One way of reaching a

compromise is to strike some kind of bargain with a class. We let them
read for general understanding of the first and second read-thorough. But
we can give them a chance to ask questions about individual words/or
give them a chance to look them up. We need to limit the time spent on
vocabulary checking:

Time limit: we can give a time limit for vocabulary enquiry.

Word/phrase limit: we can say that we will only answer questions
about five or eight words or phrases.
Meaning consensus: we can get students to work together to
search for and find word meanings. This way students can share
their knowledge and discuss words.

4) Explain in full what you understand by the meaning

consensus technique.

It is a procedure where both teachers and students will have to arrive at a

compromise.

It is a fact that students after reading a text will have a hunger for
vocabulary meaning, but if we allow them to completely satisfy their
hunger, both will be missing the point or a task that should be
accomplished.

A way to strike a balance could be the meaning consensus technique.

1) We can get students to work together to search for and find word
meaning.
2) To start the procedure, individually, students have to write down 3
or 5 words from the text they most want to know the meaning of.
3) Then they have to share the list with another student and both
have to discuss and come up with a joint list of only 5 words.
4) After that, both have to join another team to make a new group of 4
and once again they have to share their lists and discuss which
words they can leave out in order to have only 5 words.
5) Finally, students can look for meaning of their words in a dictionary.

THIS PROCESS WORKS BECAUSE:

1) Students may well be able to tell each other about some of the
words which they did not know the meaning of.
2) It encourages students to get involved in the activity and therefore
they will be eager to know the meaning of these words.
3) Also, this kind of activity enforces students learning atmosphere
because understanding every word has been changed into a
cooperative learning task.