TEACHING

READING
 02
Types of
reading

Teaching
Reading
04
Learning activities Reading
to develop activities
reading strategies
and skills
I. Definition of Reading
The process of
looking at the ability for
written symbols someone to
and letters and interact with a
understanding text and take in
their meaning the words.

a process used by a process in

readers to get the thinking and
purpose of the reasoning
writers through (Thorndike,
written words. 2000)
(Tarigan, 1998)

 Aim of Reading: to get information, understand and draw something from the text.
II. TYPES OF READING

1 INTENSIVE
READING

2 READING ALOUD

TYPES OF
READING

3 EXTENSIVE
READING
2.1. INTENSIVE READING
1 DEFINITION

2 TYPES OF INTENSIVE
READING EXERCISES

INTENSIVE
READING 3 THE VOCABULARY
QUESTION

4 ANALYTICAL READING
(TEXT MINING)
2.1.1. Definition of Intensive Reading
Read shorter texts to extract
specific information

Reading in details with specific

INTENSIVE
READING
learning aims and tasks

• Develop reading skills

• Improve grammar and vocabulary
knowledge

• In the course, inside

the classroom
• Short period of time
2.1.2. Types of Intensive Reading activities

• •
•
• • •

•
•
• •
•
2.1.3. THE VOCABULARY QUESTION
 2.1.3. THE VOCABULARY QUESTION
Benefit:
01 • comprehending the text
Pre-teach Drawbacks:
vocabulary • not helping acquire strategies for dealing with
How can Ss deal authentic reading texts.
with challenging • Overconcentration on pre-taught words →
taking the focus away from the rest of the text
texts?

Should teachers 02 Benefit:

pre-teach • an opportunity to discover the meaning of
Read the vocabulary they have found difficult
vocabulary or not? texts without Drawbacks:
any lexical • taking up a considerable amount of time
pre-teaching • being unsuitable for lower level class

T bargains with Ss so that meaning explanations and

searches do not become completely unmanageable.
 2.1.3. THE VOCABULARY
QUESTION

Three ways of managing pre-teaching vocabulary:

TIME LIMIT: about 5 minutes

WORD/ PHRASE LIMIT: 5 or 8 words/ phrases

MEANING CONSENSUS: Ss can work together to search for

answers find word meanings
 2.1.4. Analytical reading (text mining)

? Why do language learners read?

➔ to improve their lexical and grammatical knowledge
➔ to explore new language or language use.

Text mining can be beneficial for students at any level, as it helps

them understand the linguistic landscape and motivates them to read.
Text mining usually takes place after Ss have read for
comprehension, or have given some other kind of response to a text.
Examples:
• find any past tense verbs in the text and how they are used and formed.
• analyze lexical cohesion in the text and explain how it works, or find particular words and
phrases, layout or cohesive devices.
• analyze how paragraphs are constructed or discuss issues of punctuation, etc.
2.2. READING ALOUD

? Benefits of Reading aloud:

• A way of making the class quiet (highly focus on the
task while reading aloud)
• Help with the links between sounds and written forms
• A way of increasing the confidence of weaker students
• A diagnostic tool.

 This method is particularly effective with young learners.

 2.2. READING ALOUD

Disadvantages of Reading aloud:

• Highly unsatisfactory results

• Lack of confidence and enthusiasm when dealing with unfamiliar

words
• Being sometimes extremely boring
 2.2. READING ALOUD
? How to deal with Ss’ problems such as lack of enthusiasm/
confidence while reading?
• See what they are going to read aloud before they are asked to do so
(read the sentence or paragraph to themselves and think about how they
would say it).

• First hear the passage being read by the teacher (or on an audio track).
And then, they can read along with the teacher or the audio (parallel
speaking) (Underhill 2005).

• Rehearse what they are going to read in pairs or small groups.

• Choose their favourite sentence from a text they have just read.

• Teachers need to read with passion and commitment, in a lackluster way,

to inspire students to do the same.
2.3. Extensive reading
(takes place outside the class for a pleasurable experience and gradually
acquiring language)

1 2 3 4

Ss can Ss read large Ss have some Ss can

understand quantities of choice in develop
what they are reading what they reading
reading with materials read fluency
little or no with longer
assistance. texts.
 2.3. Extensive reading
The process of reading longer, easier texts for an extended

period of time without a breakdown of comprehension,

feeling overwhelmed, or the need to take breaks.

 Get Ss to read as much as possible so that they can improve

their knowledge of vocabulary, grammar, spelling and

punctuation.
 1 Extensive reading materials

2 Extensive reading
tasks
Extensive Talking about books
3
reading
4 Extensive and
intensive
2.3.1. Extensive reading materials
1 2 3

read greatly choose

whatever enhance on the
students Ss’ basis of
want to motivatio topic,
read n to read genre
and level
2.3.1. Extensive reading materials
• Books written for
For higher-level students? a competent
English language-
speaking
For lower-level students? audience

• Graded readers -
books written (or
adapted)
especially for
language
Ss at different
levels.

• Easy, enjoyable
books
 2.3.2. Extensive reading tasks
• Encourage Ss to read by asking them to keep a record of what they
read and when.
Leave their name and a brief comment!
 2.3.3. Talking about books
• Boost their students’ motivation and enjoyment to read by organizing book clubs or
‘literature circles’.
➢Book clubs: Get together and talk ➢Literature circles: SS in a group with the same book are given
about what they have read. (perhaps different roles (discussion director, character collector, scene
the same book or different books) sketcher, etc.) to interpret the text they have read.

 Help Ss remember their experiences and process the language they have encountered,
which is beneficial for language learning.
 2.3.4. Intensive and extensive reading
? What’s the difference between intensive and extensive reading?
Intensive reading
• 100% understanding (detailed meaning)
• Learners have no choice of reading materials
• Read for short periods of time to avoid mental
exhaustion, inside the classroom.
• Short texts; difficult reading materials
• Read for specific information and deal with
reading tasks to comprehend the text, its
sense and meaning.
• Help SS develop reading skills, vocabulary and
grammar knowledge.
• Linguistic components (words, phrases and
expressions are analyzed)
Extensive reading
• Overall understanding (general
meaning)
• Learners choose what they want to
read.
• Read for an extended period of time,
outside the classroom
• Long texts; Easy reading materials
• Read for fun/ enjoyment
• Help Ss develop reading fluency;
acquire information or for pleasure.
• Grasp the meaning of What is being
read
Extensive reading - Intensive reading combination

Blending out-of-class reading for pleasure (from a

text selected by the teacher) with more intensive-

like in-class reading.

 Getting the students to analyze books that they have recently

enjoyed will provide a wonderful resource for analytical reading.

III. READING SEQUENCES

▪ The specific order or sequence in which a text is

read or presented to facilitate comprehension

▪ Include various strategies such as pre-reading

activities, chunking the text into smaller sections

▪ Vary depending on factors

▪ Help readers navigate through the text effectively
▪ Engage with its content meaningfully
Example 1: AKA Diaz
• Aim: the students will be able to use their powers of prediction and
their schemata to help them understand a text
• Activity: reading to confirm expectations
• Skills: predicting, reading for gist; reading for detailed
comprehension
• Age: adult
• Level: Upper-intermediate [CEFR B2]
 STEPS OF ORGANIZING THE ACTIVITY:
Step 1: Give the students a few tantalizing
clues from the passage (not use picture)
Step 2: Divide to 5 groups (each composed of
students A-E)
Step 3: Discuss their words and phrases and
try to predict what the text is about
Step 4: Hear the text all the words came from
(adding with humor and drama)
Step 5: Get the students to read the text
themselves and to answer the detailed
questions
Step 6: Discuss more about the text
Example 2: I caught a falling baby
• Aim: the students will be able to discover the general meaning of a
story by asking some basic questions
• Activity: use a reading “Kit” for general reading
• Skills: reading for gist
• Age: any
• Level: upper-intermediate [CEFR B2]
STEPS OF ORGANIZING THE ACTIVITY:
Step 1: Tell the students to read a text from the
Guardian.
“Reading Kit” Question:
Step 2: Ask them to find the answers to the following
five “reading kit” questions
• What is the text about?
Step 3: Show the students the text
Step 4:
• Who was it written by?
- Ask students to talk about their answers to the • Who was it written for?
questions • What was the writer’s
- Ask students about vocabulary (give definitions and intention?
find words in text to match) • Do you like the text?
Step 5: Discuss miraculous escapes or incidents which
made them feel better.
Step 6: Report back to the whole class
Example 3: Look behind you
• Aim: + using their schematic knowledge of coherent organisation
+ being able to piece together a jumbled story
• Activity: ordering sentences
• Skills: reading for gist; reading for detailed information
• Age: young adult and older
• Level: elementary [CEFR A1/2]
 STEPS OF ORGANIZING THE ACTIVITY:
Step 1: Name the parts of a car (a photo or draw )
Step 2: Complete the typical car phrases with the
correct verb (individual/in pairs)
Step 3: Give the set of sentences that they have to
put to make a story
Step 4: Ask them (work in pairs/groups) to try to
work out what the end might be. Write a final
sentence or two
Step 5: Listen to the different endings and decide
which one they like best. Show them the following
Step 6: Talk about urban myths they know about or
any memorable car journeys they have
experienced
Example 4: The cellist
• Aim: be able to piece together a story by sharing what they have
read
• Activity: jigsaw reading
• Skills: reading for detailed comprehension
• Age: young adult and above
• Level: intermediate [CEFR B1]
STEPS OF ORGANIZING THE ACTIVITY:

Step 1: Listen to an extract of music. Then read a text

Step 2: Ask them to fill in the chart. Then check
(pairs/groups). Ask them some questions about the text
Step 3: Divide into groups of 3 students and each read and
Name of the concert
answer questions from different passages cellist

Step 4: Give student C the third piece of the jigsaw Number of people in the
audience
Step 5: Bring the class back together to make sure that
they have understood the whole story. Then can move on Description of the music

to ask them to study vocabulary for music and musicians. Audience reaction to the
event
V. Learning activities to develop reading
strategies and skills
• When there are no hints as to the content of a text, we depend on decoding
letters to understand words.
• We tend to bring our own interpretation to the word according to its general
‘shape’ and the sense of the text rather than according to the letters it is
made up of.
“Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn't mttaer in waht
oredr the lttres in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat
ltteser are in the rghit pcleas. The rset can be a toatl mses and you can sitll
raed it wouthit porbelm.”
This is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

Decoding is usually surpassed by the understanding gained from the

context and whole word recognition.
When we read texts in our
first language, we
frequently have a good
idea of the content before
we actually read.

Vocabulary comes to mind, our life experience and knowledge is activated, expectations
are set up, and we are ready to begin actively reading.
• Encourage learners to make use of both top-down and bottom-up
strategies when trying to understand the meaning of a text.

 involve Ss in predicting, in using their knowledge of the world and

of language, in using the context provided by the text, and in decoding.
• The sentences before or after a new word will contain an explanation of a new
concept being introduced, so reading around the unknown vocabulary can give
us clues as to its meaning.
• Paying attention to the part of speech can help us to work out the meaning of
the new word – is it a noun / verb / adverb / adjective?
• Which words close to it does it seem to relate to?
• From what we already know about the topic, can we make a logical deduction
about the meaning?
"Scanning" is a reading strategy that involves quickly
surveying a text for specific information without reading
every word.

It is suitable for tasks such as finding

opening and closing times, public
transport access, obtaining more
information, entry costs, etc.

Examples of texts commonly scanned

include Yellow Pages, timetables, TV
guides, and classified ads.
 If we try to gather all the details
at this stage, we will get bogged
down, and may not be able to get
the general idea

We may look at abstracts, introductions, chapter titles and subheadings,

and at the first or last sentences of paragraphs which are usually the
“topic sentences”.
• Different from reading for information, skimming and scanning.
• Much slower process, where learners can take as much or little time as they want
over the text, paying as much or as little attention to detail as the individual
wishes.
• Many ESL readers are available at different reading levels and can be made
available to students to borrow and read at their leisure.
• Some class time may even be devoted to individual reading. Students could read
along with story tapes, read aloud in small groups or pairs, or listen to a song
while reading the lyrics.
• address the detailed aspects of the text.
• be applied to reading a text such as an
instruction manual, a contract,...
o Continue writing a story after the beginning has been read.
o Suggest what happened before the section of the story you are reading.
o Compare and contrast information from two texts.
o Discuss a response to a controversial article or proposal.
o Present the information or story in a new way, for example in a picture or diagram.
o Sequence the events in a story, or points of information in a report (pictures or words).
o Summarize arguments.
o Read a situation and role-play the situation or the continuation.
o Find a word or phrase in the text which means …
o Compare a written text with a picture or diagram to find the differences.
o Read a text and list advantages and disadvantages.
o Read a problem or mystery and suggest a solution.
o Read and answer questions: main idea, details, sequence (multiple choice, true/false, short
answer, complete the sentence).
o Read the text and complete a chart or fill in a form.
 V. READING ACTIVITIES

Big Book Story

• for younger learners/readers to follow and predict using pictures
 V. READING ACTIVITIES

Strip story

• The teacher cuts up a story or parts of,

then asks students to rearrange into the
correct order.
 V. READING ACTIVITIES

Deliberate variations

• Students read a story silently. Vocab is pre-taught.

• Teacher then freely re-reads or re-tells story again, with deliberate
mistakes, students must discuss in groups to identify the errors
 V. READING ACTIVITIES

Cloze activity

• Students have a text with every 5th or 7th

word missing.
• Students can work in pairs/groups to
identify the missing words.
 V. READING ACTIVITIES

Story-picture matching

• for lower-level learners this is a good way to get

them understanding simple story processes.
 V. READING ACTIVITIES

Using newspapers/ authentic materials

• Students have a list of questions from articles in the newspapers

with the page numbers given.
• Students work in pairs to identify the answers, however person A has
one set of questions, person B another set – students work together
to answer all questions.
Teaching Reading
Further reading
 PRINCIPLES

Encourage Encourage students

Students need to respond to the
students to read
to be engaged content of a text,
as often and as
with what they not just concentrate
much as
are reading on its construction
possible

Match the task to Good teachers

Prediction is a
the topic when exploit reading
major factor in
using intensive texts to the full
reading
reading texts
 Encourage students to read as often and
as much as possible

• Teacher needs to provide students with a variety

of text options that suit their interests and levels.
• Teacher needs to create a positive learning
environment, encouraging students to read
regularly and share what they have read.
Students need
to be engaged
with what they
are reading
 Encourage students to respond to the
content of a text, not just concentrate on its
construction

The teacher makes it clear what is

being taught, models and explains the
task, provides opportunities for
students to practice the skill, and
provides specific feedback.
 Prediction is a major factor in reading

- Prediction helps activate students' prior knowledge

and enhance comprehension.
- Teachers can help students predict by:
+ Providing students with information about the topic
of the text
+ Showing students images or videos related to the
text
Asking open-ended questions
Match the task to
the topic when
using intensive
reading texts
 Good teachers exploit reading texts
to the full

- Integrate reading text into interesting lesson

sequences, use themes for student discussion and
follow-up tasks, use language to learn then activate
(or, of course, activate then learn)
- Create many different activities to help students
understand the text more deeply and apply the
knowledge they have learned into practice
 TECHNIQUES
1. Building Foundational Skills:
• Phonics and Phonemic Awareness:
Help students sound out unfamiliar words
• Vocabulary Development:
Introduce new words regularly through
context, visuals, definitions, etc.
 2. Promoting Comprehension and Engagement

• ACTIVATING PRIOR KNOWLEDGE:

Before reading, discuss relevant background
information to prepare students for the text

• PREDICTING AND INFERRING:

Use titles, headings, pictures, and diagrams,
etc. and their own personal experiences to
anticipate what they are about to read
 2. Promoting Comprehension and Engagement
• USING CONTEXTUAL CLUES: When trying to work out the meaning
of an unknown word, students can use the text around about it (E.g.
the sentences before or after a new word)
 2. Promoting Comprehension and Engagement

• QUESTIONING: Encourage students

to ask questions before, during, and
after reading to promote deeper
understanding

• SUMMARIZING: Teach students to

identify the main ideas and
supporting details in a text and
summarize them in their own words
 2. Promoting Comprehension and Engagement

• GRAPHIC ORGANIZERS: Use mind

maps, timelines, character webs, etc to
visualize and retain information from the
text
3. Encouraging a Love of Reading
• REAL - WORLD APPLICATIONS: Connect reading to real-life
situations and applications, making the learning experience more
relevant and meaningful

• TECHNOLOGY INTEGRATION: Incorporate educational apps,

online resources, and interactive software to make reading engaging
and interactive

• CREATING POSITIVE LEARNING ENVIRONMENT: Surround

students with books and other reading materials that are appealing
and accessible
4. Differentiation and Scaffolding

• Provide leveled texts

 Teaching Procedures

Post-reading Activities

While-Reading Activities

Pre-reading Activities
Pre-reading Activities
• Set Objectives for Reading: Clearly define why students are
reading the text

• Preview the Text: Look at headings, subheadings, and visuals to get

a sense of the content

• Personal Connections: Ask students to share personal experiences or

stories related to the topic.
While-Reading Activities
• Guided Reading: Provide guidance and support as students read.

• Vocabulary Building: Introduce and explain key vocabulary words

by picture match, synonym & Antonym Hunt, etc

• Questioning: Pose questions to encourage active engagement and

comprehension

• Note-Taking: Encourage students to take notes or highlight important

information
Post-reading Activities
REVIEWING

• Discussion: Facilitate class discussions to check understanding

and promote critical thinking

• Summarization:Have students summarize the main ideas of the

text

• Reflection:Ask students to reflect on what they've learned or how

their understanding has evolved
Thank You