Extensive and Intensive reading

The extensive reading are texts with are not [blank_start]course[blank_end] books. It helps to word [blank_start]recognition[blank_end] and reading [blank_start]improvement[blank_end]. Provide students with appropriate materials, [blank_start]guidance[blank_end], tasks and facilities

To be successful, students should read material they can ______________, otherwise they won’t read for pleasure.

[blank_start]Graded readers[blank_end] are simplification of established works of literatures

We should persuade our schools and institutions to provide such funds or raise money to

We should code books for level and genre

We shouldn't encourage students to extensive reading, first as a valid occupation and its benefits

Reading aloud from books we like can be boring

Give tips of choice like favorite genres of by reading other students’ ______

Organise reading programs indicating [blank_start]how many books[blank_end] we expect them to read over a given period.

Which of the following is not an extensive reading tasks?

Intensive reading is reading the [blank_start]course[blank_end] book. To get students to read [blank_start]enthusiastically[blank_end] in class, we need to work to create [blank_start]interest[blank_end] in the topic and task

Teacher'r role in which you: Lead feedback session to check that they have completed it successfully. Ask students to compare their answers first to share knowledge. Ask where they found information. Be supportive.

Teacher's role where we can prompt them to notice language features. Direct them to certain features of text constructions, clarifying ambiguities.

Teacher's role where you: Tell students what their reading purpose is, give them instructions about how to achieve it and explain how long they have to do this.

Teacher's role when we give students space to read. Observe their progress to get information about behavior, development and organization.

We can encourage students to read for [blank_start]general[blank_end] understanding, and we can give them a chance to ask [blank_start]questions[blank_end] about words or give then chance to [blank_start]look[blank_end] them up.

Which is not an strategy to save time when checking words

We can let the students in and students may feel more [blank_start]engaged[blank_end] in a text if they bring their own [blank_start]feelings[blank_end] and knowledge to the task, rather than only responding to someone else´s [blank_start]ideas.[blank_end]

Which is not an intensive reading activity

Jigsaw reading means reading different texts and they share the information they have gathered in order to piece together the whole story

A KWL chart is composed by * K: The things that I [blank_start]know[blank_end] * W: The things that I [blank_start]would[blank_end] like to know : L : The things that I have [blank_start]learnt[blank_end]