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1.4 Activity III

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1.4 Activity III

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Instructions: Read the text about extensive reading and complete the blanks with the words from the word bank. Take notes, you will need them for next activity.

Created by

Hachette CÉC
Hachette CÉC
Mexico

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1.4 Activity III
 

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1.4 Activity IIIOnline version

Instructions: Read the text about extensive reading and complete the blanks with the words from the word bank. Take notes, you will need them for next activity.

by Hachette CÉC
1

extensive improve intensive noticing simplified likes graded objectives understood expand

Encouraging reading can help students to their vocabulary , understand grammar , and learn without . The more students read , the more linguistic confidence they acquire . Consequently , they will be more likely to the rest of the skills too . Therefore , teachers should foster the development of the four skills in a meaningful and interesting way .

For the development of word recognition , reading plays a very important role . Nonetheless , teachers should not ask students to read long texts just for the sake of reading ; students should read relevant and interesting material . Teachers must carefully choose the readings so that they can be by the students . There are materials specially designed for extensive reading such as readers or versions . Teachers can promote reading amongst their learners in different ways ; for example , with the help of the school community , they can set up a mini bookstore in the classroom .

It is very important for students to choose the book they want to read , according to their and interests . Teachers will realize that not all students read at the same speed ; thus , it is important to keep a record of what students have read or what they have been reading . Learners can be asked to write a summary of what they have read , write a small book according to their choice , etc . Students can also rate the books and write comments about them . The idea is to promote extensive as well as reading in our lessons to reach the reading .

 
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