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They might wantto role-play the in response tot. As we saw above, they mation into other medi We can alsoask the students to folow up topics which they have read about in class,on ‘the internet or in other places. By doing this, they continue working with the same kind of topic vocabulary and have a motive toread mace. ‘The vocabulary question Ithas often been said that studes der to beable to understand iow about 95 percent of the words in a text for example, Hisch and Nation 1992). Even ures somewhat exaggerated, the fact thatthe students need to know a me ‘of words ifthey are to read successuly ha implications for extensive readi Ssuagests that we might want to recommend graded readers, for example, ‘than a higher lev! for many of ou students In coursebook texts (and other reading that we ask students to do), itis until that we will bbe able to meet that 95 percent figure for all of ou students. And if that i the case, ve wil find ourselves facing 2 common reading lesson paradox: teachers encourage thet students to read for general understanding, without worrying about the meaning of every single words the stucents, on the other hand, ae desperate to tmow shat each individual word means Given halt chance, many of them would rather tackle a reacing passage with a dictionary in one hand anda pen in the other, and wite translations al over the page. tis easy to be h student preferences, yet there issome rer strange about asking ovr 0 access that meaning! Cleary, op message without understanding every detail and their natural urge to understand the meaning of every single word. nar help, Furtherm: ight words may tak out any lexical cover the meani 18.1.2 ean We cn give atime mit of, 9, five minutes for post. ceading vocabulary enquiry, lols cictionary use, language corpus searches or questions tothe teacher Word}phrase limit We can say that we vill ony answer questions about ve oeght ‘words or pases, ‘Meaning consensus We can get the studentsto work tagether to search for and find ‘word meanings. To start the proc ‘make new groups of four and, once again, they have to pool only Five words. Finally (pemaps after new groups of eight have been fommed ~it depends ‘on time and the atmosphere inthe clas) the students can look forthe meanings oftheir \wordsin gitionares and or we can answer questions about the words whieh the groups have decided on. This process wots fortwo reasons. Inthe fist place, the students may well be abe to tell each other about some ofthe words which indvidual students did not know. More important, pethaps, isthe fact that by the time we are asked for meanings the students ‘ally do want to now them because the intervening process has encouraged them to invest some tim in the meaning search. ‘Understanding every word! has been changed iato a cooperative leaning taskn its on right. . Analytical reading (text mining) ‘One ofthe main reasons that language learners read isto improve their levical and ‘grammatical knowledge. This may be achieved through reaeated extensive But it can abo happen when we mine texts for new language or language use w ‘Our students should pay ater ‘text they encounter analytically. We can, for example, verbs in the text and tll us how they are used and formed. \We can diect them towards any lexical cohesion inthe text (see 20. {explain how it works, or we can get them to find particular words and phases. 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Gulop axe fain no. enn foe 10m ue 5 ysog AausarpO.9q UD 1 ‘USeSNIALD pue DDVEPYLOD Jo 2 peas pe sprom reqejun Jano ajqums w=yo sapmI a *LO}DeysHESUN AEIY Ayensn are sgrsos a 2 ur suapms a 24 os poset 5! pow uy fy Ayeseu26 axe “i 40 Fem 9! 1942824 aX. ‘un aso see "Swap "pue fannae ag Aofua si ‘21n J0 2v051 3 “sjooqn= ily proj pea apm ;PuoM a 0 je SWOOISED Ut pnoje Suipeay uous 512 YBno4n uana ssoIne aBesroU Sy 5196-2 a _LIDYM INOge He 20 od Spuom aude ssnosip UBD squapras alsa) WOKS pM aseiyd e JO auaIU—s e snl 39aRS pay a eer ere,20 Extensive reading tasks Des motivated to do alt of ton indeed, read more and more ot. Perhaps ths is because promatir itsstatusas an optional extra ona par with a keep be isneeded One way of encouraging our students to re read and when, We {ad (se Figur vere the student lets shoud enjoy reading and be 2013: 88). Something ask them to keep a record of what they ina simpe form for every book they ight ave @ comment sheet on te inside cover of every book, cord a satisfaction grade and leave thername anda brief comment {Student's name. [Name of Book and author | Would you recomme [your classmates? WayiWny not? Figuie 2 A reading report frm ee | Dale Brown encourages his students to goto ibranything.com (a ste for readers ~not just language students to record what books they have ead and to chat about them with thers) and enter the books they had read and their commests about them (Brown 20088) Thisencouraged accountabiity (Hey knew they were beingmonitred onthe ste) and gare Some students a sense of competition, while others enjoyedthe social sie ofthe activity. Wie can aso ask ur students to keep a reading ‘ciary, where they write about books they have read and what they felt about te Talking about books Many teachers boost th enjoyment of} by organising book clubs or ‘2 book or books. they get tagether( 0 perhegs over 2 cof vat they have read. Pchaps they a discuss the same beck. Bechass wher a specific grup has dseussod ussions. Andrzej Cio (2 read the same book, and gives ther different roles, lector, scene sketcher etc ta motivate ther to take tudents' motivation to read (and theie ure cites When th ave been read doesnot justhelp to motivate the students, also way of helping them to rensember what they have experienced and {encouraging them to use words and phrases ftom the texts they dscussis content This wil prompt natural repetition of that language. Res ‘Thinking about wnat we have read also helps us process the language ard content we have come into contact with, andthisishighy beneficial for language lacing, Extensive and intensive At the University af Swansea, n Wales, Ned Evans and his colleagues have moved away from the idea that student choice necessary for ext ‘reading tobe effective (Evans 2013). He and his colleagues assign a book ‘work with that. ez Uder pleasure (rom a text selected by te teacher ‘certainly hope that the students wit read igned graded reader wth enjoyment, but about the plots and anahse the grammar students to tead as much as they can, ‘owever, if encouraging them to leasure fs nat enough to motivate t 3 feports and discussion groups to keep them ‘on track’ And we mi, Jecide, ime, that getting the students to analyse books that they have revert enjoyed will provide 2 wondertul resource for analytical reading (see 18.1.2). and it's good for lngua Reading sequences Schemata; they se what they have read to create their own writing: an they take puzle-lke activities to reassemble texts, These activities represent, ofcourse, only a fraction of the many ways in which reading can bbe approached with classes of students sample 1 ADiaz ‘Aim: the students will be able to ue their powers of prediction and thelr schemata to help them understand a text ‘Activity: reaing to confirm expectations ‘Sts: pricing: reading for gt: eating for detailed compresension ‘Age: adit Level: upperintermediate [CHFRB2] ‘groups. 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Liwas incredibly young then. ‘You handed me the camera And teling me over and over how to use it, You posed, smiling sity. You were s0 pompous, s bind to everything. ‘twas a July aterncon. ‘The day was hot and my body hummed. | was bored and in search of an adventure That seemed beyond you. “Yet how can | forget that day? Look closer at the photograph ‘See therein the background, Inthe comer behind you ‘The other boy, grinning so openly.” im: the students willbe able to discover the general meaning of a story by asking some& som aia ey pue yoge aA aR EU NS) y's yons "ust apIN5 oy sBupedy waLn aH uluns 8 aledaid oy Sed wom ued suspMsaUL = 21 8u0, ous USUI HEV 'ue> NOK "UasO.p ney KU ‘ney somuD at YN 2 Yoo] &aneY puE |e & Y>TEM Sde\ad "2UD4DeD IO 220} ova 24 "Po seah vera ue 0) azeudardde aren su aN roouns a6enB ue 2. ‘9.1 vo ae 4 au 03 @ Burpy fq es hay pBaU hag von AA oY CY LIEW way ca waits Bune aman ann vee "ede pur sas yn Buppayp ave Ata pee) SA

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