Promoting Extensive Reading within the English Language Course MATE Day, Inezgane, April A. Zoubair.

What is it?  « Reading large amounts of materials for general understanding »  « to get students reading in the second language and liking it »

II. Terminology  1. Pleasure reading  2. Free voluntary reading  3. SSR  4....

III. Extensive versus intensive reading:  Amount  Purpose  Guidance  Level  Speed ...

IV. Rationale 1.provide input 2.promote autonomy 3.develop reading habit 4.maximize enjoyment 5.foster other skills 6.gain insights into cultures 7....

V. Formats  1. one-page stories  2. picture stories  3. cartoons  4. graded readers 

VI. Features of successful extensive reading programmes: 1.Amount of materials 2.Choice 3.Variety 4.Level of comprehension

5. Post-reading work 6. Role modeling 7. Keeping track of progress 8. Monitoring

VII. Evaluation 1.What extensive reading opportunities are offered to our learners? 2.How does the component compare against the criteria?

¤Bibliography ¤Bibliography  -Davis, C. (1995). Extensive reading: an expensive extravagance? ELT Journal, 49,  -Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.  -Grabe, W. (2002). Reading in a second language. In R.B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp ). New York: Oxford University Press.

 -Hill, D. R. (1997c). Setting up an extensive reading programme: Practical tips. The Language Teacher, 21(5),  -Krashen, S. (1993b). The power of reading. Englewood, CO: Libraries Unlimited.  -McCracken, R. A. (1971). Initiating sustained silent reading. Journal of Reading, 14, ,  -Renandya, W. A. (2007). The power of extensive reading. RELC Journal, 38,

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