1. WHY EXTENSIVE READING IS ESSENTIAL David A. Hill

2. OUTSIDE OF A DOG, A BOOK IS MAN’S BEST FRIEND … OUTSIDE OF A DOG, A BOOK IS MAN’S BEST FRIEND … … AND INSIDE OF A DOG IT’S TOO DARK TO READ ANYWAY … [GROUCHO MARX] [GROUCHO MARX]

3. We learn to read by reading. (Smith: 1985)

4. Reading… must be developed and can only be developed, by means of extensive and continual practice. (Eskey: 1986)

5. We must…. make a clear distinction between the building up of particular skills and strategies, or of relevant knowledge, and reading itself. Both top-down and bottom-up skills can, in the long run, only be developed by extensive reading over time. Classroom work can point the way but cannot substitute for the act itself: people learn to read By reading, not by doing exercises. (Eskey/Grabe in Carrell et al: 1988)

6. It is first of all the teacher who must create the world of reading in a particular class. It is the teacher who must stimulate interest in reading, who must project his or her enthusiasm for books, and who must help students to see that reading can be of real value to them. (Eskey/Grabe in Carrell et al: 1988)

7. 1. The Fiji “Book Flood” (1980-81: Elley) 2.The Singapore “Book Flood” (1985-88: Elley)

8. 3.The Singapore PASSES project (1985-1990: Davis) 4. ELŻBIETA SARAPATA

9. INTENSIVE READINGEXTENSIVE READING Reading the text is an end in itselfReading the text is a means to an end The text is read for maximum comprehension The text is read for general comprehension The text is read in the classroomThe text is read outside the classroom Students do many exercises which require them to work in depth on various aspects of the text Students may do exercises which consist of reports, summaries, discussions and debates The teacher provides direction before, during and after reading The students choose what texts to read and how they want to read them

10. The Characteristics of an Extensive Reading Approach 1.The reading material is easy 2.A variety of material on a wide range of topics is available 3.Students select what they want to read 4.Learners read as much as possible 5.Reading speed is usually faster than slower 6.The purposes of reading are: pleasure, information and general understanding 7.Reading is individual and silent 8.Reading is its own reward 9.The teacher orients and guides students 10.The teacher is a role model of a reader

11. Choosing materials a)Ask the students what they like reading b)Ensure the reading material provided is at a suitable level c)Ensure that a variety of topics is available d)Let the learners choose what they want to read e)Encourage them to read as much as possible

12. Some activities a)Tasters b)Genre Corners c)Book flood d)Reader-friends e)Advertisements f)One-sentence Summary g)Picture Interest

13. GOOD READERS MAKE GOOD LEARNERS