Extensive Reading 2


This article  has relation with the article written prior, it’s Extensive reading. One of the DITC’s teacher, Lynn has an idea in teaching for extensive reading. I think this writting is absolutely usefull for encouraging teachers in managing the reading activity.

Some activity types for use with class readers.

Session on readers can be based on only one activity or more than one.


Before reading

Students look at the front cover and guess as much as they can about the book: story, characters, mood etc. Student draw up a mind-map with their predictions. They then read the blurb on the back cover to see if there is any information to confirm or revise any of these predictions.

Students who don’t know the story prepare to ask questions to those who know it. Students who know the story get together to check their recall. In the main pair or group task the students who know the story can answer OR, if they choose, can say ‘Read it and find out’.

Students watch a VERY SHORT clip from a movie of the book – a scene with little or no dialogue – or a scene played without sound. Beginnings and endings can often be fruitful. Students try to identify the types of places OR people etc. and try to imagine what is going to happen or what has happened.

The teacher makes sure students have any important background information eg. Historical details. This can be done in a student-centred way e.g. with each student given a small piece of information to share in a mingling OR as a brainstorming in groups.

Students are shown some or all of the pictures from the reader –probably not in the right order. In groups they discuss what they can learn about PLACES, PEOPLE and EVENTS.

Students get to know the characters they will meet in the book. Each student is given information about one character and then students are asked to meet the rest of the characters. If the class is small enough this can be done in one mingling group. It doesn’t matter if there is more than one of each character. If the class is large, it can be divided into smaller groups for this.


After chunks of reading.


Each group is given a character.

In your group, choose five adjectives which together describe your character as well as possible(NB not just appearance.

Students post their lists on the walls, gallery style. Then, still with their group, they go round and read the lists by other groups, adding one more adjective each time if they can. The teacher then gives any relevant feedback and language development relating  to the uses of the adjectives chosen or those that were not thought of – though not in terms of which were right or wrong.

Variation: students in three or for groups has one character. One group chooses five adjectives that really describe the character. One group chooses five nouns. One five verbs. A fourth(strong group?) chooses five adverbs. Students post their work eg. on the wall and then read each others – adding one extra adjective or noun etc if they can.

Students identify and then prepare some (very short) conversation that was mentioned or implied in the chapter(s) but not presented as dialogue. They take on the parts and read/act it out for the class.

Variation: students identify a time when one of the characters might have written something e.g. an email, a note. They write the text. Post up. Other students read them in their groups, and work out when it would have happened etc. they can add a comment if they can agree on one.

Each student decides which of the characters he/she most resembles. Tells their group. Group members to comment on the choice.

Although it is not mentioned in the text(Probably), one of the characters is having a birthday soon. Who would be giving him/her a present and what would be a good choice of gift?

The publishers would like to add one more illustration in these chapters. What scene would be useful/interesting to illustrate? Make a draft sketch for the illustration.

Look at the illustrations for these chapters. How successful/attractive are they? Decide what you would change. Be as specific as possible. Make a list of what a chosen character has in their wallet/handbag/pockets/desk drawer as appropriate. Each person on the group to keep a copy of the list.

Reorganise groups and report to new group members.

Watch on of the scenes in the book on DVD. Students to comment on e.g. similarities and differences. Can limit this in some way e.g. to characters, to the setting. Can play the scene without sound so people comment on scene and or actions, gestures, facial expressions etc.

Chose ont time in the story. One of characters phones/emails a friend about his/her day. Students prepare this. If the character is married, what is the conversation ath home that evening?.


After reading the whole book:


Design the cover for the new edition.

You are the author. You have just written this book. The publisher likes it and will publish it but doesn’t like the title. Suggest some alternatives. Can later have a class vote.

Design the DVD cover for the movie of the book.

Cast the film.

Students decide how they would start the movie ie.e. what would they show during the credits at the start. What music would they use? Then watch the actual start.

Do an acrostic with the book title.

Prepare and act out a very short scene.

Devise a plot for a sequel.

Write a short review of the book for a particular publication or for a list of books as Christmas gifts or summer reading.

Who could you give this book to as a gift(either in the original or translated into another language)?

Design a crossword puzzle based on the book.

Write the CV for one of the characters. Fill in ay gaps as well as you can.

Choose a character who might want to change jobs. Decide if they would be suitable to be an EFL teacher.



  1. ada sesuatu di sini
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  2. Ada yang bagus untuk PNS Dephan di sini

  3. […] Erko punya banyak […]

  4. Faith makes all things possible.
    Hope makes all things work.
    Love makes all things beautiful.
    May you have all of the three.
    Happy Iedul Fitri.

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