Gandhi, Mahatma
Mohandas Karamchand Gandhi, leader of the
Indian nationalist movement and known in his
later life as Mahatma ("great soul"), was one of
the greatest national leaders of the 20th
century. His methods and philosophy of
nonviolent confrontation, or civil disobedience,
not only led his own country to independence
but influenced political activists of many
persuasions throughout the world.
Gandhi was born in Porbandar, India, on Oct.
2, 1869. Although his father was a chief
minister for the maharaja of Porbandar, the
family came from the traditional caste of
grocers and moneylenders (the name Gandhi
means "grocer"). His mother was a devout
adherent of Jainism, a religion in which ideas
of nonviolence and vegetarianism are
paramount.
1. What is Gandhi’s full name?
2. What were his methods?
3. Where was he born?
4. What is Jainism?
ALL Reading OHTs
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7/3/16
The Snolls
The grifty snolls cloppered raucingly along the
unchoffed trake. They were klary, so they higgled on
sperately. "Ah, chiwar kervay," they squopped rehoply.
"Mi psar Quaj!". "Quaj!" snilled one, and flitted even
jucklier.
Answer the questions below
a)
b)
c)
d)
Where did the snolls clopper?
What was the trake like?
Why did they higgle on?
Where were they going?
ALL Reading OHTs
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7/3/16
Aoccdrnig to rsceearh at an Elingsh
uinervtisy, it deosn't mttaer in waht oredr
the ltteers in a wrod are, the olny iprmoetnt
tihng is taht the frist and lsat ltteer is at the
rghit pclae. The rset can be a toatl mses
and you can sitll raed it wouthit porbelm.
Tihs is bcuseae we do not raed ervey lteter
by it slef but the wrod as a wlohe.
ALL Reading OHTs
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7/3/16
Grammar is important too.....
provide
consider
read material deep
wealth program extend interest human
program extend read provide wealth
material consider deep human interest
A program extend read provide a wealth
material a consider deep human interest
A program of extend read provide a wealth of
material at a consider deep with human
interest
A program of extend read provide a wealth of
material at a consider deep and with human
interest
A program of extend reading provides a
wealth of material at a consider deep and
with human interest
A program of extensive reading provides a
wealth of material at a considerable depth
and with human interest
A program of extensive reading provides a
wealth of material at a considerable depth
and with human interest.
ALL Reading OHTs
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
ALL Reading OHTs
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EXTENSIVE
READING
INTENSIVE
READING
WHY?
Grammar,
vocabulary,
reading skills
Very easy
DIFFICULTY?
Usually difficult
Lots
HOW MUCH?
Little
Student
WHO SELECTS?
Teacher
Student choice
WHAT?
All read the
Fluency,
confidence
pleasure;
same material
Mostly out of
WHERE?
class
In class or
homework.
COMPREHENSION
Reports,
CHECKED?
summaries /
discussions etc.
Rarely
TESTS?
Specific
questions,
grammar and
vocab exercises
etc.
Usually
A lot
LANGUAGE
Quite rare
RECYCLING?
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7/3/16
What?
Required?
Who selected?
Where?
How?
Student
aim?
Teaching aim?
Assessment?
Advantages
Disadvantages
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‘Class Reading’ ER
Teacher selected, for class. Within
the ‘comfort’ zone. Often close to
Intensive Reading.
No
Yes - part of the coursework
The reader
Teacher
Out of class
In class
Individually
All read (or listen) together. May
stop to check understanding or
predict, review etc.
Build natural reading ability Build reading fluency, get the
Build reading fluency, get reading
and fluency, enjoy / learn
reading habit, may pick up some
habit, can pick up some language.
from their reading
language
May learn story structure etc.
None
To require learners to meet a
Teacher can ‘teach’ reading /
certain volume of text, build
provide reading practice. Often
reading fluency, pick up some
used to ‘teach’ a story or ‘literature’
word incidentally etc.
or, to introduce ER to novices
Never.
Sometimes. Written or oral reports, Often. Tests, quizzes, oral and
surveys,
written reports.
Natural reading. Own
Large volume of text, probably
Teachers can see where the class
pace.
enjoyable. May pick up some new has problems, T can teach things to
language. Self-selected, own
assist ER
pace.
Teachers do not know if Ss Difficult to assess the reading,
All go the same pace, may not
comprehend. T’s do not
interest all learners
know what is read
Free voluntary Reading
Self selected reading
Within the ‘comfort’ zone.
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Required Extensive Reading
Self selected reading– books,
graded readers, magazines, etc.
Within the ‘comfort’ zone.
Yes – part of the coursework
The reader
In or out of class
Individually, own pace, often
self-selected.
7/3/16
The old man took
The
old man
Theoldman
ALL Reading OHTs
took
his dog
his
tookhisdog
-8-
dog
for
for a
a
forawalk
7/3/16
walk
walk
Input
Output
Grammar drills
Teacher explaining
Fill-in the blank
on the board
activities
Dictionary use
Learning
Pronunciation drills
new
Studying grammar
Roleplay A and B
language and vocab books
Memorized dialogs
Intensive reading
Etc.
Etc.
Practising
Extensive reading
already
known
language Extensive listening
ALL Reading OHTs
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Essays
Free conversation
Letters to friends
Chat
7/3/16
What are the benefits and disadvantages of easy
and difficult reading?
Benefits
- learn new language
items (e.g. vocab
A difficult
and grammar)
text
- can carefully check
comprehension
- can teach a whole
class the same thing
An easy
text
ALL Reading OHTs
- it is easy
- enjoyable
- a lot of language
- meaning based
- long texts
- practising the skill
of reading
- builds confidence
- builds fluency
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Disadvantages
- demotivating
- difficult
- slow and tiring
- text must be short
- unnatural reading
activity (??)
- easy for some,
difficult for others
- may not learn a lot
of new words /
grammar
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At first you believe it is absolutely impossible to do
no matter how hard you concentrate. In fact, it
always does take some time to get it right. Then just
when you get used to doing it competently, you
hear of the alternative method. While the final
choice is, of course, left to you, if you are mature
and reasonable, you'll realize that there is no one
way which is superior. People sometimes need to
do it in strange positions so flexibility is definitely an
asset. Taken seriously this task should not result in
injury. One usually tries to avoid situations where
one has to do it too often.
ALL Reading OHTs
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Some important principles when
teaching reading
 Growth in language ability is an essential part of
reading development.
 The reading tasks should be purposeful,
meaningful and reflect the interactive nature of
real reading.
 Very little can be done if the texts are boring.
Difficult texts lead to boredom.
 Readers should read in and out of reading
class.
 A ‘Reading class’ is not a conversation,
listening, grammar or comprehension check
class.
 Exercises should try to be realistic.
 Learners don’t just get good at reading by
having their comprehension checked all the
time.
 Readers give and take meaning from a text
 Readers sometimes need to use their ears
when they read.
 Using a text is not the same as teaching
reading.
 Learners need a balance of meaning focused
input, form focused input and the development
of their reading skills.
ALL Reading OHTs
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