Extensive reading is a course dealing with learners reading text for enjoyment and developing general reading skills which helps learners to build reading speed and reading fluency

CPMK1 Explaining the objectives of extensive reading, choosing fiction and nonfiction books

1. Day, Richard R. 2015. Extending Extensive Reading. Reading in a Foreign Language, 27(2), pp. 294-301
2. Extensive Reading Foundation. 2011. The Extensive Reading Foundation's guide to Extensive Reading. Retrieved from http://erfoundation.org/ERF_Guide.pdf
3. Krashen, S. 2014. The Power of Reading. Westport, Conn Libraries Unlimited, Portsmouth, NH: Heinemann.
4. Nation,P. 2009. Reading Faster. International Journal of English Studies, 9(2), 131-144.
5. Pigada, Maria and Norbert Scmitt. 2006. Vocabulary Acquisition from Extensive Reading: A Case Study. Reading in a Foreign Language, 18(1)
6. The Novels by Ernest Hemingway
7. Articles in Various Journals

Extensive reading is a course dealing with learners reading text for enjoyment and developing general reading skills which helps learners to build reading speed and reading fluency

CPMK1 Explaining the objectives of extensive reading, choosing fiction and nonfiction books

1. Day, Richard R. 2015. Extending Extensive Reading. Reading in a Foreign Language, 27(2), pp. 294-301
2. Extensive Reading Foundation. 2011. The Extensive Reading Foundation's guide to Extensive Reading. Retrieved from http://erfoundation.org/ERF_Guide.pdf
3. Krashen, S. 2014. The Power of Reading. Westport, Conn Libraries Unlimited, Portsmouth, NH: Heinemann.
4. Nation,P. 2009. Reading Faster. International Journal of English Studies, 9(2), 131-144.
5. Pigada, Maria and Norbert Scmitt. 2006. Vocabulary Acquisition from Extensive Reading: A Case Study. Reading in a Foreign Language, 18(1)
6. The Novels by Ernest Hemingway
7. Articles in Various Journals

Extensive reading is a course dealing with learners reading text for enjoyment and developing general reading skills which helps learners to build reading speed and reading fluency

CPMK1 Explaining the objectives of extensive reading, choosing fiction and nonfiction books

1. Day, Richard R. 2015. Extending Extensive Reading. Reading in a Foreign Language, 27(2), pp. 294-301
2. Extensive Reading Foundation. 2011. The Extensive Reading Foundation's guide to Extensive Reading. Retrieved from http://erfoundation.org/ERF_Guide.pdf
3. Krashen, S. 2014. The Power of Reading. Westport, Conn Libraries Unlimited, Portsmouth, NH: Heinemann.
4. Nation,P. 2009. Reading Faster. International Journal of English Studies, 9(2), 131-144.
5. Pigada, Maria and Norbert Scmitt. 2006. Vocabulary Acquisition from Extensive Reading: A Case Study. Reading in a Foreign Language, 18(1)
6. The Novels by Ernest Hemingway
7. Articles in Various Journals

These course is designed to give the theory on how to select extensive reading materials, vocabulary building, comprehension skills and reading faster.

The students are able to select extensive reading materials. The students are able to recognize vocabulary building.

The students are able to identify comprehension skills.

The students are recognize to reading faster.

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These course is designed to give the theory on how to select extensive reading materials, vocabulary building, comprehension skills and reading faster.

The students are able to select extensive reading materials. The students are able to recognize vocabulary building.

The students are able to identify comprehension skills.

The students are recognize to reading faster.

-

These course is designed to give the theory on how to select extensive reading materials, vocabulary building, comprehension skills and reading faster.

The students are able to select extensive reading materials. The students are able to recognize vocabulary building.

The students are able to identify comprehension skills.

The students are recognize to reading faster.

-

These course is designed to give the theory on how to select extensive reading materials, vocabulary building, comprehension skills and reading faster.

The students are able to select extensive reading materials. The students are able to recognize vocabulary building.

The students are able to identify comprehension skills.

The students are recognize to reading faster.

-

this ccourse is about reading various genres: descriptive,narrative, argumentative, exposition and news items texts consisted 5000 to 10000 words.

Students are able to develop their fluency in reading various genres; descriptive, narrative, argumentation, persuation, exposition, and news items texts consisted 5000 to 10000 words and produce reader’s comment of the genres critically.

Burgmeier, Arline. 2012. Inside Reading. New York: Oxford University Press

Conlin, Mary Lou. 1990. Patterns Plus. New Jersey: Houghton Mifflin Company

Mikulecky, Beatrice S.and Linda Jeffries. More Reading Power. 2004. New York: Longman

this ccourse is about reading various genres: descriptive,narrative, argumentative, exposition and news items texts consisted 5000 to 10000 words.

Students are able to develop their fluency in reading various genres; descriptive, narrative, argumentation, persuation, exposition, and news items texts consisted 5000 to 10000 words and produce reader’s comment of the genres critically.

Burgmeier, Arline. 2012. Inside Reading. New York: Oxford University Press

Conlin, Mary Lou. 1990. Patterns Plus. New Jersey: Houghton Mifflin Company

Mikulecky, Beatrice S.and Linda Jeffries. More Reading Power. 2004. New York: Longman

this ccourse is about reading various genres: descriptive,narrative, argumentative, exposition and news items texts consisted 5000 to 10000 words.

Students are able to develop their fluency in reading various genres; descriptive, narrative, argumentation, persuation, exposition, and news items texts consisted 5000 to 10000 words and produce reader’s comment of the genres critically.

Burgmeier, Arline. 2012. Inside Reading. New York: Oxford University Press

Conlin, Mary Lou. 1990. Patterns Plus. New Jersey: Houghton Mifflin Company

Mikulecky, Beatrice S.and Linda Jeffries. More Reading Power. 2004. New York: Longman

this ccourse is about reading various genres: descriptive,narrative, argumentative, exposition and news items texts consisted 5000 to 10000 words.

Students are able to develop their fluency in reading various genres; descriptive, narrative, argumentation, persuation, exposition, and news items texts consisted 5000 to 10000 words and produce reader’s comment of the genres critically.

Burgmeier, Arline. 2012. Inside Reading. New York: Oxford University Press

Conlin, Mary Lou. 1990. Patterns Plus. New Jersey: Houghton Mifflin Company

Mikulecky, Beatrice S.and Linda Jeffries. More Reading Power. 2004. New York: Longman

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References:

Burgmeier, Arline. 2012. Inside Reading. New York: Oxford University Press

Conlin, Mary Lou. 1990. Patterns Plus. New Jersey: Houghton Mifflin Company

Mikulecky, Beatrice S.and Linda Jeffries. More Reading Power. 2004. New York: Longman