10 Major Benefits of Reading

Reading is one of the great pleasures of life. It’s an acquired taste, though. It doesn’t develop naturally. The habit of reading starts at home. Kids will probably develop a liking to books eventually, if they see their parents reading; if there are shelves with books around; if they are allowed to spend time in libraries and bookstores just playing with and touching books; or if they are read to by their caretakers. I grew up among books, and many people in my family read for pleasure, so, for me, it was easier to tackle the complex task of going through words and sentences and trying to make sense of them. It gets better and easier with practice.


In addition to giving pleasure, there are many other proven benefits associated with reading. Here are some of them:

1. It’s entertaining. Reading is a wonderful and relatively cheap hobby. It helps you pass the time; it takes your mind off problems; it’s relaxing. You go places and meet interesting people in the stories you read.

2. Books can be mentors.  It’s said that to develop a professional skill or hone a natural talent, one needs coaching and mentoring. Not everyone can get these services. Great leaders, artists and people who stand out in their jobs and careers have always been mentored. Books can take this role. If you don’t have access to a human mentor, read their written words. Buy his/her biography. Books will even give you the opportunity to follow a number of mentors and get from them what suits you better. Vicarious experience can be a great source of learning.


3. Reading improves your creativity.  Of course, the most direct consequence of reading is improving your writing skills. There’s nothing like exposure to good writing to put you in the right direction of writing well and more creatively. But reading also opens many other doors in your brain: You develop new perspectives and insights. You add new knowledge to what you had accumulated before and.. bang!…all of a sudden you come up with a super original idea. Innovation leads to success.

4. You will never feel lonely again. Have you ever travelled alone? Maybe not as a hobby, but, sometimes, you need to do that for work. And it can be very lonely. If you like reading, books will be friends you can take along with you wherever you go: Especially now, when you can have your whole library on your smartphone or tablet,  being able to download a new title at the touch of a button.


5. Reading can be a life-changing experience. Some books have such a profound impact on people that they actually change the course of their lives. They give you such new angles on things, you decide to behave in a different way or start something new. They may make you go to another country; start a new career; decide to take a course on a new subject, change your investment plans (thousands of people have, for example, reported how the personal finance book Rich Dad, Poor Dad, by Robert Kiyosaki, has changed the way they think about their future).

6. Reading makes you smarter. It affects your brain in very powerful ways, creating new synapses (connections), improving your memory, broadening your attention span. Reading is the best brain workout. Great leaders are readers and this should say enough about how the activity boosts the powers of your mind.

7. Studies have indicated that reading can be a strong protection against the onset of brain diseases such as Alzheimer’s and dementia. It looks like the exercise brains go through when submitted to the effort of decoding, processing and linking words, making sense of passages and connecting them with what was read before acts as a shield against those conditions.

8. Reading reduces stress. It changes your mental context, makes your focus on something other than your most immediate worries; calms you down, and helps improve your general health.


9. In the context of foreign language learning, reading is the most powerful skill in acquiring a new language. Reading in the target language – starting with simplified, graded readers and progressively moving on to unabridged books – is the strongest way to consolidate the grammar, vocabulary and linguistic functions you have been studying, as you observe them being used communicatively in its natural context.

10. Books will make you a better person. Reading about other people’s problems and lives, be them fictional or real; learning about how other people feel and see the world; exposing yourself to different dreams, passions, and aspirations; all this opens up your mind and boosts your empathy. As a result, you become a lot more tolerant of diversity and turn into a more evolved human being.

Are there any other benefits you would like to add to this list? Please feel free to write your comments below.

Jorge Sette.







Teaching English with Art: Monet

Teaching English with Art! This eBook is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 speaking and writing activities for classroom use, based on some of the most striking works by French artist CLAUDE MONET, the founder of Impressionismo. The objective of the eBook is to expose the students to high art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of Monet. This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest and motivation. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.



Teaching English with Art: Monet.

Click on the image to download the eBook.

Take a moment to watch the video clip of TEACHING ENGLISH WITH ART: MONET

Au revoir

Jorge Sette


Topic-Based versus Task-Based Speaking Activities

Speaking is one of the most valued skills in learning a foreign language. When you want to find out about the general knowledge of a person in a foreign language you usually ask DO YOU SPEAK (language)? I can’t remember ever hearing from someone if I could listen to English, on the other hand.

Most learners therefore expect to speak the language fast when they join a course or hire a teacher. As teachers, however, we know that, being a productive skill, speaking will have to come after listening in the process of the students’ linguistic development. The same goes for writing: it needs to follow reading. Receptive skills (listening and reading) precede productive skills (speaking and writing). This is an absolute law that emulates the acquisition of the native language.

Ideally, students would have to spend sometime quietly listening to as much English as possible, at the right level, which, according to the linguist Stephen Krashen, would be roughly tuned to slightly above their current level in the language (i + 1), before they are asked to produce utterances. This quiet period of listening comprehension is called by the experts The Silent Period. This is when input is internalized (becoming intake).

In general, language schools and teachers cannot afford to apply this methodology exactly as it’s prescribed, as, for marketing reasons and to keep their businesses, they need to satisfy the strong expectation the students (clients) have about being able to speak the language quickly. Therefore teachers need to, at least, create a few speaking opportunities in the beginner’s class. Fair enough, this will not cause any serious disruption in the learners’ acquisition process.

Task-Based Speaking Activitie

Task-Based Speaking Activities

It would be important, however, to manage these expectations aptly, making it clear to the students that their ability to speak English will grow proportionally to the amount of linguistic input they get exposed to. The more they listen and read, the quicker and more fluently they will be able to speak the target language. Especially in dealing with adult students, I recommend teachers have a candid conversation with their students about what the methodology entails.

Having covered how to deal with the students’ frustration of not being able to produce English as fast as they would like to, let’s move on to how a teacher can create speaking opportunities for their students at any level.

There are basically two kinds of speaking activities: Topic-Based activities and Task-Based activities. The first refers to the kind of activities that usually involve giving the students a topic and expecting them to talk about it or discuss it. The latter involves a task: students use the language as a means to an end, trying to solve a problem or complete a task. Both kinds of activities are valid and enjoyed to a greater or lesser extent by different kinds of students. I would say that, as a general rule, task-based activities work better for lower levels while topic-based ones for intermediate to upper levels of linguistic proficiency. But this is not an absolute law.

An example of a task-based activity would be to have the students list the best places to go on vacation. Individually, each student would draw their own list (with, let’s say, 5 items, numbered in order from the best place) and, then, they would be paired off with the task of coming up with a common list. They would have to discuss the pros and cons of each place and prioritize their recommendations. Then each pair would present the negotiated list to the rest of the class.

An example of a topic-based activity, on the other hand, would be a debate: Gay Marriage: are you for or against? The students would express their own views on the issue. Teacher could guide the discussion by presenting typical and polite phrases to introduce disagreement, explain turn-taking rules, show them how to modalize one’s point of view, etc. Language and conversation skills would be taught together.

The exercises you find in our series TEACHING ENGLISH WITH ART include both topic and task-based speaking activities. The visual input is always a painting from a great master (Matisse, Picasso, Caravaggio). Students look at the painting in their ebooks and do the speaking activity indicated for their level (we use the Common European Framework of Reference to set the level). However, most activities are very open-ended and personalized, so sometimes the teacher can use even more advanced activities with lower-level learners, as the students themselves will adapt the production to their own level of English. An alternative way of dealing with the activities would be to project the image of the painting from a laptop or tablet onto a white wall to make it more of a heads-up type of exercise.

More on speaking and writing activities in the upcoming blog posts. Watch this space. To download a book from the series TEACHING ENGLISH WITH ART, please click here: http://wp.me/p4gEKJ-1lS

Teaching English with Art

Teaching English with Art

Au revoir

Jorge Sette.