Professional Documents
Culture Documents
Teaching Reading
February24th 2015
By
Mr.Samir Bounab
(yellowdaffodil66@gmail.com
Meeting Points
Time
Tasks
9:00
Openning session
9:05
9:30
10:30
11:00
Coffee pause
11:10
11:35
12:00
What is reading?
What is reading?
In the case of reading, this means producing students who can use
reading strategies to maximize their comprehension of text, identify
relevant and non-relevant information, and tolerate less than word-byword comprehension.
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Dyslexia
Although dyslexia typically affects spelling and writing, including
transposing letters and words, it can also contribute to reading
comprehension problems. When a student has this type of learning
disorder, he or she usually has problems with letter and word
recognition, as well as difficulties pronouncing words. It also
contributes to slow reading speed. Students who have these issues
may have problems with overall reading comprehension because
there can be so many "roadblocks" that the overall meaning of the
words becomes indecipherable.
Remedial Vocabulary
Many students with reading comprehension problems
have trouble with vocabulary and may fall behind their
peers. They typically perform poorly on vocabulary tests,
as well as on standardized tests. These shortcomings
may affect a student's self-esteem and make him or her
prone to avoiding speaking aloud in the classroom in
front of other students and teachers.
Types of Reading
Pre-reading
(While/During)Reading
Post-reading
teachers should first check learners comprehension and then continue with tasks which
require application of information from the text.
There are plausible reasons for the integration of reading with other skills.
These are as follows:
1. When analyzed, there is a large overlap among the component skills of the four skills:
listening, speaking, reading and writing. Although there are differences, many elements are in
common. Therefore, to teach these four skills in close association facilitates learning.
3.If something is taken in through more than one channel, it is more likely to be learned well.
Practices in these skills can be mutually reinforcing; that is, the channels can reinforce each
other.
4. Students even of the same age, sex and cultural background are often not interested in the
same thing (1981, p. 93). Similarly, their interests over the skills activities may have
differences.
The facts stated above require the use of skills together. Harmer (1983) has pointed out that
one of the teachers responsibilities is that the students should practise all the skills. He finds
separating skills ridiculous and he adds that
Someone who listens to a lecture may take notes and then write a report of the lecture.
The same person might also describe the lecture to his friends or colleagues and follow it
up by reading an article that the lecturer suggested. (1983, p. 47)
Byrne (1990) confirms this with an example. For instance, one sees an ad in the
newspaper (for a job, holiday or device); talks about it to someone else or rings him up or
writes a letter or chats on the computer. These kinds of activities could follow and
provide a natural setting for language teaching/learning. Similarly, Cunningsworth states
that.
In the actual language use, one skill is rarely used in isolation... Numerous communicative
situations in real life involve integrating two or more of the four skills. The user of the
language exercises his abilities in two or more skills, either simultaneously or in close
succession. (1984,
Listening shares a number of features with reading since the two are
interpretative skills which play an important role in communication
(1987, 100-101).
The use of listening with other skills not only enhances the amount of real
comprehension and eliminates the problems about listening materials, but
also brings a communicative touch to the process. Peck states that
Listening comprehension,
together with reading, offers one of the most powerful means of extending
students stock of language items with which they can later express
themselves in speech or writing. (1988, p.187).
Writing has generally been an uninteresting, dull experience for students and
causes reluctance.
In order to make writing more interesting and enjoyable for students, it has to
be integrated into the other activities; thus, the psychological barrier that has
grown up around it can be removed
As
The
Teacher should help learners develop strategies so they can become efficient
readers
Outline of Reading
Asks learners to predict the content of the text after skimming or scanning.
Learners may read the first and last paragraphs, the first sentence in every
paragraph, the title and subtitle, photographs, charts or tables.
Learners may look for the names of characters, numbers or dates, locations or
new words.
Culture, history, the author or the work of literature from which the selection is taken.
Give learners necessary language skills -- what they need to know to understand, but cant
guess from the context.
III. What is the purpose of the post-reading stage, and are some postreading activities?
Learners transfer the information from the text into another form: a
table, a chart, a concept map or timeline, an outline, Venn diagram, etc.
Make a poster.
Analyze the action who are the most important characters, what
are the problems in the story, how were they solved?
Individual silent reading gives learners a chance to get the meaning of the text.
Helps learners see the connection between written and spoken language.
If reading aloud is used, it should come after not before silent reading.
Learners can read aloud without understanding the meaning of the text.
Stop reading.
Learners stop after reading a section of text and predict what they think the text will say next, or
what action will occur.
Using the title, subtitles, and divisions within the text to predict content and organization or
sequence of information
Talking about the authors background, writing style, and usual topics
Skimming to find the theme or main idea and eliciting related prior knowledge
Reading over the comprehension questions to focus attention on finding that information while
reading
Constructing semantic webs (a graphic arrangement of concepts or words showing how they are
related)
Doing guided practice with guessing meaning from context or checking comprehension while
reading
Review a previous lesson that is thematically or structurally linked to the new one .
While-reading activities
Matching
Readers match information. They may match main ideas with specific paragraphs,
questions with answers, words with definitions, etc.
Readers identify the causes for actions or the events that happen as a result of
actions. More advanced learners may also be asked to identify both causes and
effects in the text.
Why do these things happen? Find the cause for every action or event.
Why?
What?
Learners write or discuss information from the text according to a specific role,
audience, format and topic. Formats may include letters, shopping lists, recipes,
menus, newspaper articles, petitions, job interviews, diaries, plays or poems, etc.
Teachers can use a RAFT table or give the assignment in a different format: Imagine
that youre a biologist doing research on penguins at the South Pole. Write a postcard
to a friend.
Choose one of the following rows of information and write.
Role
Audience
Format
Topic
Biologist working in
Antarctica.
A friend at home
A postcard
Tour guide
Travelogue
Social worker
Penguin parents-to-be
Advice
Penguin chick
Her parents
Thank-you note
An emperor penguin
Self
Diary
An emperor penguin
Possible employer
Job interview
Qualifications to be a teacher
Making Inferences
The reader tries to understand what the author meant, but didnt say
directly.
Do you think the author likes penguins? Find evidence in the text to support
your answer.
Transference
Learners transfer information from the text into another format: an
outline, a concept map, timeline, etc.
the table with appropriate information about the following (places,
-Complete
animals, people).
-Complete the table with the dates that correspond to the events.
Make a mind map of the information in the text. Think about how you can
group the information and which details belong to which group. Heres
the beginning:
Application
Learners apply bout the penguins to convince them to buy one of the following products: a
mobile phone, a refrigerator, a car or a computer.
Language Focus
Ask three questions about the text using those modal verbs.
Scanning
Learners quickly read the text looking for specific information. Learners should use the
information theyve learned to predict the content of the text or ask questions about the text.
What information did those numbers give you about emperor penguins?
Skimming
Learners quickly read the text to get a general idea of the texts content. They may focus on
titles or subtitles, pictures, graphs or charts, captions, the first sentence of every paragraph or
the first and last paragraphs in the text. After skimming learners should try to predict the
content or organization of the text.
Read the title. Who do you think are the emperors of the ice?
Read the Emperor Facts. Now, what do you think emperors of the ice are?
Read the quote from Graham Robertson in the middle of the text (The more you learn
about). Were your guesses about emperors of the ice correct?
Paraphrasing
Learners re-tell the text in their own words. It can be useful for the
learners to have picture or word clues or an outline or concept map
to remind them of the texts structure or information.
Work in pairs to review what you learned from the text about
emperor penguins: Without looking at the text, the older student in
the pair should teach the younger student about emperor penguins
for two minutes. Then the younger students in the pair should
teach the older student in the pair.
breed
two months
bitter cold
Song
four years
fathers
Mothers
migrate south
distinctive song
The reader tries to guess the meaning of words or phrases in the text based
on the words or sentences around them.
Re-read the text and find these words below. When you find a word, read the
sentences or paragraph again and see if you can guess the meaning of that
word. Then, write a short definition of what you think the word means.
breed
lay
migrate
mammals
hatch
people
penguins
both
While-reading activities
MCQ
Table filling
Sentence completion .
The role of the teacher here is that of evaluator .He checks that the objectives set ,
that is the activities set in the reading phase have been done to his satisfaction .These
activities are corrected .
This is also an opportunity to diagnose more common mistakes and offer remedial
works to the hole class for mistakes made by all .There may also be follow up written
or oral activities :
They can imagine a different ending orally , to pave the way to written expression .
They can retell the passage from a different character's point of view .
They can learn how to summarize the passage orally first then written .
A person who reads aloud and comprehends the meaning of the text is coordinating word
recognition with comprehension and speaking and pronunciation ability in highly complex
ways. Students whose language skills are limited are not able to process at this level.
In addition, reading aloud is a task that students will rarely, if ever, need to do outside of
the classroom
It does not test a students ability to use reading to accomplish a purpose or goal.
There are three ways to use reading aloud productively in the language classroom.
1- Read aloud to your students as they follow along silently. You have the ability to use inflection
and tone to help them hear what the text is saying.
2- Following along as you read will help students move from word-by-word reading to reading in
phrases and thought units, as they do in their first language.
3-Use the read and look up technique. With this technique, a student reads a phrase or
sentence silently as many times as necessary, then looks up (away from the text) and tells you
what the phrase or sentence says. This encourages students to read for ideas, rather than for
word recognition.
However, reading aloud can help a teacher assess whether a student is seeing word endings
and other grammatical features when reading
Pre-reading :
Ask the pupils to talk about what happened to Sally since ,they have dealt with the
The teacher introduces the situation about Sally's health that she has not recover and
During reading :
The teacher explains the instructions of the a skimming exercise ,then invites the pupils
The pupils work in rough ,correct on the board then read and write.
The teacher invites the pupils to read the text by pairs .then try to answer the questions
on page 53.First he reminds the learners about the uses of "can" [ability inability
request permission]
What does Sally want to obtain when she says :" Can I to Wang's party ?"
The pupils read then try to answer the questions ;then perform the activity as a drill
(question answer).
Post reading :
The learners now know the use of 'must' to express 'obligation" as they already know the uses of can Know some vocabulary
related to health.
Practice :
The pupils will use what they have learnt and try to perform "activity 1p53" as pair work.
The teacher presents and explains the new vocabulary then invites the pupils to perform "orally" using the model "must".
Activity 1p53:Pupil 1 'is a patient with a health problem / pupil 2: is a doctor who tell the patient what he must do .
Pupil 1: I have got { a pain in the back / sore throat / a flu } see a doctor . You mustn't carry heavy things.
Pupil 2: You must take hot drinks . You mustn't eat ice creams 9655stay in bed . You must not go out.
The pupils are free to use what ever key words and perform it in pairs .
The teacher invites the pupils to do "Activity 2p 53" using their pencils .
The teacher explains the instructions of "activity 3" ,then invites the learners to perform
1) A: "Silence Hospital! What does that mean? B : It means .You must keep calm.
The teacher asks the pupils to go back to page 52 and pay attention at "activity 2p 52"
The pupils are asked to talk about "grannies remedies" according to the given illnesses .
Examples: Toothache put some perfume or wash with hot water mixed with salt
The pupils discuss the matter ,then read the written works o
Sequence Two :
Pre-reading :
The teacher interact with his learners about the last hour ,about what they have seen ,lets them talk and discuss about the places
the saw previously in order to lead them talk about the country the places belong (USA)
The teacher tries to lead the pupils guess the capital of the USA < Washington >
The pupils are invited to open their book son page 140 and try to interpret the photo. The teacher may ask the pupils to talk about
what they can see in the photo.
The pupils are asked to describe what they can see in the photo ,places ;monuments ,roads..
The teacher listens to the pupils answers ,reports the best one on the board and invites the pupils to read it.
While reading:
The teacher reads the text once ,the pupils listen to his reading and explaining some new and difficult words.
The pupils are invited to pay attention at "activity12p140" ,listen to the teacher explaining the instructions then read the text and
do the activity.
Activity 1p140: Read the text ,name and locate "a monument " and "a building" on the photo page 140.
1) A monument: "The Washington Monument (in the background) . 2) A government building : The Capitol .(in the foreground)
The pupils try read the text and answer the activity . The teacher reports the pupils' answers on the board ,then invites the pupils
to read it.
The teacher explains the instructions of "activity 2p140" and invites the pupils to work.
Activity 2p140: Read the text again and answer the questions.
a- How many states are there in the USA? There are 50 states.
b- In what ways is Washington D.C different from other cities in the USA? It belongs to no state.
c- Why is "1600,Pennysylvania Avenue" a special address? Because the White House is located there.
d- From where can tourists have a full view of Washington ? They can have a full view of Washington from the Washington
The pupils read the text silently and do the activity ,while the teacher monitors the operation, he walks and
offers individual
The pupils are invited to give back their answers ,the teacher reports the answers on the board, then invites
the pupils to read them.
Post reading :
The teacher reads the text paragraph by paragraph , interacts with his learners about each idea included in
each paragraph.
He evaluates the learners performances while they did the "activities" related to the text.
Try to make the pupils talk about each passage in the text and compare it with their own or hometown.
Asks the learners to summaries the text in a very short description in order to prepare them for the next task
"the integrated
Warm up: The teacher greets his learners and welcomes them; he tries to make a short review about the last sance and
Pre-reading:
Step one: The teacher invites the pupils to look at the photo on page 107, and try to recognize the personality in the photo.
Step two: The teacher helps his learners by giving some useful information about Marti Luther King, in order to lead them discuss
about the subject. Born Michael King, Jr. January 15, 1929 Atlanta, Georgia, U.S. Died April 4, 1968 (aged 39)
Memphis, Tennessee, U.S. Monuments Martin Luther King, Jr. National Memorial (planned) Influenced by Jesus, Abraham Lincoln, Mahatma
Gandhi, Benjamin Mays, Hosea Williams, Bayard Rustin, Henry David Thoreau, Howard Thurman, Leo Tolstoy Political movement African-
American Civil Rights Movement, Peace movement Nobel Peace Prize (1964), Presidential Medal of Freedom (1977, posthumous),
Congressional Gold Medal (2004, posthumous) Signature
Step three: The pupils listen to the teacher explaining the instructions of 'Activity1p107' then work with their colleagues.
Activity 1p107: Read the notes and cross out the ones, which you don't use in the article about Martin Luther King. Justify your
answer.
The reason for not including this information is that the topic is about Martin Luther King as a political/public
Step four: The teacher invites the pupils to read the notes on the activity, give their answers with justification.
During reading:
Step five: The teacher explains the instructions of 'activity 2p107', and the new words and expressions such as 'letter of opinion'
man of peace hero preached violence racists defense civil rights modest tolerance self respect leastbad guys.
Step six: The teacher invites the pupils to read the letter while he explains the words and expressions, then asks the pupils to check if
the notes they've omitted in the previous activity are whether correct or no.
Step seven: The pupils read the letter again on page 107, and try to do 'activity3p108.
Activity3p108: Read again the letter and answer the following questions.
In which sentence of the letter does the author state his/her opinion? The author states his opinion in the first sentence of the
letter.
"Martin Luther King Junior never starred in a Hollywood film, and never killed the "bad guys", but he was my hero."
How does the author organize his/her text? The author organizes his/her text by listing and explaining a series of arguments.
What kind of words does he/she use to organize his /her ideas? He/she uses sequencers: first, second, third, finally"
Step eight: The teacher requires form the learners to correct the activity, then perform it
Step nine: The pupils listen to the teacher explaining the instructions of 'activity4p108'then try to work on their rough copybooks.
Activity4p108: Read the text on the previous page and answer the following questions.
a. Which word in the text is closest in meaning to the word 'famous'? Famous = well known.
b. Which sentence in the text explains the expression 'man of peace'? 'Man of peace' = He never preached violence against
c. Which words in the text are opposite in meaning to the following: 'peace courage hate '? peace =/= violence
Step ten : The teacher invites the learners to give back their answers , then they are asked to correct using their pencils on their books
Post reading:
Step eleven: The pupils are invited to pay attention at 'coping section',
listen to the teacher explaining each parts of the section
Step twelve: The learners are invited to listen the teacher explaining the
instructions of Activity5p108 then they are asked to use their
Activity5p108: Read the examples in column B and match them with the
strategy which it best illustrates in column A
Ressources
A NEW PERSPECTIVE FOR THE INTEGRATION OF SKILLS TO READING Meltem Huri Baturay-Nurgun Akar
Alison Oswald
Thank You