What is reading? Why is reading important ? Main reading difficulties ? What are the types of reading? What are the stages in teaching reading? How to integrate read with the other teaching skills? What are the reading strategies? What is the purpose of reading? What is PDP reading frame work? What activities can be done in pre-reading/during reading/ post reading? How to teach reading aloud?

1. Meeting
« Teaching Reading »
February24th 2015
By
Mr.Samir Bounab
(yellowdaffodil66@gmail.com )

2. Meeting Points
Time Tasks
9:00 • Openning session
9:05 • Feed back about the last meeting « teaching inductive and
deductive grammar »
9:30 • Powerpoint presentation « teaching reading »
10:30 • Discussion & feed back
11:00 • Coffee pause
11:10 • Workshop « Planning read lessons »
11:35 • Feed back & discussion
12:00 • Closure of the session

3. Do you agree with this « quote »?

4. Questions that teachers should ask to
check themselves
 What is reading?
 Why is reading important ?
 Main reading difficulties ?
 What are the types of reading?
 What are the stages in teaching reading?
 How to integrate read with the other teaching skills?
 What are the reading strategies?
 What is the purpose of reading?

5. What is reading?
 Reading is an interactive process that goes on between the reader and
the text, resulting in comprehension
 Reading is an activity with a purpose. A person may read in order to
gain information or verify existing knowledge, or in order to critique a
writer’s ideas or writing style
 A person may also read for enjoyment, or to enhance knowledge of the
language being read.
 The text presents letters, words, sentences, and paragraphs that
encode meaning.
 The reader uses knowledge, skills, and strategies to determine what
that meaning is
 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-by-
word comprehension.

6. Whyis reading Important ?
1. Reading is fundamental to function in today's society.
2. Reading is a vital skill in finding a good job.
3. Reading is important because it develops the mind.
4. It is how we discover new things.
5. Reading develops the imagination.
6. Reading develops the creative side of people.
7. Reading is fundamental in developing a good self image.

7. 8. Good reading skills, especially in a phonics reading program,
improve spelling.
9. Reading helps to expand the vocabulary.
10. Only by reading can we be armed in this never-ending, life-
and-death struggle.
11. The fact of the power of written ideas communicated through
reading is a foundational reason why some governments
oppose free and honest communication.
12. Reading is important because words - spoken and written - are
the building blocks of life.

8. Main ReadingDifficulties
 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.

9.  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.

10. Types of Reading

11.  There are three stages in teaching reading :
 Pre-reading –
 Teacher prepares learners for the theme of the text,
 asks learners to make predictions about the text,
 connects the text with learners’ experience and provides learners with
necessary language skills.
 (While/During)Reading –
 learners read the text silently.
 Post-reading –
 teachers should first check learner’s comprehension and then continue with tasks which
require application of information from the text.
stages in teaching reading

12. Teaching Reading by Integrating It with Other Skills
A reading text is generally followed by comprehension questions, and some vocabulary
, true/false questions, possibly a few discussion questions.
These activities are set up in the following steps:
1. Teacher assigns a reading text,
2. The students read the assigned text that their teacher has chosen,
3. The students answer the comprehension or true/false questions which are already
given below the text,
4. The teacher checks if the students have answered the questions correctly,
5. Some study on vocabulary and grammar is done.
If a teacher follows, in his/her lessons, the set of rules mentioned above, students
are likely to get bored since such questions are not authentic; they decrease
motivation, and enthusiasm. It is a fact that this way of teaching reading is not interesting
for students.

13. 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.
 2. In real-life communication, there is a frequent alternation between receptive and
productive activities. People have differences in their ability to learn through the ear, the eye
and muscular movement. Integration makes use of all these abilities so that everyone can
learn something from this process.
 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 teacher’s responsibilities is that the students should practise all the skills. He finds
separating skills ridiculous and he adds that

14.  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,

15.  “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).

16.  “...today the idea of integrating writing and reading instruction is gaining
increased acceptance because research has indicated its theoretical validity and
teachers have discovered its pedagogical effectiveness. Instructors of both
writing and reading have in many cases already begun to offer integrated
instruction that allows students to view writing and reading in the same
rhetorical context.” (1985, p.vii).
 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

17.  As for speaking-reading skills integration, students should
frequently be provided with the same opportunities to give
in English the gist of what they have read.
 The reading material may serve as a basis for oral
presentations; some may be dramatized in role-plays and
some may provide a setting for discussions and debates on
the same theme and so on.

18.  Teacher should help learners develop strategies so they can become efficient
readers

19. Outline of Reading
 I. What is the purpose the pre-reading stage?
 Prepares learners to read the text:
 Asks learners to predict the content of the text after skimming or scanning.
 Skimming is reading quickly to get the general idea of the text.
 Learners may read the first and last paragraphs, the first sentence in every
paragraph, the title and subtitle, photographs, charts or tables.
 Scanning is reading quickly to find specific information in the text.
 Learners may look for the names of characters, numbers or dates, locations or
new words.
 Connects the theme of the text with learners’ experience.
 Integrates with writing, listening or speaking.
 Give learners background information about the text.
 Culture, history, the author or the work of literature from which the selection is taken.
 Ask pre-reading questions to target learners’ attention while they read.
 Give learners necessary language skills -- what they need to know to understand, but can’t
guess from the context.

20. II. The reading stage Learners read the text silently.
 III. What is the purpose of the post-reading stage, and are some post-
reading activities?
 Integrates reading with writing, speaking and listening.
 Teacher first checks comprehension to be sure that learners understood the
text.
 After checking comprehension teacher should ask learners to use the
information in the text in different ways depending on the content of the text
and learners’ level
 Learners identify main ideas and supporting ideas.
 Learners transfer the information from the text into another form: a table,
a chart, a concept map or timeline, an outline, Venn diagram, etc.
 Readers guess the meaning of words from the context.
 Learners summarize the text.

21.  Comparing new information from the text to something familiar.
 Make inferences about the author’s intentions or attitudes based
on information that is not directly stated in the text.
 Learners can write a new ending or beginning for the text.
 The readers can write an advertisement, brochure, resume, etc.
 Make a poster.
 Readers can apply the information in the text to another situation.
 Learner may evaluate characters or their actions.
 Analyze the action – who are the most important characters, what
are the problems in the story, how were they solved?
 Focus on grammar, word-building, pronunciation or vocabulary
using the text

22. What is the purpose of different types of reading?
 Individual silent reading gives learners a chance to get the meaning of the text.
 Should be used with every reading text.
 Teacher reads aloud, learners follow.
 Helps learners see the connection between written and spoken language.
 Reading aloud should be used only occasionally.
 If reading aloud is used, it should come after not before silent reading.
 Learners read aloud.
 Gives teacher a chance to assess pronunciation.
 Asking learners to read aloud it done infrequently.
 It is time-consuming and boring for the learners who not reading.
 Learners can read aloud without understanding the meaning of the text.
 Zig-zag or scrambled reading.
 Text is cut into pieces, learners put the pieces in order.
 Asks learners to think about the logical structure 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.

23. Sample pre-reading activities
 Using the title, subtitles, and divisions within the text to predict content and organization or
sequence of information
 Looking at pictures, maps, diagrams, or graphs and their captions
 Talking about the author’s background, writing style, and usual topics
 Skimming to find the theme or main idea and eliciting related prior knowledge
 Reviewing vocabulary or grammatical structures
 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
 Asking the learners to anticipate from a picture or the title .
 Introducing the topic through some key words .
 Telling a parallel story to introduce some difficult words .
 Having the learners predict information constituents .
 Review a previous lesson that is thematically or structurally linked to the new one .

24. While-reading activities

25. What do you know about
penguins?
What do you want to
know about penguins?
What have you learned
about emperor penguins?
-They are black and
white.
-They live in cold places.
-They are birds, but they
swim instead of flying.
-How do parents find
their babies if every
penguin looks the same?
-How long do they live?
-How big are they?
-What do they eat?
KWL Chart (Know, Want to know, Learned)
Learners record what they already know about the topic and what they would like to learn
about the topic before the reading. Then, after the reading, learners record what they’ve
learned about the topic.

26. Matching
 Readers match information. They may match main ideas with specific paragraphs,
questions with answers, words with definitions, etc.
 Which statement best describes which paragraph? Match
 Match each title/heading/idea with the corresponding paragraph.
 Match the answers in column B with the corresponding questions in column A.
•Match the dates with the corresponding events.
•Match the dates with the corresponding events.
•Match the dates with the corresponding events.
 Match each title/heading/idea with the corresponding paragraph.
 Match the answers in column B with the corresponding questions in column A.

27. Cause and Effect Diagram
 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?  What?
Mother penguins spend two months
feeding in the ocean.
 Father penguins put the eggs on
top of their feet.
 Every penguin has a distinctive
song.
 Only 50% of penguin chicks survive
their first year.
•Why do these things happen? Find the cause for every action or event.

28.  RAFT Writing (Role, Audience, Format, Topic)
 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 you’re 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 Your life in Antarctica researching
penguins
Tour guide Travelers visiting Antarctica on a cruise
ship in December.
Travelogue What the travelers will see
Social worker Penguin parents-to-be Advice The responsibilities of penguin parents.
Penguin chick Her parents Thank-you note The way you raised me
An emperor penguin Self Diary Everyday life in Antarctica
An emperor penguin Possible employer Job interview Qualifications to be a teacher

29. Making Inferences
 The reader tries to understand what the author meant, but didn’t say
directly.

 Do you think the author likes penguins? Find evidence in the text to support
your answer.

30. Transference
 Learners “transfer” information from the text into another format: an
outline, a concept map, timeline, etc.

Complete the table/diagram/plan/chart/form with information from
the text.
Complete the table with the events that correspond to the dates.
-Complete the table with the dates that correspond to the events.
-Complete the table with appropriate information about the following (places,
animals, people).
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. Here’s
the beginning:

31. information from the text in a different situation or for a different purpose.
•Write an advertisement for the penguins.
•Use what you have learned a
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.

32. Language Focus
 Readers focus on some specific piece of language; grammar structures,
spelling rules, pronunciation, morphological suffix, etc. Then, they should
analyze or process the piece of language in some way.

 Underline all the model verbs in the text.
 Ask three questions about the text using those modal verbs.

33.  Scanning
 Learners quickly read the text looking for specific information. Learners should use the
information they’ve learned to predict the content of the text or ask questions about the text.

 Quickly read the text and find all the numbers.
 What information did those numbers give you about emperor penguins?
 Write three questions you think the text will answer.


 Skimming
 Learners quickly read the text to get a general idea of the text’s 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?

34.  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 text’s 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.
 I will write a few words on the blackboard to help you remember:


breed two months bitter cold
 Song four years fathers
 Mothers migrate south distinctive song


35.  Guessing Words from Context
 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 migrate
 lay mammals hatch


36. Compare and Contrast
Learners compare two or three things and identify the similarities and
differences between them.
+
people penguins
both
How are penguins like people? How are they different? Make a Venn
diagram that shows the similarities and differences.

37. While-reading activities
 MCQ
 True / false / not mentioned.
 Table filling
 Matching pair activities
 Sentence completion .
 Open ended comprehension questions graded from :
 BEM Guide Typologie ( Sptember 2013) (Teachers should integrate the
different tasks planned in the guide each time they plan their lessons <
The BEM paper is elaborated according to the BEM guide typology)

38. Post reading phase
 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 :
 The learners can ask each other questions on the passage .
 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 .

39. Reading Aloud in the Classroom
 Students do not learn to read by reading aloud.
 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 student’s 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

40. Sample of reading lessons from theAlgerian manuals.
PDP reading lesson Sue’s Letter File 3 seq 1
Warm up : The teacher greets his learners and welcomes them .
The teacher tries to make his learners talk about their daily school life matters using the “present simple tense “ which is
the last séance ‘s learning objectives.
Pre‐reading :
The learners are invites to pay attention at the text page and tries to make them interact about it .
1. What type of text is it ? ‐ It’s a letter.
2. Is it about sports? – Yes it is .
During reading:
The teacher explains the instructions of “Activity e p65”, then invites the learners to read and answer .
Activity”e’p65: Read the text then say “True. False or Not Mentioned”
1. Sue plays baseball. False
2. Sue supports baseball. True
3. Sue and her friends watch the match on TV. False
4. Sue is Algerian. Not mentioned ( it is not said in the text)
The learners work in rough , the teacher supervises their works ,then invites some of the to read the text , then correct , he
reports the answers on the board , then invites them to read the corrected task.
The teacher explains the instructions of the following exercise then invites the learners to read the text again and do it on
their rough copybooks.
Exercise: Read the text then match the questions in column “A» with the appropriate answers in column “B”
Questions Answers
1. Is Sue the receiver?
2. Where is Sue ?
3. What sport are the girls fan of?
4. Do they go to stadium to support their teams?
a. Sue is at the college of physical education
b. No, she is not.
c. Yes , they do.
d. They are fan of base ball.
The learners read the text , work in rough , the teacher supervises their works then invites them to give back their answers.
Post‐reading:
The teacher invites the learners to an open discussion about the sport mentioned in Sue’s letter ,(base‐ball) , what sort
information do they have about it, how is it played and if it is played in our country.
The teacher explains the instructions of “Activity d page66” .
The teacher interacts with his learners about their champions , then they are invited to write about him or her following this
form.
Example:
Name: Lionel Messi The paragraph : Lionel Messi is 24 years old. He is from Argentina

41.  MS 2 : Discover the Language p53. agenda:1) express obligation /2) talk
about grannies remedies
 Pre-reading :
 Ask the pupils to talk about what happened to Sally since ,they have dealt with the
 subject in the previous lessons .
 The teacher introduces the situation about Sally's health that she has not recover and
 they will learn more while studying the text .
 During –reading :
 The teacher explains the instructions of the a skimming exercise ,then invites the pupils
 to read the dialogues silently and try to answer the exercise :
 Exercise : Read the dialogue then answer the following questions.
 1) Who is Liz ? Liz is the mother of Sally.
 2) What is the matter with Sally? She is awful.

42.  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 ?"
 Sally wants to obtain a permission to go to Wang's party .
 Does her mother agree?
 No she does not agree.
 What is Sally obliged to do ?
 She must stay in bed .
 What can you say about the word "must"?
 "must" is for "expressing Obligation"
 The pupils read then try to answer the questions ;then perform the activity as a drill
 (question – answer).

43.  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 .
 Activity 2p53: Match questions and answers .
 1) (6) - 2) (3) - 3) (1) - 4) (4) - 5) (2) - 6) (5)
 The pupils do the activity on their books ,then perform it by pair.
 The teacher explains the instructions of "activity 3" ,then invites the learners to perform
 Activity 3p53: What does the signs mean ? Write in full .
 1) A: "Silence Hospital! What does that mean? B : It means .You must keep calm.
 2) A: "No smoking" ! What does it mean? B : It means .You mustn't smoke
 The pupils perform the drill in pairs.
 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
 sore throat Take some lemon with honey .
 The pupils discuss the matter ,then read the written works o

44.  Sequence Two : Read File Four 3rd AM
 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.
 [foreigners- belongs- location- territory – attractions-marble-elevator- top ]
 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

45.  Monument ,because it is 169 m high and overlook the city.
 The pupils read the text silently and do the activity ,while the teacher monitors the operation, he walks
and offers individual
 help when required .
 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

46.  Warm up: The teacher greets his learners and welcomes them; he tries to make a short review about the last séance and
 its learning objectives.
 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 irrelevant notes are: 1) married Coretta Scott 2) Baseball fan.
 The reason for not including this information is that the topic is about Martin Luther King as a political/public
 figure not about his hobbies or his private life.
 Step four: The teacher invites the pupils to read the notes on the activity, give their answers with justification.
 .

47.  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 – least‐bad 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
 white people who hated the black population in America.
 c. Which words in the text are opposite in meaning to the following: 'peace –courage – hate '? peace =/= violence
 courage =/= afraid hate =/= love
 Step ten : The teacher invites the learners to give back their answers , then they are asked to correct using their pencils on their books

48.  Post –reading:
 Step eleven: The pupils are invited to pay attention at 'coping section',
listen to the teacher explaining each parts of the section
 {The aim is to show to the learners what to do to understand a difficult
word}
 Step twelve: The learners are invited to listen the teacher explaining the
instructions of “Activity5p108” then they are asked to use their
 pencils and answer on their books.
 Activity5p108: Read the examples in column B and match them with the
strategy which it best illustrates in column A

49. Ressources
 Introduction to teaching methodology by
 How to teach PDP reading by Mr.Samir Bounab (yellowdaffodil66@gmail.com)
 A NEW PERSPECTIVE FOR THE INTEGRATION OF SKILLS TO READING Meltem Huri Baturay-Nurgun Akar
Alison Oswald

50. Thank You