Meeting Teaching Reading February24th 2015

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

Meeting PointsTime Tasks 9:00Openning session9:05Feed back about the last meeting teaching inductive and deductive grammar9:30Powerpoint presentation teaching reading10:30Discussion & feed back 11:00Coffee pause11:10Workshop Planning read lessons11:35Feed back & discussion12:00Closure of the sessionDo you agree with this quote?

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?

What is reading?Reading is an interactive process that goes on between the reader and the text, resulting in comprehensionReading 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 writers ideas or writing styleA 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 isIn 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.

Why is reading Important ?

Reading is fundamental to function in today's society.Reading is a vital skill in finding a good job.Reading is important because it develops the mind.It is how we discover new things.Reading develops the imagination.Reading develops the creative side of people.Reading is fundamental in developing a good self image.

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. Main Reading Difficulties

DyslexiaAlthough 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 VocabularyMany 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

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 learners comprehension and then continue with tasks which require application of information from the text.

stages in teaching readingTeaching 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 alreadygiven 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, studentsare likely to get bored since such questions are not authentic; they decreasemotivation, and enthusiasm. It is a fact that this way of teaching reading is not interestingfor students.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 teachers responsibilities is that the students should practise all the skills. He finds separating skills ridiculous and he adds thatSomeone 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)....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 removedAs 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.Teacher should help learners develop strategies so they can become efficient readers

Outline of ReadingI. 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 cant guess from the context.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 levelLearners 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.

Comparing new information from the text to something familiar.Make inferences about the authors 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

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.Sample pre-reading activitiesUsing 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 authors 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 readingAsking 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 .

While-reading activitiesWhat 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 theyve learned about the topic.

MatchingReaders match information. They may match main ideas with specific paragraphs, questions with answers, words with definitions, etc.Which statement best describes which paragraph? MatchMatch 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.Cause and Effect DiagramReaders 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.

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 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.RoleAudienceFormatTopicBiologist working in Antarctica.A friend at homeA postcardYour life in Antarctica researching penguinsTour guideTravelers visiting Antarctica on a cruise ship in December.TravelogueWhat the travelers will seeSocial workerPenguin parents-to-beAdviceThe responsibilities of penguin parents.Penguin chickHer parentsThank-you noteThe way you raised meAn emperor penguinSelfDiaryEveryday life in AntarcticaAn emperor penguinPossible employerJob interviewQualifications to be a teacherMaking InferencesThe 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.

TransferenceLearners 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. Heres the beginning:information from the text in a different situation or for a different purpose.Write an advertisement for the penguins. Use what you have learned aApplication

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 FocusReaders 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.ScanningLearners 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.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.SkimmingLearners 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?ParaphrasingLearners 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.I will write a few words on the blackboard to help you remember:

breed two months bitter coldSong four years fathersMothers migrate south distinctive song

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 migratelay mammals hatch

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

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)

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 . Reading Aloud in the ClassroomStudents 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 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

Sample of reading lessons from theAlgerian manuals.PDP reading lesson Sues Letter File 3 seq 1Warm 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 isthe last sance s learning objectives.Prereading :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 ? Its 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 .Activityep65: Read the text then say True. False or Not Mentioned1. Sue plays baseball. False2. Sue supports baseball. True3. Sue and her friends watch the match on TV. False4. 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 , hereports 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 ontheir rough copybooks.Exercise: Read the text then match the questions in column A with the appropriate answers in column BQuestions Answers1. 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 educationb. 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.Postreading:The teacher invites the learners to an open discussion about the sport mentioned in Sues letter ,(baseball) , what sortinformation 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 thisform.Example:Name: Lionel Messi The paragraph : Lionel Messi is 24 years old. He is from ArgentinaAge: 24 He is Argentinian . He practices football . He plays forNationality; Argentinian Barcelona Foot ball Club in Spain .Sport; foot ballClub : Barcelona ( Spain)The learners work in rough , the teacher supervises their works and offers his help if needed, then invites some of thelearners to give back their answers .The teacher reports on the board the best of the learners answers then asks them to read and copy down.yellowdaffodil66@gmail.com 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 thesubject in the previous lessons .The teacher introduces the situation about Sally's health that she has not recover andthey will learn more while studying the text .

During reading :The teacher explains the instructions of the a skimming exercise ,then invites the pupilsto 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.

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 questionson 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).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 performActivity 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 smokeThe 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 oSequence Two : Read File Four 3rd AMPre-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

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 individualhelp 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 integratedWarm up: The teacher greets his learners and welcomes them; he tries to make a short review about the last sance andits learning objectives.Prereading: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 discussabout 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, MahatmaGandhi, Benjamin Mays, Hosea Williams, Bayard Rustin, Henry David Thoreau, Howard Thurman, Leo Tolstoy Political movement AfricanAmerican Civil Rights Movement, Peace movement Nobel Peace Prize (1964), Presidential Medal of Freedom (1977, posthumous), Congressional Gold Medal (2004, posthumous) SignatureStep 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 youranswer.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/publicfigure 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..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 ifthe 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 itStep 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 againstwhite 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 =/= violencecourage =/= afraid hate =/= loveStep ten : The teacher invites the learners to give back their answers , then they are asked to correct using their pencils on their booksPost 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 theirpencils and answer on their books.Activity5p108: Read the examples in column B and match them with the strategy which it best illustrates in column ARessources 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 AkarAlison OswaldThank You