The document discusses developing a genuine love for reading in students. It describes pre-reading activities that should be done to prepare students and motivate them, including establishing a proper mindset, activating their prior knowledge, introducing themes, and motivating them to read. These activities aim to trigger students' background knowledge and set the mood for the reading lesson. The document also discusses motivation theory and how proper motivation can stimulate learning and make it quicker by involving more areas of the brain. It provides general principles of motivation, such as focusing attention on what needs to be learned and using incentives to motivate learning.

2.  Developing Genuine Love for Reading is
focused on the idea of letting students
appreciate the story selection.
 Genuine Love for Reading (GLR) aims to
trigger the schema of the learners.
 GLR sets the mood of the entire reading
lesson.
 GLR prepares learners for the actual
reading of the text.
Rationale and Objectives of
GLR

3. In the GLR stage, teacher
establishes proper mind set,
activates the students’
schemata, introduced the
theme and motivates them to
read the passage.

4.  Pre-reading activities are done before the
actual reading or the text.
Activities:
 Establishing the proper mind set, activating
the learners’ schemata, introducing the
theme and motivating the learners to read
the text.

5.  Is defined as the stimulus to create and
sustain intentions.
Motivation determines the extent of the
learners’ active involvement and
attitude towards learning.
Motivation influences the arousal,
selection, direction and maintenance of
all human behaviors.

6.  Motivation stimulates students to acquire,
transform and use knowledge (Groccia, 1992,
p.62).
 Research shows that with proper motivation,
learning is quicker. More areas of the cortex
become involved (Smith, 2002).
In Smith’s article, he summarized the
motivation theory. A child’s motivation can
be viewed as maturing through 4 phases.
 The child moves from self-interest to plesue
to competition to immersion.

7. Weller (2005) provides general principles of
motivation in any learning situation.
Basic principles of motivation are applicable
to learning in any situation.
1. The enviroment can be used to focus the
student’s attention on what needs to be
learned.
2. Incentives motivate learning.
3. Internal motivation is lasting and more than
self-directive than is external motivation,
which must be repeatedly reinforced by
praise or conrete rewards.

8. 4. Learning is most effective when an
individual is ready to lern, that is, when one
wants to know something.
5. Motivation is enhanced by the way in which
the instructional material is organized.