The document discusses various aspects of teaching reading, including the purpose of pre-reading, reading, and post-reading stages. The pre-reading stage prepares learners and includes activities like predicting, background information. The reading stage includes types of reading like silent reading. Post-reading includes checking comprehension and having learners summarize, make inferences, and transfer information from the text. The document also includes examples of reading activities and strategies teachers can use.

1. SESSION 5
Teaching reading

2. “Reading is a means of thinking
with another person's mind; it
forces you to stretch your own.”

3. “The more that you read, the more
things you will know. The more that
you learn, the more places you'll
go.”

4. “If one cannot enjoy reading a book
over and over again, there is no
use in reading it at all.”
Oscar wilde

5. “I was reading the dictionary. I
thought it was a poem about
everything.”

6. “Some day you will be old enough
to start reading fairy tales again.”

7. « I don't want anyone reading my
writing to think about style. I just
want them to be in the story. »
Willa Sibert Cather quotes

8. « Often while reading a book one feels that
the author would have preferred to paint
rather than write; one can sense the
pleasure he derives from describing a
landscape or a person, as if he were
painting what he is saying, because deep in
his heart he would have preferred to use
brushes and colors. » Pablo Picasso

9. “A house without books is like a room
without windows. No man has a right
to bring up his children without
surrounding them with books, if he
has the means to buy them.”
Horace Mann

10. “Reading is to the mind what
exercising is to the body.”
Richard Steele, Sr.

11. “If you would not be forgotton as
soon as you are dead and rotten,
Either write something worth reading
or do something worth writing.”
Benjamin Franklin

12. “ What is reading, but silent
conversation.”
Charles Lamb

13. Do It Now Activity

14. What is the purpose of reading?
Why is it hard for learners to get
meaning while they are reading
aloud ?
How is reading in the classroom
different from reading in real
life?

15. Outline of Reading
I. What is the purpose the
pre-reading stage?

16. Prepares learners to read the text :
1. Asks learners to predict the
content of the text after
skimming or scanning.

17. a/ 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.

18. b/ 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.
* Integrates with writing,
listening or speaking.

19. * Ask pre-reading questions to
target learners’ attention while
they read.
* Give learners background
information about the text.
Culture, history, the author or
the work of literature from
which the selection is taken.

20. * Connects the theme of the text
with learners’ experience.
* Give learners necessary
language skills -- what they need
to know to understand, but can’t
guess from the context.

21. The reading stage
What is the purpose of
different types of
reading ?

22. Individual silent reading
gives learners a chance
to get the meaning of the
text.
* Should be used with
every reading text.

23. Teacher reads aloud,
learners follow.
Helps learners see the
connection between
written and spoken
language.

24. Reading aloud should be
used only occasionally.
If reading aloud is used, it
should come after not
before silent reading.

25. Learners read aloud.
Gives teacher a chance
to assess pronunciation.
It is time-consuming and
boring for the learners
who are not reading.

26. 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. They continue reading
and determine if their
predictions were correct or not.

27. III. What is the purpose of the
post-reading stage, and are some
post-reading activities?
a) Integrates reading with
writing, speaking and listening.
b) Teacher first checks
comprehension to be sure that
learners understood the text.

28. c) 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.

29. * 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.

30. * 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.

31. * Readers can apply the
information in the text to another
situation.
* 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

32. * Make a poster.
* Comparing new information
from the text to something
familiar.

33. SearchWord
Find the following words in the grid

34. C O M P A R E A N D C O N T R A S T R L
Y I A A S E V R E J K R E R G U M I W A
A D T R C A R N O E T D T A Q D E K U N
T X C A U S E A N D T E F F E C T O T G
E Q H P B S E M T D N R O T F S E L E U
S A I H V E T L R I U I R Y R G U L O A
K M N R U I N O A R I N D E F N R O D G
I N G A T T O U N E A G R S E I R M E E
M E C S I E D G S S S W O R D S E I R F
M A K I N G I N F E R E N C E S T N H O
I P T N K F I E E C W S I E N E I N N C
N P I G M R N F R K Q S N A J U N T I U
G L V D R O T D E T A I L S Y G Y E M S
D I W E E O N E N N A Q G R M W T A K O
S C A N N I N G C K L X L E O E D D I L
L A N T I Y E O E L O C P T O D S Q L M
U T C A N U N U S R U I S O L T N W E I
S I L E N T E R E A D I N G H E I E Z T
O O E S E E O C A S G O W S E D L E E E
K N U N G J M I P Z E A R D W A Q Y U H

35. Solution

36. C O M P A R E A N D C O N T R A S T L
A A R R W A
T R D A K N
C A U S E A N D T E F F E C T G
H P T R T S U
S I H R I G A
K N R A N N G
I G A N G I E
M S S W O R D S F
M A K I N G I N F E R E N C E S O
I P N E E C
N P G R U U
G L D E T A I L S G S
I N A
S C A N N I N G C L
A E O T
T U S
S I L E N T E R E A D I N G
O G
N

37. Riddle
What does a penguin do
when he meets a bear ?

38. 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.

39. What do you know about
penguins?
What do you want to
know about penguins?
What have you learned
about emperor penguins?

40. Pre- Question
« When do chicks leave
their parents ? »

41. video
file://localhost/Users/ais/Desktop/Docs/Lexar/11 Teaching trainers/Session 5 Teaching
Reading/Emperor Penguin -- Long Winter Wait.mp4

42. Answer
Chicks leave their parents
when they are 3 months old

43. The text
Emperors of the Ice

44. 1- What do you know about penguins?
How are they different from other birds?

45. 2- All penguins look alike. How
do penguins can find each other?

46. 3- Who do you think is
responsible for taking care of
penguin eggs, the mother or the
father? Why?

47. 4- How do penguins stay warm?

48. 5- Where do penguin chicks go
when they leave their parents?