Week 6 - FINAL - LESSON PLANNING - READING

TSLB3073
3. Lesson Planning for

Teaching Reading
Week 5
 3. Lesson Planning for Teaching Reading
 Planning for teaching reading
- interpreting the reading skills in the syllabus
- select and prepare activities for teaching
reading skills
 Lesson planning
 -- stages of a reading lesson (pre, while, post-
reading)
- pedagogical principles (reference to current
Planning for Teaching Reading
Interpreting the reading

skills in the syllabus
Planning for Teaching Reading
Select and prepare activities

for teaching reading skills
Lesson Planning
Stages of a reading
lesson (pre, while, post
reading)
Lesson Planning
Pedagogical principles
(reference to Current Malaysian
English Language school
Curriculum )
pre reading while reading
post reading
What is reading?
 Reading is a complex metacognitive process where

understanding is derived through the intricate interplay of
words and one’s prior knowledge. All efficient readers use
various strategies to help them comprehend a text. In the
same light, teachers dispense various strategies to help
pupils develop reading comprehension in the classroom. For
the same reason, a reading lesson is divided into three
distinct stages with specific strategies set for each stage to
develop reading comprehension.
Stages of a Reading Lesson
A typical reading lesson comprises three basic

pre-reading, while-reading
phases of
and post-reading.
 All these phases have their own aims and thus
the activities in each of these phases or stages
vary depending on the purpose or aim of that
phase. We shall deal with each phase in greater
detail below.
Pre-reading
This phase usually has one or more of these functions:

 to generate interest in the topic
 to introduce vocabulary, language or concepts
related to the text
 to help pupils see the relationship of ideas
 to activate previous knowledge related to the text
 to relate text to personal lives
Pre-reading
 Generally,this stage is to prepare

learners for the reading passage they
will be reading. It is very important that
the learners are provided with a lot of
pre-reading support so that the learners
are confident enough to read effectively
and efficiently.
Pre-reading
Among the activities that can be carried out at this stage are:
 looking at the title/picture to predict or speculate about the content of the

text
 the teacher giving background information of the content
 providing learners with some relevant material to read about the
content/topic
 learners writing questions about the topic they would like to get answers in
text to come
 further discussion of the topic
 pre-teaching, revising essential linguistic items – lexis and syntax
Pre-reading
 Before closing this segment, there are some

important points to remember about pre-
reading activities. They are most important at
lower levels of language proficiency and at the
earlier stages of reading instruction. As pupils
become more proficient at using reading
strategies, the teacher will have to reduce the
amount of guided pre-reading and allow pupils
to do the activities themselves.
While-reading
 This stage chiefly deals with the reading activities learners

are expected to do while reading the text. The aim is to help
learners develop the reading sub-skills necessary to extract
message or meaning from the text. However, it must be
noted that the activities carried out at this stage are not
meant to be used as a form of assessment. Instead, they are
to help learners to read and develop the necessary skills
which they can apply in any reading situations. Hence, the
activities must be carefully planned to fit their purposes .
While-reading
Some of the purposes for carrying out this stage of the

reading lesson are to:
 get the main idea

 obtain specific information
 understand most or all of the message the writer is
trying to convey
 enjoy a story
While-reading
Activities that can be carried out at this stage:
 identifying main ideas and supporting details

 looking for examples to illustrate ideas
 identifying different words that refer to the same idea
 looking at relationships between sentences in one
paragraph
 recognizing transition words or a change in ideas
While-reading
 writing main idea for paragraphs

 making and check predictions
 marking/checking/arranging items in pictures
 putting pictures (or other things, e.g. paragraphs,
words, events, etc.) in order
 completing/drawing pictures based on descriptions
 completing texts (gap filling)
While-reading
 following a route e.g: on a map

 completing charts, grids – transfer information from text
 identifying true/false statements
 answering multiple choice questions, or Wh-questions
 matching headlines to news articles
 matching descriptions to pictures
 making decisions based on information from the text.
Post-reading
 Before ending the reading lesson, it is good to allow the

pupils to reflect upon what they have read and to make
connections to their life experiences, or knowledge of
the world. It is also a time for them to conceptualise
what has been taught or learnt in the text. At this
stage, the pupils’ interest in the text can be heightened
and enriched. For these reasons, the activities planned
for this stage should answer the said goals.
Post-reading
Among the activities that we can engage pupils in are:
 asking opinions
 making generalizations
 discussing moral values of the text
 researching on a topic related to the text
 doing extension activities like crafts or poster drawing.
Sample
Situation: Imagine you are going to use the

reading text ‘Chocolate’. The following
strategies can be used for each stage of
the lesson. Remember this is just a sample.
Pre-reading tasks
a) Bring some chocolates to the class – maybe a small bag

of chocolate that can be shared.
b) Put the pupils into pairs and give each pair a copy of a
set of
questions. They need to ask each other these
questions.
Questions
1. Do you like chocolate cake? Chocolate ice-cream? Chocolate bars? Hot

chocolate drinks?
2. How much chocolate do you have every week?
3. Do you eat more chocolate now than when you were younger?
4. Do you think it’s bad that some children eat a lot of chocolate?
c) The teacher monitors while the pupils discuss the questions
together. The first three questions are the most important, so
stop after everyone has done those.
d) Do a whole class feedback on the first three questions. You

could also tell the class your answers to these questions.
Task 1
 a) Tell the pupils they are going to read about a woman, Maria,
who loves chocolate very much. Draw their attention to questions
in the worksheet and ask them to read the choices.
 b) Give each pupil their own copy of the text, ask them to read it
fairly quickly and to decide who Maria is writing to.
 c) Let pupils to compare their answers before asking for
suggestions.
**A note to teachers:
Always remind pupils that they can read the text again more slowly
and as many times as they want.
Task 2
 a) Tell the pupils they are now going to read the text in
more detail to understand each paragraph.
 b) they are to summarize the paragraphs read.

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TSLB3073

3. Lesson Planning for

Interpreting the reading

Select and prepare activities

 Reading is a complex metacognitive process where

A typical reading lesson comprises three basic

This phase usually has one or more of these functions:

 Generally,this stage is to prepare

 looking at the title/picture to predict or speculate about the content of the

 Before closing this segment, there are some

 This stage chiefly deals with the reading activities learners

Some of the purposes for carrying out this stage of the

 get the main idea

Activities that can be carried out at this stage:

 identifying main ideas and supporting details

 writing main idea for paragraphs

 following a route e.g: on a map

 Before ending the reading lesson, it is good to allow the

Among the activities that we can engage pupils in are:

Situation: Imagine you are going to use the

a) Bring some chocolates to the class – maybe a small bag

1. Do you like chocolate cake? Chocolate ice-cream? Chocolate bars? Hot

2. How much chocolate do you have every week?

d) Do a whole class feedback on the first three questions. You

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