Meeting and workshop February24th ,2015

Mdea 2
Inspector : Mrs.Naera Ben Zerouk
Teacher trainer : Mr.Samir Bounab
Topic : Teaching reading
Teachers concerned by this training : All the teachers
Material : Data show laptop - papers tables
Twbat: By the end of this meeting trainees will be able to :
1. Know the principles of teaching read
2. Plan reading lesson.
Time
9:00

Interaction
Tr ts

Procedure

Teachers
teacher
trainer

Tr - ts

Teachers can
master this
method conform
Review about the last meeting how to teach grammar?
to CBA
Teachers can
discriminate
Teachers were asked about :
between deductive
and inductive
grammar.
What difficulties face teachers to plan grammar lesson?
Teachers
understood that
What suits more inductive or deductive grammar lessons?
grammar comes
after dealing with
the communicative
aspect of the
language.
Raise the
Brainstorming about the topic of the day.
Using a famous quote teachers are invited to interpret and interact. importance of
reading

Opening session

9:20

Note

The aim to make teachers aware about the importance of teaching

reading.
Some questions were raised before the data show presentation:

1-What is reading?
2-Why is reading important ?
3-Main reading difficulties ?
4-What are the types of reading?
5-what is the difference between extensive and intensive reading?
6-What are the stages in teaching reading?
7-How to integrate read with the other teaching skills?
8-What are the reading strategies?
9-What is the purpose of reading?
10-What is the PDP frame work?
11-What activities can be done in pre-reading / during reading and in
post reading?
12-How to deal with reading aloud?

What is the
teachers primary
concern while
dealing with read?
Why do teachers
think about
reaching the
grammar stage of
the lesson
Understand each
stage of the PDP
frame work

Why is it
important for an
Algerian learner to
read ?

 Enable teacher to
be updated with
the latest in the
field of teaching
read
See how to adapt
such new methods
with the Algerian
educational system

10:00

Power point presentation.

11:00
11:00
11:10 T.tr
trainees

12 :00

Coffee pause
Feed back about the presentation

Closure of the meeting

All the workshop

works will be typed
and gathered and
shared to all the
teachers later

Feed bad
Meeting and workshop February 24th 2015
Teaching Reading
Time
9:00

What happened ?
Feed back about the previous meeting:
Written report was done by teachers about Teaching Grammar .

9:30
9:30

Teachers noticed that :

Teach in deductive way during the first sessions of the MS1 level , since
its the first experience of the learners with English.
Teach in inductive way beginning from the 8th session where learners
will be able to recognize the components of a sentence, teachers know
that learners already have this notion of a sentence . ( Subject + Verb+
object) in their first language Arabic and in French which they study in
Primary School.
Teaching in inductive way will help the learners interpret and re-invest
their former knowledge and generate it in English.

What to do?
Teachers must get
sued to assess regularly
their works and specially
the training and
meetings .
Teachers must feel
free to use any suitable
teaching method that
suits their learners
needs and abilities.
Teachers must be
aware about their
learners past abilities
which make things
easier for them since
they know their
learners.

Feed back about the topic of the day: Teaching Reading

The concept of the word read as teaching skill <many dont pay attention at the
rational meaning of this word>
Teaching reading in our classes is seen as follows:
1)Some teach read as a normal lesson dealing with activities in the manual (content
based)

Teacher must
understand the meaning in
a practical way;
Avoid to teach in linear
way
Do not be the slave of
the book
SARS

2) Some skip this task specially in the MS1 and MS2 levels since the manuals do not
mention clearly this skill which makes it difficult for unexperienced teachers to see
and deal with this skill easily.

Pay attention at the tasks

edited asemails,letters and
dialogues and exploit them as
read .
The MS1 learners must be
exposed to this skill using easy
activities that take into
account their level and needs.

3) Some tackle read thinking about the language form supported in the text and
neglect the functional aspect of the script.

4)Some ignore the stages of teaching read, especially the novice teachers since they
were not exposed to too much training ,during the university , trainees join the
schools for a month to attend practical lessons by the end of their final year .The
majority of the trainees have never conducted a practical lesson and the luckiest do
less than five .

Think on the functional of

the language how can learners
use read in their real life
specially in this digital age
(SMS-chat- internet.)
learners need to read to exist
in this world.
Take into account the
importance of training .
Expose novice teachers to
extensive training .
Attend their colleagues
local training sessions .
Use the internet to be
updated by the latest research
in the field.

Understand the real aim

for read which is
comprehension .

5)Some focus on loud reading and consider that a learner who cannot read aloud
does not master this skill.

Experience by themselves
the reading aloud does not
help learners to master this
skill.
Learners do not need to
deal with reading lesson to
read aloud.
Teachers must apply the
four fundamental principles of
teaching ( listen- speak read
write)

6) Some know the stages of a read lesson and the real goal of read as a skill, but do
not know how to deal with each stage and how to make a link between them.

7) The majority finds it hard to start the read lesson especially when dealing with :
Warming up brainstorming ice breakers lead in
Pre-reading stage

Teachers need to know

the purpose , the tasks and the
timing dedicated for each
stage.

Teachers need to
discriminate between warm
up brainstorming- ice breaker
and lead in
Teacher must know the
importance of the pre-reading
stage which is the key of the
whole lesson and a direct link
with the post reading stage.

Teachers must know the

official exit profile mentioned
in the syllabus

8)Some ignore the exit profile of the Middle School learners , the real SWBAT of this
learner who spends 4 years studying English.

9)Some deal with read as isolated skill and ignore how to integrate it with the
other skills ( speaking listening and writing)

Lenseignement de
langlais a pour but, de
permettre llve de la
quatrime anne :
De passer avec succs
lpreuve danglais de
Brevet.
programmes de la 4me
anne moyenne p 50
Teachers must vary
their way of teaching and
avoid the same tasks.
Know the importance of
read in the real life whee all
the skills are integrated

11:00

10)Most of the teachers dont know how to plan a read lesson conform to the
Competency Based Approach (CBA) , Bloom taxonomy and learners centered
teaching method .

11:15

Workshop : Teachers were divided in four groups representing each level.

The workshop consisted of two main parts:
1- Make a list of all the read lesson mentioned in the syllabus and
in the manuals.

2- Plan a model read lesson for each level

11:45

Delivery of the workshop

12:00

Closure of the meeting

Thank You

By
Mr.Samir Bounab

Yellowdaffodil66@gmail.com

Know the principles of

CBA approach and Bloom
taxonomy
Know the 3IIP basic
competencies that our
national syllabus focus on (
interact interpret and
produce)
The focus will be on the
2nd competency interpret (
decoding written messages)
and how to integrate the 3 IIP
in each stage of the reading
lesson.

Help teachers identify

where read can be tackled
in the syllabus and in the
manuals .
See how to SARS texts
which do not help learners
See the new read
lessons suggested in the
syllabus
Unify the teachers
works and efforts to help
them benefit from each
others.
Because of the lack of
time the workshop delivery
was on the first point
The second point will
be done at schools and
tackled in the next meeting