People’s Democratic Republic of Algeria

0023003377. 46
182 ben smara
Ghardaia
Chaabet bellaghmane
Ministry of Higher Education and Scientific Research
Saida University, Dr Moulay Tahar
Faculty of Letters, Languages and Arts
Department of English Language and Literature

Student’s full name : Toumi Ikram Amina

Master One Didactics .
Question : consider the saying below :
“ Effective teaching of reading begins not with the right method, system, strategy or program
but with …what teachers know of books, reading, and kids … “
Nancie Atwell & Anne Atwell Merkel.
1- Briefly , explain that saying
2- How will you react if you rind the reading passage tedious and does not much your
learners ' needs ?
3- What are the main stages and the effective ways in designing a reading course ?
4- As a future teacher , what strategies and tactics will you adopt to booster you students’
awareness ?

The genuine reading course design reveals teacher’s accountability on

regulating and presenting suitable planned lesson . It requires his flexibility and
sensitivity towards the learners with the subject matter , taking into consideration
their needs , abilities an their level of comprehension as well , in order to
accomplish the teaching-learning objectives .
Creating a life-long readers reflects teacher’s novelty . Reading is complex
and a significant procedure the students must accomplish within the EFL
atmosphere , where the result is learners who are able to read not superficially
but to make inferences below the meaning of words . However, the fact that
skillful teacher forms skillful learners and vice versa brings to the table that as a
result of lack of motivation , teacher’s irresponsibility to prepare texts or provide
difficult vocabularies , learners may consider the whole reading course boring not
even the text . Thus, the situation puts the evidence that accountable teacher
may create exciting and interesting activities for tedious passages, for instance ,
picking up the key words from the text in collaboration with learners and explain
them differently with imaginative and challenging activities in order to transform
the text the other way that calls their attention.
Teachers that do not use lesson plan usually mislead the learning
process . Reading lesson plan is guided by objectives and activities that students
will assimilate. For the achievement of the desirable objectives, there are three
stages which contribute in the development of teaching reading process :
The first step takes place before the reading process occurs , it is about
calling learners attention to the intended theme by providing certain feedback
from the teacher and activating learners prior knowledge about the theme . The
before-reading phase or the warm up gets the students stimulated, motivated,
relaxed, and ready for the lesson . The activities revolve around brainstorming
around the topic word on the board for instance “ school , English or parents …
etc. “ , or getting a discussion and brainstorm about the topic or the illustration
from general points to the specific which learners are about to achieve .
Second , scanning and skimming strategies are of paramount importance
in the “ through reading “ stage that learners requires to get involved in the
passage . The teacher may ask for key words or the paragraphs number , or
skimming the text for getting the general idea And making a discussion by asking
each other questions about the context , multiple choice , true or false questions,
or even moving to the structure of words, phrases and sentences .
And lastly , after the accomplishment of the two phases , a recapitulation
is made for them to check students comprehension and being ready for further
activities and analysis . This stage’s main point is not to memorize the passage as
it is , but rather enables learners to be critical thinkers and making generalization,
discrimination or extinction related to other prior or future knowledge .
For effective creation and construction of reading skills , a variety of
recommendations and strategies are determined to get a better understanding
and outcome of a text :
 1. Intensive reading : refers to reading carefully to remember the details and
understand all the words and meanings , it is a way of handling a lot of
material .
2. Extensive reading : reading silently that is for pleasure and enjoyment
3. Scaffolding critical reading skills : refers to the ability to analyse and
evaluate and making arguments on what is read , in addition to associations
.
To sum up , incorporating creativity throughout each stage of the reading
plan “ pre, while and post reading “ as well as offering multiple texts for students
to choose from based on their own interests, allows for the enjoyable exploration
of feedback , stronger development of students’ reading, thinking, and productive
skills .

Teaching is the process that includes planning, implementation, evaluation, and

revision. So, it is not just about knowing the whole content and methodology of
the
course, but the way to connect with students and help them to grow and develop
curiosity and to provide an effective learning environment. Teachers
arebxbdbndjdj classroom
managers who have the responsibility to ensure the successful of the learn
heir learning process and be autonomous,
instead, they are still reliant on their teachers. On the other hand, teachers seem
to be
incapable to move towards constructivism. In this regard, the present research
work is
conducted according to the following research questions
1/ Does the second generation program affect the pupils’ level?
2/ What are the main characteristics of the second generation program?
3/ Are pupils able to perceive phonological rules and transcription?
As a major step of any research, the researcher puts forward