Training: PIP Teaching Skills

PIP Workshop: How To Teach Reading; a linguistic, academic and practical approach
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PIP Reading

Training: PIP Teaching Skills

Contents
Part
1 2 Motivation & The importance of pre-reading 3 Examples of pre-reading activities 4 Reading and reading skills The importance of task 5 Examples of reading activities 6 Reading skills broken down by level 7 Post-Reading - checking for comprehension 8 Example of post-reading activities & follow up 9 Reading Assignment 10 Sample Text 1 11 Sample Text 2 12 Sample Text 3 13 Sample Text 4 14 Answer Key 21 20 19 18 17 16 14 12 11 9 7 5

Topic
Introduction; The joy of text

Page Number
3 4

PIP Reading

Training: PIP Teaching Skills

The Joy of Text

The importance of reading cannot be underestimated in a person's progress in a language, especially those who wish to improve their fluency and knowledge of that language. A text in any form gives the reader the opportunity to see vocabulary in context (instead of in a dictionary), see grammatical structures being used in a correct way, see standard language as opposed to spoken (which can contain slang and other difficult language) and promotes critical thinking. A text also gives the student the opportunity to read the material at his/her own pace unlike spoken material which requires the student to listen at the speed of the speaker allowing for extra study and chance to understand. However, we must never underestimate the difficulty of using text in the classroom, as teachers we have to consider the following points: Motivation - Is this something the students would want to read? Organization What exactly do we want the students to learn? Comprehension How can we ensure that the students understand the text? It is not enough that students are simply able to read. Many people in this room can probably read a passage in Korean but would struggle to accurately describe what it actually means, plus how many of you would look at the page of hangul and think yippee! Also, if I told you to simply read it would it help you in any way to improve your knowledge of Korean? Reading is an integral part of the PIP program and as a skill essential for those who are planning to study abroad. Without exception the students at an English speaking university would have to read mounds of text all in English and be able to apply that knowledge directly to their studies. They will not have time to sit and study every single word with their i-phone dictionary by their sides and in most cases they wouldn't be expected to. It is important that the skill is learned and how to apply it without giving them a major headache. In this workshop then we will be looking at how to first motivate your students towards the reading passages, the organization that you as a teacher must do to ensure a successful reading activity and how to ensure the students demonstrate understanding of the text.

We shouldn't teach great books; we should teach a love of reading

B.F.Skinner PIP Reading

Training: PIP Teaching Skills

MOTIVATION How many of us would go into a book store, pick up the first book we saw, buy it, and go home and read it? Like all human behaviors we have our favorite genres, authors and likewise we know what we don't like and would normally avoid it. This is true in the PIP books, some topics will create interest automatically; The changing face of Korea, The Flesh Trade, whereas others will not; The history of Soap, Geology for example. So if we cannot expect the students to find every topic automatically interesting we also cannot simply allow them to be completely bored by the reading as this simply results in boredom, confusion and ultimately demotivation. While as teachers we may not always like the topic we have to decide how useful it will be in furthering the student's reading skills. It is always possible that we can supplement the text with another that we feel may be more apt for the class or level and most importantly find a way to ENAGE them in the reading. Read the following Text Presence of sulfur can lead to formation of e.g. hydrogen sulfide, carbonyl sulfide, sulfur dioxide, carbon disulfide, and thiols; especially thiols tend to get adsorbed on surfaces and produce a lingering odor even long after the fire. Partial oxidation of the released hydrocarbons yields in a wide palette of other compounds: aldehydes (e.g. formaldehyde, acrolein, and furfural), ketones, alcohols (often aromatic, e.g. phenol, guaiacol, syringol, catechol, and cresols), carboxylic acids (formic acid, acetic acid, etc.). The visible particulate matter in such smokes is most commonly composed of carbon (soot). Other particulates may be composed of drops of condensed tar, or solid particles of ash. The presence of metals in the fuel yields particles of metal oxides. Particles of inorganic salts may also be formed, e.g. ammonium sulfate, ammonium nitrate, or sodium chloride. Inorganic salts present on the surface of the soot particles may make them hydrophilic. Many organic compounds, typically the aromatic hydrocarbons, may be also adsorbed on the surface of the solid particles. Metal oxides can be present when metal-containing fuels are burned, e.g. solid rocket fuels containing aluminium

PIP Reading

Training: PIP Teaching Skills

Be honest, how many of you got through the first sentence and wanted to stop, were you tripping over the unfamiliar words? Did you even care what you were reading about? Would you be able to explain it to the class afterward? ( find out on page 21) If this were in another language, how would you feel? PRE READING So, before we even approach the text itself we have to get the students ready for it, this is true at all levels BT Advanced. We need to MOTIVATE them, get them interested to read it and also to plan what they need to know BEFORE they read it. Engaging the Students in a text: It is always difficult to understand or enjoy something if you have no idea what it is about, it makes the reading too much of a challenge and so it's important to prepare the students, remove the difficulty. Vocabulary while we can use reading to introduce vocabulary in context, sometimes we need to teach essential vocabulary otherwise the students will understand nothing and it may interrupt the purpose of the exercise. Topic - What is the text about? Without this crucial piece of information a reading can again be obscure, confusing and difficult, go back to the text on page 4, can you tell me what it is about? ( answer on last page) Type of Text As we expect students to eventually be able to comfortably process different types of text in English we need to teach them how language is used differently and how to approach these texts. Reading a scientific journal for example is quite different to reading a narrative story. Prepare them. Predictive Questions - Can be used very effectively to more or less give the structure of the text to the students, answer the following questions with a partner. Questions 1. Where was Gemma walking to in such a hurry? 2. Why did she keep looking behind her? 3. Why did she turn into the little street instead of staying on the main road? 4. What did she hear behind her? 5. Why did she scream? 6. What did the thief steal? 7. What did he do next? By answering these questions the students are already aware of the characters, guessed the setting, pretty much what happens minus a few details and established that it is a story. Find out what happened to Gemma later.

PIP Reading

Training: PIP Teaching Skills

Examples of Pre-Reading Activities: Opinion & Interest Introduce a topic and have the students exchange an opinion on it . This could easily include the main idea of the text or they could discuss the title itself. e.g A text that talks about cosmetic surgery with the title: Is beauty in the eye of the beholder anymore? Students could then discuss or list what they find most attractive in people, do they agree with the question or what is their definition of modern ideas of beauty? Now they will read the author's opinion. Personalization Introduce a concept from the text and have students discuss their own experience with this. e.g A text that deals with a supposed haunted house in Edinburgh: Great scot! Bumps in the night! Ask the students to tell a ghost story, a personal experience or how they would feel staying somewhere believed to be haunted, which could match the experience described in the text. Was their experience similar to the text? Illustration - Students examine a picture / media clip / object mentioned or central to the text itself. e.g. An article from a science journal that details river pollution in China. Poisoning the Mekong Students look at two pictures one of a healthy river scene from 100 years ago and one of the Mekong today full of garbage and pollution and they discuss what has happened and the causes for it. Were they correct about the causes and consequences? List making / Ordering Information Students work together to put ideas, facts, dates, events in order of importance or occurrence, these should come from the text itself. e.g. A text about body language / gesture and international communication. Non-verbal faux pas costing businesses millions Students discuss whether certain gestures are considered rude in their culture or whether they have encountered them in other countries and put them in order of how rude they think they are. Or the students guess in which country each particular gesture is considered a faux pas. During the reading they check if they were correct.

PIP Reading

Training: PIP Teaching Skills

READING
Once students have engaged in the topic behind a text and are now motivated to read, we have to consider what are they reading for? Without this the reading can easily slip into a long, silent activity without much focus. Like all language practices we have to organize the activity to ensure students have a specific task to accomplish rather than being confronted with a difficult text that they have been told to just read. Read the following text. A Complex Mess The History of the troubles in Northern Ireland is bugakaku, some people tried to find a single cause but this is impossible as there are many root causes. Some historians jagagaji that the original occupation by English forces in the 12 th century was the beginning but that does not take into account the complicity and rutagurgi of the Western Irish Princes who aided the English forces for money. Moreover the fallitawalli for independence has been an ongoing feature of the history between the two nations and cannot be centred solely on the troubles in the north. It is clear to most that this is a didgerideridgi issue. You can understand the main idea behind the text quite easily and the title of the piece suggests the overall opinion of the author. There were words you came across that you didn't understand, but this should not have stopped you from generally understanding their meaning from the context. If you stopped at each of those words and spent some minutes trying to discover their meaning from the dictionary it would extend the reading and would not particularly help your overall understanding which may have been the point of the reading activity. Go back and decide what each of the strange words means from the context and check your answers on page 21.

PIP Reading

Training: PIP Teaching Skills

Reading skills

Skimming An essential skill to learn when dealing with new ideas and volume of reading. Students need to be taught to summarize a text, decide the gist or the main topic , this is a timed activity and requires the students to read TOP to BOTTOM. Scanning - Another essential skill, there the main idea is already known but now the students must find specific or supporting details quickly, again usually timed but now requires students to read BOTTOM to TOP. Context Clues / Vocabulary in Context - Using the text to illustrate language or specific vocabulary leads to a better understanding for students, they need to be taught how to find meaning from the structure and not the individual word. Making Inferences / Point of View To help develop critical thinking students must learn to look for, recognise and summarise what the writer is trying to say, especially when dealing with different types of text. This often opens debate on a text which is a common academic skill. Recognizing Organizational Patterns - As in the PIP program we expect the students to produce written work of varying types, we have the students also read examples of this. Whether it is cause and effect, comparison and contrast, narrative etc, students must be taught and practice to recognise the differing styles and apply it to their own work. Grammatical Structures - As part of their ongoing practice / progress with grammar and language, it is useful to have students recognise and decipher why certain structures are used and not others. This requires that the teacher knows the text thoroughly before asking students to look for specific parts of language.

PIP Reading

Training: PIP Teaching Skills

Examples of Reading Activities The Narrative text (predictive questions from Pre-reading) The Hand in the Dark (from Page 5) Read the text and see if your answers were correct. Gemma was on her way home from Seoul Fashion Week's last night party at Dolce & Gabbana, Apgujong. Normally she would have taken a deluxe taxi home but she had eaten 17 French Fancies, a sugary cream filled cake and was buzzing away like a hummingbird so had decided to walk. She was feeling quite ill and kept looking behind her to see if any of her friends had come looking for. It was a dark night and quite cold so Gemma wanted to take a short cut and turned into a long alley way that ran between two buildings. It was very quiet in the alley and Gemma suddenly felt quite nervous as the end seemed very far away and there were no people about. She gasped when she realised she could hear footsteps behind her, they were getting faster and closer and she started to run, she felt a hand around her neck, she screamed as loud as she possibly could but a hand closed over her mouth and forced her to the ground. In two swift movements he ripped off her pearl necklace, snatched her gold Lam crocodile effect clutch bag and ran off into the night leaving Gemma sitting shocked on the ground. The Main Idea / Authors Point of View Reality Bites. Two minutes to read the text and summarize the authors opinion on Reality TV in one sentence. Once upon a time TV was used as tool to educate, inform and entertain. TV companies employed writers, actors, wardrobe, camera crew; experts,people who really knew how to produce something worthwhile and well-crafted. For the most part nowadays that's gone, replaced instead by an endless stream of cheap, sensationalist reality shows that reflect the dumbing down of Television and the rise of the 3 minute star. TV Networks have seized upon the concept realizing that high ratings can often be guaranteed with minimal costs as long as they keep the scandal factor high by offering ever more degrading behaviour on our nightly screens. As a child I remember sitting down to watch the most popular programs of the day with my parents after dinner, now I won't even have the TV on when my mother comes to visit to spare her and me the embarrassment of trying to explain the rediculous premise. Reality TV seems to have replaced the net curtain, where housewives used to spy on the goings on of their neighbours and gossip, now they watch a bunch of idiots sit around naked in a glorified prison and talk about everything and nothing. Thank god for DVD's. PIP Reading

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Cause and Effect The Long and Inevitable Road Read the text about the economic protests in Madrid and underline all the causes of the protests that the author mentions. 3 minutes. The placard waving masses who met in front of the Palacio de Moncloa, the seat of Spain's government, were not simply a student protest as has been common in Spain, here were teachers, housewives, shopkeepers, professors, celebrities and grandmothers all united in their condemnation of the government's proposed plan of austerity. Since 2006 the PSOE ( Socialist party) has been pushing a series of economic reforms on every sector of Spanish life. It began with a cut in the public assistance and welfare benefit system for both students and retirees which caused an immediate outcry. However as much as this affected the students, their own professors have now come out in force as the amount of money invested in colleges and universities has fallen thanks to the system introduced by PSOE where higher institutes receive only a percentage of the tuition paid by students. The last two years have also seen a rise in consumer tax, shop rent fee and top bracket salary earners which has led us to the baying crowd in the main plaza demanding the PSOE's resignation.

Context Clues A Terrifying Trip Read through the text and try to understand the meaning of the words in bold from the context. Discuss with a partner when you have finished reading. 5 minutes. I was chilled at the sight of Bradshaw Manor, its dark towers and gloomy windows were quite frightening. As I walked through the front door the desolate reception shocked me, there was no furniture just a chair with a strange man sitting there. I was suddenly overcome with a feeling of foreboding, I felt scared of the man even though he was just sitting there but something was wrong. I turned at the noise of a clock striking 8pm and when I looked back the chair was empty. Suddenly a woman came bustling through a door to the left, walking so quickly she nearly bumped into me. Oh I'm sorry dear, I didn't hear you come in she said Who is the other guest I asked tentatively not wanting to hear the answer. Oh! she said with a surprised look I'm afraid there is no other guest, only the ghost!

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PIP Reading Skills by level

200S

Determining Meaning Determining Purpose Distinguishing between Facts and Opinions Dividing Long Sentences Identifying Main Ideas Identifying Supporting Details Identifying Topics Making Inferences Paraphrasing and Summarizing Recognizing Organizational Patterns Scanning Skimming Understanding Cause and Effect Understanding Comparison and Contrast Understanding Details Understanding Examples Understanding Job Advertisements Understanding Prefixes and Suffixes Understanding Reference Words Understanding the Writers Point of View Understanding Tone Understanding Transitions Using Context Clues/Vocabulary in Context

100S

PIP Reading Skills

PIP Reading

300S

100F

200F

300F

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Post-Reading
After each reading it is essential that students can demonstrate an understanding of the text, in this way we move the focus away from understanding each and every word (which is unlikely at all levels) but a general comprehension of the main themes and purpose of the text. If the pre-reading and reading activities have been successful then the post reading should simply allow the students to show how much they have gleamed from the text and have furthered their understanding of the topic while improving their reading skills. If not, it can end with a general feeling of frustration at the difficulty of reading an academic text in English. Most of the PIP books approach post reading in one particular way and that is with comprehension questions which is a routine way to test student's understanding. An Unexpected Turn of Events Read the following text and answer the questions with your partner. I was awoogering along the river bank quietly flestering myself when I saw a most dalglish pesterban. The Pesterban was quistly dommoning upon the swagoon and I was quite shocked to see him do this in the open. I spadooned whether or not I should kajagoogoo to him but I was not sure he would understand my language, therefore I decided not to jorter him as he would be canderbill. I sat a while on a floooomidwen and laughed to myself as he hydily gutsamonded. 1. 2. 3. 4. 5. 6. What was the writer doing when she saw the Pesterban? What kind of Pesterban was he? What was he doing and where? What did the writer want to do to the Pesterban? What did she decide not to do? How did the Pesterban make the writer laugh?

These questions were easy to answer, they were worded in such a way that all you had to do was find the words in the text and copy them down, They certainly do not test comprehension of the story or even the vocabulary, could you even tell me now what a dalgish Pesterban is? So although questions can be a useful way to test understanding, be careful about the type of questions used, if you worry that the book might not have the best questions for your class, write your own.

PIP Reading

Training: PIP Teaching Skills A Lost Identity Read the text and answer the comprehension questions with your partner Fatewana delivers her bundle of straw to the bamboo door of her son's hut, she does not shout for him to come and help her, she knows that would only cause problems. Instead she returns to the village centre and there nestled among the beads and canes she builds the simple baskets they sell in the big town and gossip together. This is life in the remote Cameroonian village of Hafia Watta, they have been here for generations but a sense of melancholy hangs over this small settlement. Parked at the side of the river a 4x4 sits waiting for its' owner to drive it to the city and the temptations of the modern world. It was Fatewana's birthday yesterday, the first time she has seen her son and his wife in 8 months. As she gazes ou across the river the scaffolding of development rising above the treetops she sighs and chuckles for she knows it will happen with or without her approval. 1. 2. 3. 4. 5. 6. What kind of place does Fatewana live in? Why doesn't she wake up her son? Why is he visiting? Why is there a ' feeling of melancholy' do you think? Does Fatewana have a lot of money? What is her job? What will happen without her approval? How does Fatewana feel about her life do you think?

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These questions require the students to not only show understanding of the text but also to infer ideas from the article, asking questions that require the students to consider information that is 'between the lines' helps to develop critical thinking and reason.

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Example Post-Reading Activities

Summarizing - The students create a short summary of the main ideas or the writers point of view and present to the class, they are not allowed to quote the text directly. Suggest a Title - A piece such as an article or narrative has no title and students must create what they think is the most appropriate. Make a Brochure - Students read small ads for holidays, partners, things for sale etc. They amplify the ads into descriptions. (intermediate/advanced) Follow Instructions Students read jumbled instructions for a simple operation (e.g. using a public phone) and have to put the instructions in the correct order. (elementary/ intermediate)

Follow a recipe - Students read a recipe and after matching instructions with pictures, they have to cook the food. (elementary/intermediate)

Dramatization - Students read an extract from a play or film and, after ensuring that they understand it, they have to work on acting it out. (any level) Topic Sentences - Students have to match topic sentences with the paragraphs they come from. (intermediate/upper intermediate)

Type of Writer - Students read a text and have to guess which of a group of people they think wrote the text (using the pictures provided). (lower intermediate/advanced) Ordering Information - Students read a fact file about a country, machine or process etc. They have to convert the information into bar graphs or pie charts. (intermediate/advanced) Grammar Study Structures used during the text, why are they used here? Finish the Story - Students read a narrative with the end missing. In groups, they have to supply their own ending. (intermediate/advanced)

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So let's try the last one, the last time we saw Gemma she was sitting shocked upon the cold, wet alley floor as the thief was running away with her purse and pearl necklace. With your partner you are going to complete the story in 3 sentences, be creative it's up to you whether or not Gemma remains a victim, finds justice or gets her revenge.

Now give the story your own title to reflect the ending you gave it. ____________________________________________________________________

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Reading Task Assignment

Now it is your turn. In groups of two or three you are going to read the given text and create a complete reading activity for the rest of the class to do. You must think about the following parts: What the TOPIC of the class would be that this text would be a part of. A short Warm up to the topic. A PRE-READING activity to prepare us for the reading. A READING TASK what is the focus of the reading, what skill(s) are we practicing? A POST-READING TASK How will you test our comprehension of the text. And an optional follow up activity, how would you continue the themes of the text. You may use the examples from the training or any others that you know. The level you are aiming for is intermediate (200F - 300S) The whole presentation should last about 15 minutes. You have 35 minutes to prepare. You will be assigned one of the four following texts.

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1. Obese Child Stroke Victim aged just six Dramatic evidence showing how young children and even babies are falling victim to the obesity epidemic is disclosed today. Babies are being treated in hospital because of their weight - some after being weaned on pureed junk food and children as young as six are suffering strokes. Doctors even say rising numbers of babies and toddlers are being diagnosed as clinically obese and even suffering weight-linked diseases that normally appear in later life. Figures show that hundreds of children under three are being treated for obesity at hospitals around the country. At least 40 babies aged under one have been admitted in the past five years. Public health experts have warned that because hospitals only see the most extreme cases, the true levels of obesity among babies and young children will be far higher. Specialists working in hospital obesity clinics report that they are seeing one-year olds who weigh as much as three stone nearly twice as much as healthy youngsters of the same age. In two extreme examples. A six -year old and an eight-year old suffered strokes that were thought to have resulted from their weight and many parents are now resorting to drastic tactics to combat the problem. In one case, in figures released by the NHS in the UK, a 15 year old who weighed more than 25 stone (350 pounds) was treated at a hospital in Staffordshire before her family took her to Mexico to have a gastric band fitted. By the time they leave primary school, one in three children is classified as obese and their unhealthy attitude towards food is programmed for life, that the old adage of baby fat they will grow out of is no longer valid. In other words, we are heading for a fat future and a serious health time for society. So, who is to blame?

PIP Reading

Training: PIP Teaching Skills

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2. The Cult of Celebrity; Why are we so obsessed with the rich and famous? Some are born famous (like royalty), some achieve fame (like film stars) and same have fame thrust upon them (like crime victims). Sometimes their celebrity is short lived. In some rare cases, for example Princess Diana and Marilyn Monroe, it can be transformed by death into a sort of iconic status. But whatever the causes or circumstances, being a celebrity changes your relationship with the world. From being a private person, you become public property, you are the object of envy as well as criticism, interrogation, ridicule and spite. We treat the famous with a mixture of reverence and brutality. We adore them, praise them, scrutinize them and then destroy them. It is easy to assume that all aspects of a celebrity life are free to be examined because he or she is on show, which means he or she doesn't have the same reality as everyone else, we feel justified in treating them with contempt. We build them up and knock them down. The American writer Norman Mailor said that in an age without religion, celebrities are the new gods, if we have no faith or belief in an afterlife, then celebrity is the nearest any of us will get to immortality and all its supposed glories. With the omnipotence of the mass media there is no need to visit a special place to see or hear about our heroes, our church is on TV, in the newspapers or on the internet. And due to this ever-present need to fill the vacuum of celebrity almost anyone can become a celebrity, talent or no talent. So how do you feel when you read a gossip magazine, or tune into confessional TV? Do you love it or loathe it? Perhaps we should be more aware of the viciousness of voyeurism and the myths we too readily absorb.

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3. As Clear as Mud: The art of communication

We often hear that languages are difficult to learn, we hear even more often how unfair it is that in order to succeed in business and commerce nowadays, we must all speak a high level of English. This is certainly true as of 2011. The purpose of a lingua franca is clear; communication, to ensure that we can express ourselves without misunderstanding or confusion. If we are lucky, English in this case is our mother tongue, if not at least a well-spoken second language that can be applied to our careers and needs. Sometimes though, as should be expected of a global language, loan words are taken from English into other languages and keep more or less their same meaning; television, internet, computer and so on. English has also historically absorbed foreign words into itself including soda, patio, curry and faux pas to name but a few. Unfortunately or interestingly (depending on your perspective) sometimes loan words become misappropriations, they take on a new meaning or become false friends, and can no longer be understood by a native speaker of that language. Some examples, an English speaker who met a Spanish colleague for a business lunch in Madrid was asked his opinion on British food, he was full of invective lo odio! Demasiado preservativos! ( I hate it, it's full of contraceptives!). Likewise a Spanish client who arrived late to an important meeting in London shouted to the whole room I'm so sorry to molest you like this ( in Spanish molestar means 'to trouble') to a shocked board of members. These kinds of mistakes in communication can be seen frequently and are at best funny, at worst confusing or embarrassing. A Korean exporter stood before the buyers of a large North American supermarket who were interested in marketing his brand of ceremonial costumes proudly announced that each of his products was a hand job. We must always be careful what we say and say what we mean.

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4. An Enlightening Train Journey

I was traveling in Sudan in 1985 by train. The journey I was making this day was going to last about 48 long, hot and uncomfortable hours. I was sharing the compartment with a mixed assortment , an old couple hidden in folds of black, a young mother and her two impish children and two middle-aged men who stared at me with a slightly odd look on their face, almost amusement at my presence. After a number of sticky hours, the mother spread a large cloth upon the dusty floor and everybody crowded onto it, food began to appear from everywhere clearly for everyone to share. No one had a knife, so they were breaking up the food and placing it on the cloth. People were now smiling up at me and I realised I should join in, all I had was three or four tomatoes from the station so I broke them up and put them on the cloth for everyone to eat. We all started eating, there was bread and beans, lamb, couscous, many types of food but I noticed no one was eating the tomatoes. I encouraged them to eat them and everybody smiled very politely but wouldn't actually take any. Slowly all the food disappeared and only my tomatoes were left, I felt slightly uneasy about this, I didn't know why. I began to think that perhaps nobody would take my food because I was a foreigner and perhaps the Sudanese people didn't trust foreigners. I made myself quite uncomfortable and sulking, took up the tomatoes and wolfed them down refusing to catch anybody's eye for the rest of the journey despite their clear generosity by allowing me to eat their food. After I arrived in Khatoum, I questioned a Sudanese friend about what had happened, he had just one question When you broke up the food, which hand did you use? The sudden realization of my stupidity overwhelmed me and still causes my face to burn as I recall it today.

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ANSWER KEY: Page 4. The Article is about the properties of smoke. Page 7. 1. Complicated 2. Argue 3. Collaboration 4. Struggle 5. Complex Page 12. A dalgish Pesterban is a badly dressed ESL teacher. (are there any in the room?)

Thank you for coming.

PIP Reading