92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

• Reading and writing are closely related 22 .
Reading is a highly interactive and constructive process in which the reader uses personal and cultural
knowledge to interpret the information presented in a text in order to 'create' meanings.
Standards for teaching reading
The standards laid down for the teaching of reading in these guidelines are an extension of those suggested for
the teaching of English in the “Common Core” and the First Year Baccalaureate. Teachers are required to work
towards (i) developing the learners’ ability to think critically and to use their communication skills, (ii) helping
them “tune” to quality work, and (iii) fostering their connections with their community. Standards for the
teaching of reading in the Second Year Baccalaureate; for example (see the syllabi), should be conceived of as
being interrelated and therefore should be dealt with on a one-leading-to-the-other basis. This will necessitate
having them in mind throughout the implementation of the syllabuses. The reading content standards are
outlined below:
o Reading content standard 1--- learners will be able to extract meaning from a variety of materials
written in English.
o Reading content standard 2--- learners will be able to analyze and synthesize reading materials.
o Reading content standard 3--- learners will be able to react to reading materials.
o Reading content standard 4--- learners will be able to recognize the author’s point of view, attitude,
intent, and tone.
o Reading content standard 5--- learners will be able to interpret cultural elements found in reading
materials.
o Reading content standard 6--- learners will be able to transfer gained knowledge and strategies to
other subject matters and communities.
Helping learners meet the reading standards 23
These standards are achieved through the enhancement of both macro-competencies and micro-competencies.
Some of them are schematized in the coming table and will be revisited in connection with practical procedures
for teaching reading:
22 Linking reading and writing enhances the acquisition of and proficiency in the two other skills; namely, listening,
speaking.
23 Reading to study focuses on reading strategies, SQ4R (S = Survey, Q = Question, R = Read, R = Recall, R = Review, R=
Reflect). This method can be applied as a method of ‘reading’ particularly with regard to long texts. Learner readers should
be made aware of its transferability in Arabic and French and other subject matters. (See appendix E). Note-taking is also
used as a reading ‘study skill’. SQ4R contributes to learner autonomy, too.
22
التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007