Information Package / Course Catalogue
Reading Skills II
Course Code: ENT108
Course Type: Required
Couse Group: First Cycle (Bachelor's Degree)
Education Language: English
Work Placement: N/A
Theory: 2
Prt.: 0
Credit: 2
Lab: 0
ECTS: 2
Objectives of the Course

Okuma Becerileri II is designed as the teacher education continuation of Okuma Becerileri I. In the first semester, students developed their own reading skills through reading strategies, critical reading, and genre awareness. In the second semester, the focus shifts from “reading as learners” to “teaching reading as future English teachers.” Students learn how to teach reading strategies such as prediction, skimming, scanning, intensive reading, vocabulary work, inference, critical reading, and genre-based reading. They also learn how to design pre-reading, while-reading, and post-reading activities appropriate for different age groups and proficiency levels. By the end of the course, students are expected to understand how reading can be taught actively, strategically, and meaningfully in K–12 classrooms.

Course Content

The course introduces students to the teaching of reading in K–12 English language classrooms.

Name of Lecturer(s)
Learning Outcomes
1.Teach scanning to locate specific information.
2.evaluate reading activities in terms of clarity, level, purpose, and learner engagement.
3.design pre-reading activities that activate background knowledge and prepare learners for reading; plan and deliver a short reading-focused microteaching lesson;
4.design post-reading activities that promote response, discussion, and critical thinking;
5.teach skimming for general understanding; teach scanning for specific information; teach intensive reading for detail, vocabulary, and text organization;
Recommended or Required Reading
1.Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553–573.
2.Janzen, J., & Stoller, F. L. (1998). Integrating strategic reading into L2 instruction. Reading in a Foreign Language, 12(1), 251–269.
3.Paran, A. (1996). Reading in EFL: Facts and fictions. ELT Journal, 50(1), 25–34.
Weekly Detailed Course Contents
Week 1 - Theoretical
Introduction to Teaching Reading: Reading as a classroom skill; reading in K–12 English teaching; reading as a learner vs. teaching reading as a teacher; pre-reading, while-reading, and post-reading stages
Week 2 - Practice
Microteaching 1: Basic Reading Lesson Stages : Teaching a short reading lesson using pre-reading, while-reading, and post-reading stages
Week 3 - Theoretical
Teaching Pre-Reading, Prediction, and Background Knowledge: Activating learners’ background knowledge; using titles, visuals, keywords, guiding questions, brainstorming, and prediction tasks before reading
Week 4 - Practice
Microteaching 2: Pre-Reading and Prediction: Teaching pre-reading activities; helping learners predict content and connect the text to prior knowledge
Week 5 - Theoretical
Teaching Skimming and Scanning: Teaching skimming for gist and scanning for specific information; giving clear instructions; using time limits; designing purposeful tasks
Week 6 - Practice
Microteaching 3: Skimming and Scanning: Teaching learners how to read quickly for general meaning and specific information
Week 7 - Theoretical
Teaching Intensive Reading and Vocabulary in Context: Reading for detail; teaching vocabulary from context; identifying reference words, connectors, topic sentences, supporting details, and text organization
Week 8 - Practice
Microteaching 4: Intensive Reading and Vocabulary: Teaching detailed reading, vocabulary guessing, reference words, and text organization
Week 9 - Theoretical
Teaching Inference and Critical Reading: Reading between the lines; teaching inference; identifying tone, attitude, purpose, assumptions, bias, and implied meaning
Week 10 - Practice
Microteaching 5: Inference and Critical Reading: Teaching learners to move beyond literal comprehension and question the text critically
Week 11 - Theoretical
Teaching Reading Through Genre and Text Types: Teaching reading through stories, biographies, news reports, opinion texts, advertisements, infographics, and textbook texts; matching genre to learner level and lesson aim
Week 12 - Practice
Microteaching 6: Genre-Based Reading Lesson: Teaching reading by drawing attention to purpose, audience, structure, and language features of a genre
Week 13 - Theoretical
Designing Integrated K–12 Reading Lessons: Designing a complete K–12 reading lesson; choosing texts; setting aims; sequencing pre-reading, while-reading, and post-reading tasks; adapting activities to age and level
Week 14 - Practice
Final Microteaching and Portfolio Reflection: Integrated reading lesson practice; reflection on teaching reading to K–12 learners
Assessment Methods and Criteria
Type of AssessmentCountPercent
Attending Lectures1%10
Practice7%70
Presentation1%10
Project1%10
Workload Calculation
ActivitiesCountPreparationTimeTotal Work Load (hours)
Lecture - Theory71114
Lecture - Practice73128
Project1314
Presentation 2216
TOTAL WORKLOAD (hours)52
Contribution of Learning Outcomes to Programme Outcomes
PÇ-1
PÇ-2
PÇ-3
PÇ-4
PÇ-5
PÇ-6
PÇ-7
PÇ-8
PÇ-9
PÇ-10
PÇ-11
PÇ-12
PÇ-13
PÇ-14
OÇ-1
4
4
4
4
4
4
OÇ-2
5
5
5
5
5
5
5
OÇ-3
3
3
3
3
3
OÇ-4
2
2
2
2
2
2
2
OÇ-5
4
4
4
4
4
4
Adnan Menderes University - Information Package / Course Catalogue
2026