Stages of Working with Texts and their Didactic Significance in Teaching English

This article analyzes the three stages of working with texts in teaching English as a foreign language: pre-reading, while-reading, and post-reading. It explores the role of each stage in developing learners’ reading comprehension, critical thinking, and communicative competence. The article is based on didactic and psycholinguistic theories and focuses on cognitive activation, interactive reading, and creative approaches during text-based instruction. Research findings indicate that a systematic approach based on these stages significantly enhances students’ reading skills.