| Students’ low motivation becomes one of the problems in understanding English texts. Encouraging students to read can be done with pre-reading activities. Pre-reading activities have various types and ways to be implemented. This study aimed to investigate deeper what type of pre reading activities chosen by the Indonesian secondary school EFL teachers for offline classes, the reason why they used those types of pre-reading activities, how they implemented their pre-reading activities, and the problem they faced when implementing their pre-reading activities. The participants of this study were 9 secondary school EFL teachers from different schools in Jakarta, Tangerang, and other cities. In the data collection process, questionnaire and interview were employed to find out what types of pre-reading activities were used by EFL teachers, the reasons of choosing the pre-reading activities, and the problems faced when implementing pre-reading activities. The result showed that the most used pre-reading activity by secondary school EFL teachers was the first type of vocabulary pre-teaching. Among all the reasons given, the similarity was pre-reading activities enabled the students to prepare knowledge related to the reading text and help the students understand the text better. Some teachers implemented their pre-reading activities in accordance with the theories used in this study, but some others also made their own versions to suit class conditions and students’ abilities. Among the different problems conveyed by the teachers, the common problem was the students' limited background knowledge that made them not too active in carrying out pre-reading activities. Based on the problem mentioned, teaching abilities or strategies for implementing pre-reading activities must be given more attention or adapted to class abilities and conditions. |