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Teaching Reading and Writing

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Remember, as a teacher you need to:
• When tackling the productive skills teachers would need to
introduce different types of activities:
Accuracy Activities:
• - Accuracy activities are usually part of the study phase.
• - Accuracy activities are concentrated on producing correct
language.
• - These activities are controlled in order to ensure accurate
reproduction of language.
An accuracy activity is: error correction activities for grammar
skills, sentence structure and vocabulary recycling. 2
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Fluency Activities:
• - Fluency activities are usually part of the activate
phase.
• - Fluency activities are concentrated on allowing the
students to experiment and be creative with language.
• - Here we are less concerned with accuracy, but more
concerned with the effectiveness and flow of the
communication.

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Activities should be:

• Receptive skill work should involve students in
reading or listening where they are able to process the
language sufficiently at least to extract meaning,
whether the language has been modified for them or
whether - for more advanced students - the language is
completely authentic.

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Authentic and Non-authentic Texts:

• The former are said to be those which are designed
for native speakers: they are 'real' texts designed not
for language students, but for the speakers of the
language in question. However, it can be used for
classroom and non-native students.

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• Thus English-language newspapers are composed of

what we would call authentic English, and so are radio
programmes for English speakers. A British
advertisement is an example of authentic English, so is
a chapter from a novel written for an English-speaking
audience.
• A non-authentic text in language teaching terms is
one that has been written especially for language
students.

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AM onon-authentic
dera text can be a dialog like this:
• John: How long have you been collecting butterflies?
• Mary: I've been collecting them since I entered secondary school. John: How many
butterflies
• have you collected?
• Mary: I've collected about four hundred foreign ones.
• John: Are there any rare ones among them?
• Mary: Yes, there are some. I got them in Thailand. John: My hobby is playing football.
• Mary: How long have you been playing it?
• John: I've been playing it since last year. I can play it pretty well now. Mary: Another
hobby of
• mine is cooking.
• John: Will you cook me a meal?
• Mary: Yes, of course. 7
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What type of skills are they

Productive/ Receptive

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Productive Reading

Writing
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Receptive

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1. Input: words, sounds,

structures, sentences, and
meanings.
2. Operations: Linking the
Reading as components of the text together
3. Output: having a general
a process understanding, forming an
outline of the main ideas,
inferring indirect information,
and answering different levels
of questions.
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Sub-skills
1. Skim/ gist reading: when you read to get the overall idea of a text.
2. Scan reading: when you read to find a specific piece of information, such as
an answer to a wh-question and elementary to pre-intermediate true and
false statements.
3. Intensive/ detailed reading: when you read to get a lot of information from
a text. This can be found in the summaries questions, order sentences or
events, or match headings and sentence parts together. Mcqs and true,
false, and not given statements can be found in this type of questions.
4. Reading to infer: When we read to understand a writer’s or a passage’s
implicit message in a text. An example is the concluding statement that
best represents the writer’s opinion or the best description of the passage.
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Before starting
the reading Give
task, Prepare Pre-teach them a
a light hard purpose
remember to: lead-in for
vocabulary.
activity . reading
such a
text.

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• Use the sub-

During skills
• Practice fast
reading: reading and
assess how
much they
get. 13
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Post activity Receptive to

productive:
stage •Discussing the
answers
•Preparing a
critical thinking
task to express
their
understanding.
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Writing as a skill:
How is it different from a
beginner to an
intermediate/advanced level
student? What will you focus on?
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What a correction
rubric should include?

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 • WW: wrong word and form. Ex. He is fastly.
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• T: Tense
• ST: Sentence Structure
• P : Punctuation
• Pr. : Preposition use
• Sp: Spelling and vocabulary
A
• V: wrong verb form correction
• ?: missing info or I don’t understand what you are trying to
say
rubric can
• Flow of ideas: are there interruptions in writing? include:
• Cohesion: are the words and sentences linking and working
together to give a meaning?
• Coherence: is the text logically ordered and connected? Is it
clear and consistent? Is it understandable?
• Comprehensive: are the sentences grammatically accurate
and structurally correct? 17
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Organization Style
Writing Tasks
Sentence Comparative
Building Blocks Analytical
Paragraph
Essay Argumentative
Narrative
Text Type and Task
Story Writing
Report Writing
Opinion and Point of
View
Journal 18
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Written Language Building Blocks

Word Phrase Clause Sentence Paragraph Text

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Help your students practice

writing by:
• Use word families and parts of speech.
• Use noun phrases such as the highly-qualified
students.
Key notes
• Use linking words in the sentence, paragraph, and
text as whole linking its different parts.
• Use different sentence types and grammatical
structures. 20
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So, what stages would you

include in a writing skill
lesson plan?

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Writing stages in practice:

• Pre-writing stage: Brainstorming:

wh-questions/free-writing style.
• Model check: stress genre and style.
Key notes
• Peer/group writing draft and editing.
• Individual draft and proofreading.
• Final draft according to a checklist.
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How can you help your students fix

their writing?

Create a habit!

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Brainstorm it!

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Sharing hand

How can you

use it to
prepare your
Image Placeholder

students for
writing?

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The WOW Words

WOW Words:
They are words we use to describe and make the sentences
stronger. They can be verbs, adjectives, and adverbs.

But how can you build it?

Recycle language!

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When they build a sentence, guide

them to:
1. Who is doing what, when and where?
Image Placeholder Image Placeholder

2. Are you speaking about now or yesterday?

3. How? More adjectives, more adverbs..
4. Many sentences? Link it!

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Working with words and Sentence Building:
•Read the sentences then complete the table:
1.The children ran quickly.
2.The sleepy students looked at the board.
3.Sarah answered the questions easily.
4.My grandmother walks slowly.
5.The car broke down suddenly.
Nouns verbs adjectives Other words adverbs

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Building the paragraph

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Teaching styles

Hamburger:
How can you
use it?

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Up to the essay!

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A useful strategy:
Check the next slide!

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To arrange their ideas, the

following slide may help.

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Mapping ideas

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USE OF TECHNOLOGY

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1. Zoom meetings – Cisco webex – Google duo/ meet online
sessions
2. Class communication: Google classroom – flipgrid – Class
dojo
3. Class presentation: Google slides – Wordwall
4. Video and audio tools: Benime app – plotagon video animator
– animaker – windows video maker – pawtoon – renderforest –
animatron – videoscribe – mysimpleshow – vimeo
5. Quiz maker: Kahoot – iSpring 9 free tool – google form –
active presenter free tool– curriki studio
6. Tutorial maker and authoring tools: iSpring free tool –
storyline – curriki studio – active presenter free tool – adobe
captivate 37
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7. LMS: moodle – talent LMS – curriki studio

8. Cam and screen recording: screencastify –
ispring free cam 8
9. Streaming courses: OBS Ninja
10. Classroom games: Bamboozle- Kahoot
11. Sheets and activities: wizer.me – proprofs –
liveworksheets -genially

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Google classroom:
1.For sharing learning resources
2.Assignments
3.Quizzes
4.Streaming
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Thank
You

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