Guidelines for EFL Teachers in Reading and Writing

• Selecting appropriate text materials • Working with texts by Pre-, During-, and

1. Selecting appropriate text materials • Appropriate levels of : background knowledge cultural assumptions

2. Working with texts by Pre-, During-, and Post-reading Framework • Pre-reading Instruction: –

• During-Reading Instruction - Outlining and summarizing key ideas in sections - Examining

• Post-Reading Instruction – Completing a graphic organizer on text – Expanding or

3. Meaningful Instruction • Vocabulary development • Careful reading of texts • Awareness of

Guidelines for EFL Teachers in Writing Instruction

Writing Instruction • • • Syllabus Design Techniques for Getting Started Using Readings in

Using Readings in the Writing • Students can synthesize and analyze academic material in

Syllabus Design 1. Form of writing to complete - informal journals and formal assignments

Techniques for Getting Started Pre-Writing Stage: - Brainstorming - Listening - Clustering - Freewriting

Shaping Feedback • Teachers’ commenting style and approach • Students should be guided to

Forms of Feedback • Written feedback • Oral feedback- individual conferences - cassette tape

Error Correction • • • To mark the specific errors To write in the

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Guidelines for EFL Teachers in Reading and Writing Instruction Reading

• Selecting appropriate text materials • Working with texts by Pre-, During-, and Post-reading Framework • Meaningful Instruction

1. Selecting appropriate text materials • Appropriate levels of : background knowledge cultural assumptions Grammatical complexity Length of texts Interest

2. Working with texts by Pre-, During-, and Post-reading Framework • Pre-reading Instruction: – Previewing the text ( title, subheadings, illustrations, and captions) – Skimming the text – Answering questions , main ideas – Exploring key vocabulary – Reflecting on and reviewing information

• During-Reading Instruction - Outlining and summarizing key ideas in sections - Examining emotions and attitudes of key characters - Determining sources of difficulty and seeking clarification - Looking for answers - Write down predictions

• Post-Reading Instruction – Completing a graphic organizer on text – Expanding or changing a semantic map – Ranking the importance of informaton in the text – Answering questions

3. Meaningful Instruction • Vocabulary development • Careful reading of texts • Awareness of text structure and discourse organization • Use of graphic organizers • Strategic reading • Fluency development • Extensive reading tasks

Guidelines for EFL Teachers in Writing Instruction

Writing Instruction • • • Syllabus Design Techniques for Getting Started Using Readings in the Writing Class Shaping Feedback Forms of Feedback Error Correction

Using Readings in the Writing • Students can synthesize and analyze academic material in content areas • Students can practice skills as summarizing, paraphrasing, interpreting and synthesizing concepts.

Syllabus Design 1. Form of writing to complete - informal journals and formal assignments 2. English grammar and syntax included 3. Specific readings included 4. Grading policy

Techniques for Getting Started Pre-Writing Stage: - Brainstorming - Listening - Clustering - Freewriting

Shaping Feedback • Teachers’ commenting style and approach • Students should be guided to process and work with teacher’s comments

Forms of Feedback • Written feedback • Oral feedback- individual conferences - cassette tape • Peer Response- a short check list of directed questions

Error Correction • • • To mark the specific errors To write in the corrected form To label specific errors To indicate the error but not the location To ignore specific errors