Session 3

Focus on
Reading &
Writing
TEACHING READING

• WHY TEACH READING?

• WHAT KIND OF READING SHOULD
STUDENTS DO?
• WHAT READING SKILLS SHOULD STUDENTS
ACQUIRE?
• WHAT ARE THE PRINCIPLES BEHIND THE
TEACHING OF READING
WHY TEACH READING

READING ENGLISH TEXT:

# FOR CAREERS
STUDY PURPOSES
PLEASURE
# AS PART OF A PROCESS OF LG. ACQUISITION
# PROVIDE GOOD MODELS FOR ENGLISH WRITING

# PROVIDE OPPORTUNITIES TO STUDY LANGUAGE:

Vocabulary, Grammar, Punctuation, Sentence
Construction, Paragraphs and Texts.
READING SKILLS (1)

1. Get specific information from written text

2. Get general information from written text
3. Get the main ideas explicitly and
implicitly
4. Get detailed information from written text
5. Deduce the meaning of words, phrases
and sentences based on context
6. Explain relation between parts of the text
through grammatical cohesive devices
READING SKILLS (2)
7. Guess the meaning of reference
8. Identify the communicative value
(function) of sentences and utterances
9. Identify: topic, main idea, supporting idea,
conclusion of a reading text
10. Paraphrase expressions and idioms from
the text
11. Answer questions from the reading text:
on analytical questions, make
conclusions
READING SKILLS (3)
12. Understand the functions of linking words used
in compound and complex sentences
13. Distinguish linking words used in compound
clauses from those used in complex clauses
14. Distinguish the implied meaning of gerunds,
infinitives and participles
15. Identify key words connection ideas
16. Identify the pictures based on the information
written explicitly and implicitly, then give
reasons
READING SKILLS (4)

17. Differenciate between facts and

opinion
18. Rearranging scrambled sentences
into a good, meaningful paragraph
19. Decide whether a text contains
invitation, warning, information,
guide, instruction, persuasion, etc.
20. Obtain pleasure in reading activity.
HOW TO TEACH READING (1):
SCANNING
 WORD:

People express their personalities in their

clothes.
 SHORT PHRASE

People express their personalities in their

clothes.
 LONG PHRASE

People express their personalities in their

clothes.
HOW TO TEACH READING (2):
REFERENCE
 PRONOUN REFERENCE WITHIN
A SENTENCE
Ahmad told Hanny he wanted
to leave
 PRONOUN REFERENCE WITHIN
A SENTENCE
Learning a language is easy.
Even a child can do it.
HOW TO TEACH READING (3):
SENTENCE CONNECTORS
MORE INFORMATION : and,
also, moreover, …
DIFFERENT INFORMATION :
but, however, yet, although, ..
RESULT OF INFORMATION :
so, therefore, thus, …
HOW TO TEACH READING (4):
MAIN IDEA AND TOPIC SENTENCE

TOPIC : about a paragraph

SUBTOPICS : parts of the main
topic
MAIN IDEA : one sentence that
tells what all of the sentences
say about that topic
HOW TO TEACH READING (5):
MODIFYING CLAUSES AND PHRASES
 TIME : when, as, in, during, …
 CAUSE : because, because of
 RESULT : as a result, so
 PLACE : in, at, on
 PURPOSE : so that, in order to
 EXAMPLE : for example, such as
 SOURCE : according to
 INFORMATION ABOUT A NOUN : who,
which, where….
 CONDITION : if
HOW TO TEACH READING (6):
GUESSING MEANING FROM CONTEXT
 CLUES:
♣ definition : ……. is …….
♣ , ………….. ,
♣, ……………
♣ - …………..-
♣ …..called

 SYNONYMS : ANTONYMS :
- law – rule - start – finish
- big – large - beautiful – ugly
 Genres
 Recount
 Narrative
 Procedure
 Report
 Explanation
 Discussion
RECOUNT (1)
 PURPOSE
To retell events for the purpose of informing
or entertaining a listener/reader.
 Types
1. Personal recount (anecdote, diary entry)
2. Factual (newspaper article, police report,
biography, historical event)
3. Imaginative recount (a day in the life of…,
I thought things like that only happened in
nightmares …)
RECOUNT (2): STRUCTURE
♣ Commences with orientation – providing
background information
♣ Contains a sequences of events – covering
a specified period of time
♣ May involve personal commentary
(optional) at any stage in the sequence of
events
♣ Closes with re-orientation (optional) –
usually a summary statement or comment
(that was a terrible day) or a relocation in
space and time (and then I woke up and
realized it was all a dream; we were so glad
to reach home again)
RECOUNT (3): LANGUAGE FEATURES
 Thelinguistic choices are
constrained to a greater or lesser
extent by the genre selected. Other
choices may not be appropriate
♫ Process
♫ Person
♫ Conjunctions
RECOUNT (3): LANGUAGE FEATURES

Processes - all types, especially:

- relating processes in introducing setting and
characters in the orientation (it was very crowded,
he was very tall); to show possession and
relationships throughout the sequence of events (the
teacher had four books; they were sisters)
- action processes to relate happenings (we parked the
car; they tipped over)
- action processes to relate reflect what the author or
participants in the events think, perceive, feel and say
(they decided; he stood on the hill and surveyed the
view; I wished.)
RECOUNT (3): LANGUAGE FEATURES

 PERSON :
first or third person are equally possible in all
types, although personal recounts tend to be
in the first person.
The choice of person should remain consistent
throughout the text, except in extracts of
dialogue (in quotation marks).
- I went to the race track (first person) and
I saw my friend….
- People had attempted (third person)…but
they…
RECOUNT (3): LANGUAGE FEATURES

Conjunctions:
most often temporal (setting up time
sequence) and consequential (explain
why/cause and effect), eg : when we
got there; because he had spent a lot
of time in…; after the meal; while we
were…
NARRATIVE (1)
 PURPOSE
To project a world in which unexpected things
happen to individuals; exploring actual or
imagined experience in ways that can be
informing and/or entertaining.

 TYPES
 Adventure Fairy tale
 Horror story Epic
 Science fiction Romance
NARRATIVE (2): Structure
Works through phases of orientation, complication,
resolution and coda (optional):
 Orientation – introduction setting, situation & characters
 Complication(s) – on or more problems emerge as events unfold, often
leading to a crisis (minor/major) for one or more characters; in a
longer narrative the series of complications may lead to a major on
near the end.
 Resolution(s) – a solution emerges for each complication, although
the major problem may remain unresolved until a final resolution at
the end of the story
 Coda (optional) – a significant message may emerge from the story
which is reinforced/highlighted at the end (a moral to the tale, motto
or word of wisdom?
NARRATIVE (3): LANGUAGE FEATURES

 Thelinguistic choice are constrained to a

greater or lesser extent by the genre
selected. Other choices may not be
appropriate.
♫ Processes
♫ Person
♫ Conjunctions
NARRATIVE (3): LANGUAGE FEATURES

 Processes – all types will be used, especially:

- Relating processes to introduce characters
and setting and to show possession and
relationships throughout the events,
- eg: The soldier’s name was Henry;
You can have three wishes;
- Action processes to relate actions and
events, eg: He was swimming; suddenly he
changed colour.
- Action processes to relate what characters
think, perceive, feel and say, eg:
Henry was feeling very hot; he decided to go;
Henry saw a; He said I wish …
NARRATIVE (3): LANGUAGE FEATURES

 PERSON :
- Usually third person, but first is used if told through the
eyes of one of the characters (participant).Second person
is used in the ‘choose-your-own- adventure’ type of story.
- The choice of person should remain consistent throughout,
except in excerpts of dialogue (in quotation marks), eg:
The fairy said ‘You have three wishes’ …then she… (dialogue in quotation
marks is second person while main text is third person);
Henry was feeling …he decided; …he though ‘I wish I had a boat’
(dialogue in quotation marks is first person, main text is third person).
NARRATIVE (3): LANGUAGE FEATURES

 CONJUCTIONS:
Most often temporal and consequential
although others are possible, eg:
- He changed to red… and then he ….
- Henry was feeling hot so he decided to go
for a swim (in the latter example, the
consequential conjunction links a
complication and its resolution).
PROCEDURE (1)
 PURPOSE
To tell how something (a task, an
aim, a product) is to be
accomplished through a sequence of
steps or actions.
 TYPES
 Recipes
 Science experiments
 Instructions
 Manuals
 Games rules
PROCEDURE (2): Structure
 Goal – what will be achieved by following the
steps/process outlined; the desired outcome/aim
 Materials (if required) – usually listed in the order they
are required
 Steps – to tell reader what to do in order to accomplish
the goal; these may be numbered and should be
properly sequenced in a logical order of dependency.
 Diagrams and/or illustrations may also be used to
clarify the task/product/steps
PROCEDURE (3): LANGUAGE FEATURES

 Thelanguage choices are constrained to

a greater or lesser extent by the genre
selected. Other choices may not be
appropriate.
♫ Processes
♫ Person
♫ Conjunctions
PROCEDURE (3): LANGUAGE FEATURES

 Processes:
- Action processes indicating what is to be done, eg:
Slice the onions; turn the oven on; open the ….
 Person:
- is often omitted but often indicates the second person (you) in using
the imperative form of the verb, eg:
Heat the oil; Then you sew it together.
 Conjunctions:
- often none, as the numbered steps or listing process indicate the
connections. Sometimes steps are linked by temporal conjunctions, eg:
Trickle oil over and then pop it into the oven;
Then shake off the extra.
REPORT (1): Purpose & Types
 PURPOSE
To describe the way things are in our environment
(natural/social/synthetic)
 TYPES
Classifications:
- Different types/species/sets of;
- Differences/similarities between …
Components:
- Parts which make up the whole or bits/elements
which are taken out of the whole.
Aspects:
- Size and/or shape and/or directions and/or position
and/or textures and/or functions and/or behaviors
and/or systems (political).
REPORT (1): STRUCTURE
 This genre commences with a general statement
which can be a statement of classification, often
including a definition and may also clarify what
type of report the text is
 Then follow a sequences of facts pertaining to the
subject of the report, grouped logically through
paragraphing and/or sub-headings
 Labelled illustrations, diagrams, figures and tables
may accompany and support the written text.
REPORT (2): LANGUAGE FEATURES
Processes:
- Relating processes show attributes
(descriptions) and identify (definitions) and
assert facts and findings, eg. Snakes are
reptiles; it’s clear that; local government is in
charge of …
- Action processes show actions and
physiological or physical processes, eg:
Snakes can wriggle and slide out of their old
skin; female snakes lay eggs.
REPORT (2): LANGUAGE FEATURES
Person:
- Third person only, to create objectivity (first
person and second are not at all appropriate for
this genre), eg When baby snakes hatch, they …;
The young animals are killed by …
Conjunction:
Additive for adding extra information, eg:They are
sticky and have a bright scaly skin; as well as
this …; further,
Comparative to contrast or show similarities, eg:
Most are made of glass but some are made of strong
plastic;
EXPLANATION (1)
 PURPOSE
To account for why things are as they are or how/why
something occurs.
 TYPES
 Explaining how something works or was formed
 Explaining why something occurs or is as it is
 STUCTURE
1. This genre commences with a general statement about the
phenomenon to be explained, which may be a heading of a
question.
2. Then follows a sequenced explanation, arranged in logical
steps and perhaps with sub-headings.
EXPLANATION (2): LANGUAGE FEATURES

Processes:
- Relating processes are used to define and
show identity eg:
X is a type of Y; a whale is a mammal not a
fish; the main parts of the ear are …
- Action processes show actions, happenings
and phsysiological or physical processes, eg:
When tobacco burns, it gives off …; this is
inhaled into the lungs and damages.
EXPLANATION (2): LANGUAGE FEATURES

 Person:
- third person is used to refer to the phenomenon being
explained, eg:
Sound is formed by the vibration of …;
The computer operating system scans the disk drive for…
 Conjunctions:
- temporal for explaining how/when, eg:
It then goes to the membranes
 Consequential for explaining why, eg:
- If it finds nothing there, it searches;
- Because the inner ear is easily infected, …
ARGUMENT (1)
 PURPOSE
To put a point of view to justify a
position being taken by the author
 TYPES
 Persuading that – arguing that a
position/interpretation is the most valid
 Persuading to – arguing that certain
action should be taken
ARGUMENT (2): STRUCTURE

 This genre usually commences with a thesis and

preview of the arguments to be presented.
 It then presents the arguments – making points
which outline and strengthen the thesis;
elaborating and presenting
statistics/quotes/evidence/examples to support
each point.
 It concludes with a reiteration which
summarises the arguments and restates the
thesis, usually including a recommendation for
action/further thought in the ‘persuading to’
type of argument.
ARGUMENT (3): Language Features

Processes:
 Action processes to relate actions and happenings,
especially in presenting ‘the evidence’ eg when you meet
people; playing sports is healthy …
 Relating processes for connecting ideas, showing their
identity and defining terms/concepts used in the argument,
eg:
The first reason is …; This it follows that …
 Mental processes – to express opinion, eg:
It is thought that …; Most people would feel that …; He
could see that…
ARGUMENT (4): Language Features

Person:
- Usually third person, eg:
The third reason is that fitness
increases …
- Second person may be used in the
‘persuading to’ type of argument,eg
When you deal with people … you quickly
learn …; you must agree that …
ARGUMENT (5): Language Features

Conjunction:
- Consequential to show reasoning, eg
So that children get a good education; so it is clear..
- Comparative to show features of similarity and contrast,
eg: a non-smoker’s lungs are free of toxins, whereas a
smoker’s lungs …
- Additive to add points or show alternative viewpoints, eg:
This strengthens muscles and reduce fat
More mature writers tend to use connective
devices other than conjunctions to show logical
connections.
DISCUSSION (1)
 PURPOSE
 To present information about/arguments for
multiple sides of an issue, concluding with a
recommendation based on the weight to
evidence.
 TYPES
 Findings from research, investigations and
formal inquiries, eg a commissioned report.
 Essays or articles written to argue apposing
viewpoints an issue.
DISCUSSION (2): STRUCTURE
 This text generally opens with a statement of
the issue and a preview of the various sides of
the argument.
 It then presents for and against, making points
on each and presenting evidence and other
elaborations on each argument (examples,
statistics, quotations?
 It conclude with a recommendation, whish
summarises each position presented and gives
a concluding recommendation.
DISCUSSION (3):LANGUAGE FEATURES

 They are largely the same as for the argument genre.

 Processes:
- Action processes in the argument, eg:
People will buy healthy food if …
- Relating processes to connect ideas and show identity
and relationships, eg:
The issue is one of freedom of choice.
- Mental processes to express opinion eg:
People want; most experts agree; some people believe
doctors interpret these results of …
DISCUSSION (4):LANGUAGE FEATURES

Person:
Third person suggests
neutrality/objectivity, eg:
Whole grain bread is healthier;
Freedom of choice is at stake …
DISCUSSION (4):LANGUAGE FEATURES

Conjunctions:
- consequential to show reasoning, eg:
People get sick because …; since this is the case …
- comparative for showing features of
similarity/contrast , eg:
Fresh foods promote hearth whereas …; while
some would argue that …
- additive to add new/alternative points, eg:
These foods aid digestion. Moreover, they…