6, Pre-Reading

- Discussion: Create a discussion about the topic. Teacher prepares 4 sentences expressing
opinions about the topic, then sticks them in 4 corners of the classroom. Ss go and stand near the
opinion they disagree with the most. The group explains
- I’m listening to You: Ask Ss to work in pairs. Challenge them to talk in E for 1 minute about a
topic. Repeat with a new topic, Ss change roles
- Quotations: Find a quotation about the topic, Ss discuss the quotation. What does it mean? Do
they agree with it? Why/ Why not. Or Prepare some quotes related to the topic and ask Ss to
comment on them. They don’t have to do that as a class, they can make groups of 3 to 5 people
& then a member of each group can share the ideas with other groups
- Guessing from Words: Before Ss look at the text they are going to read, the teacher writes 5 or
6 words from the text on the board and asks the Ss to guess the topic
- Guessing from Pictures: the teacher finds 3 pictures or objects which are connected to the story
and ask the Ss to guess how they are connected. Ss read the text to check
7,While-Reading
- Identify topic sentences and the main idea of paragraphs. Remember that every paragraph
usually includes a topic sentences that identifies the main idea of the paragraph
- Distinguish between general and specific ideas
- Identify the connectors to see how they link ideas within the text. For a full list of linking
words, have a look at these linking words grouped by category
- Check whether or not predictions and guesses are confirmed. A reading class might start with
one of these pre-reading activities. Some pre-reading tasks might go beyond its stage
- Skim a text for specific information. Skimming is the ability to locate the main idea within a
text, using this reading strategies will help Ss to become proficient readers.
8, Post-reading
- Creative writing: Aks Ss to choose 10-15 words from the text. You can provide categories for
the words. E.g: the most interesting words/ the most important words. Ss then write a text using
the words. This text could be a story, peom or newsreport.
- Areas of interset: Aks Ss to say which part of the text is the most important/ interesting and
which part is not interesting or important.
- Quiz your classmates: Aks your Ss to prepare 5 questions about what they read, once they have
them ready, you can tell the Ss to make groups of 4 and then they can aks those questions to each
other.
- Questions from pictures: Teachers shows a collage and ask Ss to look at the collage carefully
snd show some of the pictures relate to the reading they did.
- A graphic organizer: (also know as a concept map or mind map) is usually a one-pape form
with blank areas for learners to complete with ideas and information which are connected in
some way.
9.
 Statements Agree Disagree
1. It is important to pre-teach all new vocab before Ss read the text. 
Reason: Take time to teach.
2. Ss should only read good literature in Eng. Comics and newspaper 
are bad for them in school.
Reason: - Provide vocabulary and information.
- Diffirent kind of reading material.
3. My Ss don’t have the opportunity to read outside school so it’s my 
responsibility…
Reason:
4. Ss need to read for purpose, not to read so that they can just answer 
multiple choice questions.
Reason:
5. I don’t think ss learn a lot from reading things like timetable, … 
Reason:
6. Using graded comprehension question is the only read way of … 
Reason:
7. The teacher’s job is to help Ss learn to read by themselves… 
Reason:
8. Eng newspapers are too difficult for my Ss. Ss should concentrate.. 
Reason:
9. Getting Ss to read aloud is a useful way of making them… 
Reason:
10. The read purpose of reading is for Ss to learn more about gr… 
Reason:
11. If I don’t translate the text for my Ss they don’t understand it. 
Reason:
12. Ss don’t need to be aware of the reading sub-skills like skim… 
Reason:
13. If I get my Ss to think about the topic before they start reading… 
Reason:
10, Pre-writing
* Purposes: Pre-witing is any activity in the classroom that encourages Ss to write. It stimulates
thoughts for getting started. Pre-writing activities help Ss prepare raw materials for the
composing stage, and organize them in the best way; therefore, they develop Ss’ fluency.
In the fisrt place, it is necessary to help Ss identify who thay going to write to, what kind of
writng they are going to perform and what the purpose of the writing is.
* Typical acts:
- Brainstoming: This can be done individually, in pairs or in groups. Ss list all the ideas they can
think of related to a topic, either in writing or aloud, quickly and without much planning.
- Listing: This can be a quiet and essentially individual activity. Ss are encouraged to produce a
list of all the subcategories that come to mind as they think about the topic.
- Clustering: This begins with a key word or central idea placed in the centre of a page (or on the
blackboard) around which Ss jot down in a few minutes all of the free associations related to the
key word or central ideas provided. These associations are simply words or short phrases.
- Quickwriting: Within a limited time of 5 to 10 minutes, individual Ss freely and quickly write
down single words and phrases about a topic without paying attention to spelling, grammar or
punctuation.
- Wh-questions: Ss generate who, what, where, when and how questions about a topic. More such
questions can be aksed of answers to the first string of wh-questions.
- Model analysis: Ss are provided with a model writing and have to analysis its language,
structure or typical features. Then based on the model Ss generate ideas for their writing.
11. Writing process
* Writing sub-skills:
Process writing stages Sub-skills
Pre-writing Planning, mind-mapping, brainstorming, forming opinions.
Drafting Structuring, putting ideas into sentences, selecting/rejecting
ideas, planning out the paragraphs.
Editing Checking,revising, restructuring, re-ordering, focusing on
grammar and vocabulary.
Publishing Evaluation, presenting finished piece to readers.
* Role of the teacher:
- Teachers should provide many opportunities for Ss to write
- Teachers should make their feedback helpful and meaning
- Teachers should make the criteria to evaluate Ss writing clear for themselves and for their Ss
- Teachers should motivate Ss to write
13, what is the different between product approach and process approach?
Product approach Process approach

 This is a traditional approach.  Focus more on the varied classroom activities

 Students are encouraged to mimic/imitate a which promote the development of language
model text. use: brainstorming, group discussion, re-
 Usually presented and analysed at an early stage writing.
 Organization of ideas more important than the  Can have any number of stages
ideas itself. STAGES OF TEACHING
 Student are required to produce a complete
Stage 1: Generating ideas by brainstorming and
piece of writing straight away
discussion.
 Emphasis on end product
STAGES OF TEACHING Stage 2: Students extend ideas into note form,
and judge quality and usefulness of ideas.
Stage 1: Model texts are read, and then features of
the genre are highlighted Stage 3: Students organise ideas into a mind
map, spidergram, oriliear form
Stage 2: This consists of controlled practice of the
highlighted features, usually in isolation. Stage 4: Students write the first draft. That is
done in class and frequently in pairs or groups
Stage 3: Organization of ideas.
Stage 5: Drafts are exchanged, so that students
Stage 4 The end result of the learning process.
become the readers each other’s work.
Stage 6: Drafts are returned and improvements
are made based upon peer feedback
Stage 7: A final draft is written.
Stage 8: Students once again exchange and read
each other’s work and perhaps even write a
response or reply
14, what are the features of good teacher feedback in teaching writing?
Coffin et al. (2003) considers good feedback to include "positive comment", " criticism and
"suggestion for improvements". Positive comments will motivate students to write while
negative ones can show them where they have gone wrong in a constructive way and what they
should do to improve their writing. A suggestion plays the role of a guideline to help students
revise their writing.
Teacher response is good when it focuses on the content along with a limited amount of
feedback on grammar, punctuation and spelling. According to Mastropiery and Scruggs high-
quality teacher feedback should be timely, accurate, constructive, outcome-focused, encouraging
and positive. In addition, it should not include unknown abbreviations, codes and unobtainable
suggestions for improvements.