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 te

xt– 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