REMEMBER US?

WE WERE… 1

4
DON'T WORRY! NOW WE 1

ARE…
2

R&W
4
DON'T WORRY! NOW WE 1

ARE…
2

4
DON'T WORRY! NOW WE 1

ARE…
2

4
 Teaching
Reading & Writing
Presented by Group 2

Start
!
Tables of content 1

1. Macro vs Micro skills

2

2. Teaching Reading

3. Teaching Writing 3

4. Q&A Session

4
 1.Macro vs Micro skills 1

MACRO SKILLS MICRO SKILLS

Language Language
3
skills knowledge

What are macro

skills? 4
 1.Macro vs Micro skills 1

What are macro

skills?
2

Written Spoken
language language
(Visual) (Aural) 3

Productive Writing Speaking

skill
Receptive Reading Listening 4
skill
 1.Macro vs Micro skills 1

MACRO SKILLS MICRO SKILLS

Language Language
3
skills knowledge

What are micro

skills? 4
 1.Macro vs Micro skills 1

What are micro

skills?
2

Pronunciation
2. Teaching Reading 1

Concepts and theoretical

knowledge
3

In practice
4
2. Teaching Reading 1

2
Characteristics
of written language
Concepts and theoretical
knowledge 3

4
 1
Characteristics of written language

Permanenc Formality
e 2

Processing
Vocabulary
time
3
Distance Complexity
Orthograph
y 4
 1
Characteristics of written language
Permanen
ce 2

4
 1
Characteristics of written language
Processing
time
2

4
 1
Characteristics of written language

?
? ? 2

Distance
? ?
3

4
 1
Characteristics of written language

Orthograph
y 3

4
 1
Characteristics of written language
Complexit Vocabular
Formality
y y
2

WRITTEN SPOKEN
Every previous visit “Whenever I'd visited
had left me with a there before, I'd 3

sense of the futility ended up feeling that

of further action on it would be useless if
my part. I tried to do anything 4

more.”
2. Teaching Reading 1

Types of classroom 2

reading performance
Concepts and theoretical
knowledge 3

4
Types of classroom reading performance 1

4
 Types of classroom reading performance 1

1. Oral vs Silent: 2

• Oral = read aloud; silent = read inside the

head
3
• Oral: for beginning and intermediate
levels
4
• Silent: helps learners gain speed
 Types of classroom reading performance 1

2. Intensive vs Extensive:
2

4
 Extensive reading Intensive reading
Materia student's choice, teacher-chosen
ls for pleasure & directed
general/ linguistic
Focus
global meaning & semantic details
When outside class time during class time
+ overall language
Benefit proficiency
specific reading skills
s + autonomous
learning
 Types of classroom reading performance 1

Extensive reading: T should offer students: 2

★ Comprehensible materials (graded/simplified

text) 3

★ Encouragement and guidance

★ Reading programmes 4

★ Opportunities to report
 Types of classroom reading performance 1

Intensive reading:
2
The roles of teacher:
• Organiser
3
• Observer
• Feedback organiser
• Prompter 4
 Types of classroom reading performance 1

Intensive reading:
2
Vocabulary questions: should be limited in
terms of
3
• Time
• Number
• Length of answers 4
 Types of classroom reading performance 1

Intensive reading:
2
Should be student-centered, by:
• Asking for affective responses
• Allowing Ss to create their own comprehension3
task
• Hosting pre-task/lead-in discussion 4

• Doing jigsaw reading

2. Teaching Reading 1

COGNITIVE 2
MECHANISM/
APPROACHES
Concepts and theoretical
knowledge 3

4
 Cognitive mechanism/ approaches 1

Bottom-Up Top-Down
(text-based) (knowledge-based) 2

linguistic signals (letters, their own intelligence

morphemes, syllables, and experience 3

words, …)

4
 Cognitive mechanism/ approaches 1

Bottom-Up Top-Down
(text-based) (knowledge-based) 2

Eg: Asking learners to Eg: Asking learners to

read aloud may predict what a newspaper
encourage bottom-up article might be about from
3
processing because they the headline.
focus on word forms.

4
Cognitive mechanism/ approaches 1

4
2. Teaching Reading 1

STRATEGIES
Concepts and theoretical
knowledge 3

4
 Strategies for learners 1

1. Identify the purpose in reading

2. Use graphemic rules and patterns
to aid in bottom-up decoding 2

3. Use efficient silent reading techniques

for improving fluency
4. Skim the text for main ideas
3
5. Scan the text for specific information
6. Use semantic mapping or clustering
7. Guess when you aren't certain
8. Analyze vocabulary
4
9. Distinguish between literal and implied meanings
10.Capitalize on discourse markers to process relationships
Identify the purpose in reading 1

schemata new knowledge

3

4
 Identify the purpose in reading 1

● Knowledge on linguistics → what's 4

relevant?
 Identify the purpose in reading 1

● Knowledge on the structure → where to

look? 4
 Identify the purpose in reading 1

● Knowledge on the subject/content → is it 4

the right information?
 Graphemic rules and patterns 1

Beginners cannot connect spoken and written

English →teachers should provide them with 2

hints and rules

Eg 1: /k/ → c, k, ck, ch, que
3

4
 Graphemic rules and patterns 1

Beginners cannot connect spoken and written

English →teachers should provide them with 2

hints and rules

Eg 2:
3

/pliːz/ /ˈpleʒə(r)/
please pleasure 4
 Silent reading techniques 1

For immediate-to-advanced level students,

2
techniques are:
➢ Don't “pronounce" to yourself
3
➢ Look at the whole, not word-by-word
➢ Skip over unnecessary words
4
Skim the text for main ideas 1

4
Scan the text for details 1

4
 Semantic mapping or 1
clustering
Semantic = related to meaning
→ Grouping ideas into meaningful
clusters 2

4
 Guess when you aren't certain 1

Eg 1: Guess the meaning of a word

2

EX
N T 3

CO T
4
 Guess when you aren't certain 1

Eg 2: Guess the EX
pronoun reference N T
CO T
3

4
Analyze vocabulary 1

4
 Literal vs Implied meaning 1

Implied meaning ← pragmatic

information
2

John: How was the wedding?

Mary: Well… the cake was 3
OK.
What does Mary think about the
wedding?
4
Discourse markers cues 1
relationships
Discourse markers signal the
2
relationships between ideas

4
2. Teaching Reading 1

2
Concepts and theoretical
knowledge
3

In practice
4
2. Teaching Reading 1

2
PRINCIPLES

In practice
3

4
 PRINCIPLES 1

1. In an integrated course, include a focus on reading

skills
2
2. Offer reading on relevant, interesting, motivating
topics
3. Balance authenticity and readability in choosing
texts 3
4. Encourage the development of reading strategies
5. Include both bottom-up and top-down techniques
6. Follow the "SQ3R" sequence
4
7. Design pre-reading, while-reading, and post-
reading phases
 PRINCIPLES 1

1. In an Integrated Course, Include a Focus on

2
Reading Skills
LISTENIN
G
temporar
READING 3
WRITING y focus

SPEAKIN
G 4
 PRINCIPLES 1

2. Offer Reading on Relevant, Interesting,

Motivating Topics 2

I E S
OV
M MUS
IC
CELEBRITI 3

ES
TIKT
OK
4
 PRINCIPLES 1

3. Balance Authenticity and Readability in

2
Choosing Texts Suitability of
content

3 criteria for choosing 3

reading texts Exploitability

Readability 4
 PRINCIPLES 1

4. Encourage the Development of Reading

2

Strategies

5. Include Both Bottom-Up and Top-Down

3

Techniques

4
 PRINCIPLES 1

6. Follow the “SQ3R” Sequence

2

Survey Question Read Recite

3

Review
4
 PRINCIPLES 1

7. Design Pre-While-Post Reading Phases

2

A good rubric for teaching

reading is 3

three-part framework:

4
 Three-part framework 1

Purpose Common activities

2
Pre- • Introduce students • Predicting words /
readin to a particular text phrases, title
g • Activate necessary (brainstorming,
3
schemata webbing…
• Provide appropriate • Pre-teaching
background vocabulary 4
knowledge • Pre-questioning
 Three-part framework 1

Purpose Common activities

2
While- • Help develop • Skimming & scanning
readin reading strategies for gist and details
g • Improve control of • Solving vocabulary
3
the foreign problems (Guessing
language meanings from
• Decode problematic context and 4
text passages. morphemic rules)
 Three-part framework 1

Purpose Common activities

2
Post- • Check • Comprehension
readin comprehension checking
g • Lead students to a • Summarising
3
deeper analysis • Interactive activities
Example: Global success (discussion, role-play)
Grade 10 Unit 2 • Self-evaluating… 4
Three-part framework 1

Pre-questioning +
Visual aids 3

4
Three-part framework 1

Skimming for
3
gist

4
Three-part framework 1

Guessing from
3
context

4
Three-part framework 1

Scanning for detailed

information 3

4
Three-part framework 1

3
Discussio
n
4
 8 PRINCIPLES 1

8. Build Ongoing (Informal) Assessment into Your

Techniques
Overt responses that indicate comprehension 2

- Doing - Answering -
3
- Choosing - Duplicating

- Condensing - Modeling
4
Transferring - Extending - Conversing
2. Teaching Reading 1

2
ASSESSMENT

In practice
3

4
 ASSESSMENT 1

Classic principles of classroom assessment apply

to your attempts to assess reading 2

comprehension:
• be specific about • identify the genre of
which micro- or macro written communication 3

skill(s) you are that is being evaluated

assessing
• include item types from 4

perceptive reading to extensive

 ITEMS FOR ASSESSING READING 1

1. PERCEPTIVE READING
2
(recognition of symbols, letters,
✔
words)reading aloud
✔ copying (reproduce in
3
writing)
✔ multiple choice recognition
(including true-false and fill- 4

in-the-blank)
 ITEMS FOR ASSESSING READING 1

2. SELECTIVE READING
2
(focus on morphology, grammar, lexicon)
✔ multiple-choice
grammar/vocabulary tasks
3
✔ contextualized multiple-choice
(within a short paragraph)
✔ sentence-level cloze tasks 4

✔ matching tasks
 ITEMS FOR ASSESSING READING 1

2. SELECTIVE READING
2
(focus on morphology, grammar, lexicon)
✔ grammar/vocabulary editing tasks
(multiple choice) 3

✔ picture-cued tasks
(Ss choose among graphic representations)
4
✔ gap-filling tasks (e.g., sentence completion)
 ITEMS FOR ASSESSING READING 1

3. INTERACTIVE READING
✔ discourse-level cloze tasks (requiring knowledge of 2

discourse)
✔ reading + comprehension questions
3
✔ short answer responses to reading
✔ discourse editing tasks (multiple choice)
✔ scanning 4

✔ reordering sequences of sentences

 ITEMS FOR ASSESSING READING 1

4. EXTENSIVE READING
✔ skimming 2

✔ summarizing
✔ responding to reading
3
through short essays
✔ note taking, marginal
notes, highlighting 4
✔ outlining
3. Teaching Writing 1

2
Concepts and theoretical
knowledge
3

In practice
4
3. Teaching Writing 1

2
Types of
classroom writing
Concepts and theoretical
3
knowledge

4
 Types of classroom writing 1

1. Imitative or Mechanical Writing 2

✔ Recognition techniques:
Example: letter and word matching, find the
3

different letter, match capital and lowercase

letter
4
 1
Recognition techniques:

4
 Types of classroom writing 1

2
1. Imitative or Mechanical Writing
✔ Recognition techniques:
✔ Copying 3

✔ Sound-spelling practice
✔ Dictation 4
 Types of classroom writing 1

2. Intensive or Controlled
2
Writing
✔ Controlled writing:
3
Example: Paragraph in present
simple
=> change into past simple 4
 Types of classroom writing 1

2. Intensive or Controlled
Writing
2
✔ Guided writing
Example: Show students a video
about animals 3

=> ask students what animals they

see, where the animals live, … to help
4
them write about what they see in
the video
 Types of classroom writing 1

2. Intensive or Controlled Writing

✔ Dictocomp: a paragraph is read at normal 2

speed, usually two or three times; students

cannot take notes; then the teacher asks
students to rewrite the paragraph as close to 3

the script as possible

4
 Types of classroom writing 1

3. Self-writing 2

✔ Note-taking
✔ Dialogue journal
3

✔ Display Writing
✔ Real Writing
4
 1
Real Writing

Display Writing Real Writing

2
Teache Already knows the Does not know the
r answer of the students answer of the student
Studen Write what they are Write about their real life
t taught in class knowledge 3
Write essays,
Exampl paragraphs,... for Write letters, instructions,
e summative fill in the form, diary, …
assessment 4
 1
Display vs Real Writing

4
 1
Display vs Real Writing

4
3. Teaching Writing 1

APPROACHES
Concepts and theoretical
3
knowledge

4
 APPROACHES 1

Product- Genre- Process-

based based based
approach writing approach 3

4
3. Teaching Writing 1

PRINCIPLES
Concepts and theoretical
3
knowledge

4
 PRINCIPLES 1

1. Incorporate Practices of “Good”

2
Writers
Consider the various things that effective
writers do 3

2. Balance Process and Product 4

Lead students through appropriate stages

 PRINCIPLES 1

3. Account for Cultural/Literary

2
Backgrounds
Try to help students understand the apparent
differences in traditions and rhetorical 3

conventions between the two languages

4. Connect Reading and Writing: by 4

reading, students know what to write and how

 PRINCIPLES 1

5. Provide as Much Authentic Writing as

2
Possible

4
 PRINCIPLES 1

6. Design Prewriting, Drafting, and

2
Revising Stages of Writing
Pre-writing → First draft → Commenting
3
→ Second draft → Third draft → Post-writing
→ Evaluation
4
 PRINCIPLES 1

7. Strive to Offer Techniques That Are as

2
Interactive as Possible

4
 PRINCIPLES 1

8. Be a Facilitator, Not a Judge, in

2
Responding to Students’ Writing

● An ally and guide, a facilitator when 3

responding to Ss' writing

● A judge and an evaluator after final work 4
 PRINCIPLES 1

9. Explain Rhetorical, Formal Conventions

Make formal features of each genre explicit 2

4
3. Teaching Writing 1

2
Concepts and theoretical
knowledge
3

In practice
4
3. Teaching Writing 1

In practice
3
PROCEDURE

4
 LESSON PLAN 1

GLOBAL SUCCESS - GRADE 10 2

UNIT 1: FAMILY LIFE

Objectives:
Writing an email about family routines
4
 1.PRE- 1

WRITING
TASK 1 2

✔ Discussion 3

✔ Provide
background
information, 4

stimulate interest
 1.PRE- 1

TASKWRITING
2
2

✔ Wh-questions
✔ Ideas for writing are
3
elicited from the
sample email
✔ Introduce the genre of 4

writing: email
 1.PRE-WRITING 1

Techniques:
2
✔ Discussion
✔ Whole-class, group or pair
work ✔ Rapid free writing 3

✔ Brainstorming ✔ Wh-questions
✔ Clustering ✔ Readings 4

✔ Researching
 2. FIRST DRAFT 1

✔ Help students figure out target audience 3

✔ Give a structure => Students have in

mind a central idea that they want to
4
communicate to the audience
 2. FIRST DRAFT 1

Techniques: 2

✔ Freewriting, little or no emphasis on form

(grammar, spelling), focus on content 3

4
 3. COMMENTING 1

Commenting: Peer or teacher reads 2

first draft and comments

✔ Peer reviews (pair work), teacher
3

conferences, feedback on content

4
 3. COMMENTING 1

- The teacher: help students rediscover

2
meanings and facilitate the revision of
initial draft
3

4
 3. COMMENTING 1

- Peer: students respond to each other’s texts

in small groups or in pairs, with the aid of the
checklist 2

4
 Example: The first draft 1

Hi Joey,
How are you? We're all doing fine here. You asked me my
family routines. Well, we have the number of routines to help 2
us learn life skills and building family bonds. Here are three
main ones.

I love my family. My family have breakfast together everyday.

We often eats bread or noodles and shares our plans for the 3
day. We watch TV together every Saturday evening. We watch
film and share snacks. It funny to speak our opinion after the
film. We visit grandparents on the second Sunday of the
month. We do some houseworks for them and has lunch with 4
them. What do you think my family routines? Write back soon.
And let me know.
 Feedback: The first draft 1

Hi Joey,
How are you? We're all doing fine here. You asked me my family
routines. Well, we have the number of routines to help us learn
life skills and building family bonds. Here are three main ones. 2
(-) I love my family. My family have breakfast together
everyday. We often eats (gr) bread or noodles and shares (gr)
our plans for the day. We watch TV together every Saturday
evening. We watch film and share snacks. It funny to speak our 3
opinion after the film. We visit grandparents on the second
Sunday of the month. We do some houseworks for them and
has (gr) lunch with them. What do you think my family
routines?
Write back soon. And let me know. 4
(+) Best wishes,
Dong
 4. SECOND DRAFT 1

Students look at whole essay, use 2

peer/instructor feedback, rethink, revise.

Techniques: 3

✔ Learner reorganizes, restructures, add

details, clarifies
4
 5. THIRD DRAFT 1

Learners edits, attends to writing conventions,

2
rhetoric, grammar, vocabulary.
Techniques:
3
✔ Checklists, grammar logs, proofreading
practice, dictionary checks
4
 Example: The second/ third 1
draft
Hi Joey,
How are you? We're all doing fine here. You asked me my family
routines. Well, we have the number of routines to help us learn life
2
skills and building family bonds. Here are three main ones.

My family have breakfast together everyday. We often eat bread or

noodles and share our plans for the day. We watch TV together every
Saturday evening. We watch film and share snack. It funny to speak
our opinion after the film. We visit grandparents on the second Sunday 3
of the month. We do some houseworks for them and have lunch with
them. What do you think my family routines?

Write back soon. And let me know.

Best wishes, 4
Dong
 Feedback: The second/ third 1
draft
Hi Joey,
How are you? We're all doing fine here. You asked me my family
routines. Well, we have the number of routines to help us learn life
skills and building family bonds. Here are three main ones. 2

(+) Firstly, My family have breakfast together everyday. We often eat

bread or noodles and share our plans for the day. We watch TV
together every Saturday evening. (+) Secondly, We watch film (gr)
and share snack (gr). It funny to speak (vocab) our opinion (gr) 3
after the film. (+) Lastly, we visit grandparents on the second Sunday
of the month. We do some houseworks (gr) for them and have lunch
with them. What do you think about my family routines?

(+) Please write back soon. And let me know. 4

Best wishes,
Dong
 6. POST-WRITING 1

Students share finished products

2
Students show their emails / read their emails before
class

3
Techniques:
✔ Discussion, pair/group work following up on topics
covered, share products online, enter product into 4

portfolio
 7. EVALUATION 1

2
Techniques:
✔ Using rubrics, teacher-student
conferences, self-assessment 3

4
 SUMMARY 1

Phases Techniques

2
1 Pre-writing: Readings, videos, discussion,
Activities provide whole-class, group or pair work,
background researching, brainstorming
information,
3
stimulate
interest
2 First draft: Freewriting, little or no emphasis on
Students sketch form (grammar, spelling), focus on 4
out ideas without content
much
 SUMMARY 1

Phases Techniques

2
3 Commenting: Peer or Peer reviews (pair work),
teacher reads first draft teacher conferences,
and comments feedback on content
3

4 Second draft: Students Learner reorganizes,

look at whole essay, use restructures, add details,
peer/instructor feedback, clarifies 4
rethink, revise
 SUMMARY 1

Phases Techniques

2
5 Third draft: Learners Checklists, grammar logs,
edits, attends to proofreading practice,
writing conventions, dictionary checks
rhetoric, grammar,
3
vocabulary
6 Post-writing: Discussion, pair/group work
Students share following up on topics
finished products covered, share products 4
online, enter product into
portfolio
 SUMMARY 1

Phases Techniques
2

7 Evaluation: Self, peer, Using rubrics, teacher-student

and teacher conferences, self-assessment
assessment of the final 3
written products

4
3. Teaching Writing 1

In practice
3
ASSESSMENT

4
ASSESSMENT 1

Evaluation
Checklists 2
✔ Indicate to students their
areas of strength and
weakness 3
✔ The most instructive
evaluative feedback you can
give is your comments. 4
 ASSESSMENT 1
There are 2 ways of scoring to
consider:
✔ Point scale for each of the 2

categories:
Example:
Conten Organizatio Discours Synta Vocabular Mechanics
t n e x y 3

…/10 …/10 …/10 …/10 …/5 …/5

→ help students to focus on aspects of 4

writing
 ASSESSMENT 1

There are 2 ways of scoring to

consider:
2
✔ Single score:
Example:
Content Organizatio Discours Syntax Vocabulary Mechanic Overall
n e s 3

…/10 …/10 …/10 …/10 …/5 …/5 …/50

4
 References

● Brown, H.D. (2015). Teaching by principles: An interactive

approach to language pedagogy. (4th ed.). Longman.
● Richards, J.C. & Renandya, W.A. (Eds.). (2002).
Methodology in Language Teaching: An Anthology of
current practice. CUP.
● Richards, J.C. & Rodgers, T.S. (2001). Approaches and
methods in language teaching. (2nd ed.). CUP.
 M

GAME T

F
 M

QUESTIONS T