1. Guidelines for EFL Teachers in Reading and Writing Instruction Reading

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

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

4. 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

5. 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

6. 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

7. 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

8. Guidelines for EFL Teachers in Writing Instruction

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

10. 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.

11. 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

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

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

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

15. 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