How to teach reading and writing

Your lesson should begin with a pre-reading activity to introduce the topic and make sure students have enough vocabulary, grammar, and background information to understand the text. Be careful not to introduce a lot of new vocabulary or grammar because you want your students to be able to respond to the content of the text and not expend too much effort analyzing the language. If you don't want to explain all of the potentially new material ahead of time, you can allow your learners to discuss the text with a partner and let them try to figure it out together with the help of a dictionary. After the reading activity, check comprehension and engage the learners with the text, soliciting their opinions and further ideas orally or with a writing task.
Consider the following when designing your reading lessons :
Purpose, reading strategies, Prediction, Guessing from context, skimming, scanning, silent reading vs reading aloud.
Consider the following when designing your writing lessons :
Tyoes of tasks, format, model, editing, and correction.

How to teach speaking and listening

There are many types of listening activities. Those that don't require learners to produce language in response are easier than those that do. Learners can be asked to physically respond to a command (for example, "please open the door"), select an appropriate picture or object, circle the correct letter or word on a worksheet, draw a route on a map, or fill in a chart as they listen. It's more difficult to repeat back what was heard, translate into the native language, take notes, make an outline, or answer comprehension questions. To add more challenge, learners can continue a story text, solve a problem, perform a similar task with a classmate after listening to a model (for example, order a cake from a bakery), or participate in real-time conversation.
Good listening lessons go beyond the listening task itself with related activities before and after the listening. Here is the basic structure:
• Before listening
During listening
After listening
Here some ideas to keep in mind as you plan your speaking activities :
Content, Correcting errors, Quantity vs Quality, Conversation strategies, Teaching intervention.

Communicative Approach (discussion)

What are the goals of teachers who use communicative language teaching (CLT)?
answer : The goal is to enable students to communicate in the target language. To do this students need knowledge of the linguistics forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form can often serve a variety of functions. They must be able to choose from among these the most appropriate form, given the social context and the roles of the instructors. They must also be able to manage the process of negotiating meaning with their interlocutors. Communication is a process; knowledge of the forms of language is insufficient.
What is the role of the teacher? what is the role of the students?
answer : The teacher facilitates communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication. During the activities he acts as an adviser, answering students questions and monitoring their performance. He might make note of their errors to be worked on at a later time during more accuracy-based activities. At other times he might be a 'communicator' engaging in the communicative activity along with students.

Total Physical Response (discussion)

What are the goals of teachers who use TPR?
answer : Teachers who use TPR believe in the importance of having their students enjoy their experience in learning to communicate in a foreign language. In fact, TPR was developed in order to reduce the stress people feel when studying foreign language and thereby encourage students to persist in their study beyond a beginning level of proficiency.
What is the role of the teacher? what is the role of the students?
answer : Initially, the teacher is the director of all students behavior. The students are imitators of her nonverbal model. At some point (usually after ten to twenty hours of instruction), some students will be 'ready to speak.' At that point there will be a role reversal with individual students directing the teacher and the other students.
What are some characteristics of the teaching/learning process?
answer : The first phase of a lesson is one of modeling. The instructor issues commands to a few students, then performs the actions with them. In the second phase, these same students demonstrate that they can understand the commands by performing them alone. The observers also have an opportunity to demonstrate their understanding.
What is the nature of student-teacher interaction? what is the nature of student-student interaction?
answer : The teacher interacts with the whole group of students and with individual students. Initially the interaction is characterized by the teacher speaking and the students responding nonverbally. Later on, the students become more verbal and the teacher responds nonverbally.

Community Language Learning (discussion)

What are the goals of teachers who use the Community Language Learning Method?
answer : teachers who use the Community Language Learning Method want their students to learn how to use the target language communicatively.
What is the role of the teacher? What is the role of the students?
answer : the teacher's initial role is primarily that of counselor. This does not mean that the teacher is a therapist, or that the teacher does no teaching. Rather, it means that the teacher recognizes how threatening a new learning situations can be for adult learners, so he skillfully understands and supports his students in their struggle to master the target language. Initially the learners are very dependent upon the teacher. It is recognized, however, that as the learners continue to study, they become increasingly independent.
What are some characteristics of the teaching/learning process?
answer : in a beginning class, which is what we observed, students typically have a conversation using their native language. the teacher helps them express what they want to say by giving them the target language translation in chunks. These chunks are recorded,and when they are replayed, it sounds like a fairly fluid conversation. Later, a transcript is made of the conversation, and native language equivalents arewritten beneath the target language words. The transcription of the conversation becomes a 'text' with which students work.