Presenting slides by Aqsa Dawood

1. Reading skills
Development of Reading competence
Set objective
Check previous knowledge
Focus on the parts of the text that are relevant
to the identified purpose using mind mapping
Select student – centered strategies
Give students variety of material to read

2. strategies
 Predicting Reading aloud
 Skimming Sensitizing
 Scanning Matching
 Questioning Summarizing
 Modeling Dictionary skills
 Blink filling Silent Reading
 Sequencing
The Sub Skills Of Reading are:

3. Predicting
 Activities:
• Show the title or a picture from the story. Ask
learners to predict or guess what is likely to
happen. Write their predictions on board.
Discuss the predictions and finally reveal the real
version.
• Read one or two sentences from the story and
ask students to predict what might come next .
Continue reading, pausing and asking for
predictions in groups or individually.

4. Activities
 help students to go through the text very
quickly to get the general idea.
• Give students a time limit to read story
• read a text quite quickly and ask students
to move their eyes on words.
• Get students to answer questions in a
time limit.
• Ask students to underline important
sentences in each paragraph.
Skimming

5. Scanning
Activities
 Help students to locate specific information
 Let children go through the text until they find
information or answer.
 Specify information needed .
 Give a time limit
 Guide learners initially, indicate which paragraph
or line the required information is present in.
 Make the exercise into a competition, either
amongst teams or individuals to encourage
speed.

6. Activities
 Guide students to use mind maps , flow
charts, timelines and drawings.
 Give text story to the children. Discuss the
main points. Ask students to make a flow
chart of the main points in sequence in
which these happened.Students then oral
go through the story.
 Give students a chart to fill in with
characters and events
Modeling

7. Writing Skills
Development of writing competence
•Encourage daily writing
•Regular formal writing lessons at
school

8. Activities
 Teach students how to use a dictionary
 Have a competition to see who can find
the meaning of a word first (encourage
speed reading)
 Give students a choice of guessing correct
definition/meaning and then look it up in a
dictionary in pairs /groups.
Dictionary Skills

9. Sub Skills of Writing Skills
• Copying
•Parallel writing
•Describing a picture
•Sentence / paragraph completion
•Editing and drafting
•Reacting to a situation

10. Copying
 Elicit a story from (pictures, words clues)
from students. Write it on board with
mistakes of students. Elicit corrections,
and then tell students to copy the story.
 Ask students to construct a story by
arranging strips/cut outs and then copy it.
 Tell students to choose answers/ storyline
from multiple choices and then copy

11. Parallel Writing
 Using a model sentence / paragraph, ask
students to change:
 Grammar (noun,verb,adjective,adverb)
 Content(event/ situations/descriptions/
ending)

12. Describing a picture/ series of
pictures
 Put a picture /series of pictures on the
board. Elicit related words/ structures and
then ask individuals or groups to write the
whole story
 Give each group the same picture and
together they write story as a group. Pin it
on board or pass it to the groups to check
spelling / grammatical errors

13. Completion
 Give student half sentence to finish
 Give students a word bank to create a
story
 Give students first paragraph of the story
and ask them to complete it.
 All these can be done individuslly or in
pairs.

14. Editing and Drafting
 Swap class work and ask students to
correct each other’s work
 Tell their work before handing it over to
the teacher.
 Tell students to consult textbook to check
spellings before submission of written task

15. Writing to a Situation
 Listen to news item, conversation or read
a newspaper/letter/invitation and write a
letter (complaint/ refusal/thanks)
 Write a report about an observation
 Students write what they think/feel/know
about the topic under discussion.
 Students watch an experiment, and then
write about it.

16. Conclusion
 Teacher can help students to improve
their language skills by using textbooks,
computer program, and other materials
available in library and employing varied
student-centered teaching strategies.
Language games are also helpful and
ensure learning with fun. Make language
learning an integral part of children’s lives.