23. Types of activities. The activities of the teacher include

Let your student make the error. Do not give the student any hints. For example, I’ve seen educators holler, “There’s an e!” before the child reads a silent e word like “cake.” This hint does not allow the child to analyze the word on his own. It hinders his growth and makes him dependent on a more advanced reader. Allow the child to make mistakes. Do not offer hints. Mistakes render growth.

Provide Immediate feedback. After the child makes a mistake, then it’s time to offer your guidance. Do not wait to correct the child at the end of the sentence or page. Instead, correct the error right away.

Limit teacher talk. I witness educators give longwinded explanations. This should NOT happen in phonics lessons. In phonics lessons, kids need to do most of the talking/make most of the sounds. As a teacher, your verbiage should be short, terse and to the point. Think of using simple words/phrases like, “Read the sound.” That’s it!

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  83. Different methods used for developing reading skills of students.
  
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  Skimming. Skimming, sometimes referred to as gist reading, means going through the text to grasp the main idea. ...
  
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  Scanning. Here, the reader quickly scuttles across sentences to get to a particular piece of information. ...
  
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  Intensive Reading. ...
  
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  Extensive reading.
  
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  Annotate and highlight text. ...
  
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  Personalize the content. ...
  
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  Practice problem solving skills. ...
  
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  Incorporate more senses. ...
  
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  Understand common themes. ...
  
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  Set reading goals. ...
  
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  Read in portions. ...
  
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  Let students guide their reading.
  

84. The role of writing in teaching and learning a foreign language. Writing plays a big role in teaching a foreign language. It boosts memorization while consolidating lexical and grammatical knowledge, supports the process of speaking, reading, listening, as a means of controlling knowledge students. Writing allows you to use graphic characters to provide communication of people. Because if you don't pay attention to your mistakes, you're likely to make them in your speaking skills as well. Therefore, treat writing as a way to not just apply your knowledge, but also a tool to continually improve your vocabulary and sentence structure. Plus, you can also practice your reading skills with it!

85. Stages in developing of writing proficiency. Creating a successful paper is a different process for everyone. Some writers require complete silence with no distractions, while others crave noise while they work. While no guide can help you find what situations will work best for you to write, there are steps in the writing process that promote a cleaner, better final draft. The general steps are: discovery\investigation, prewriting, drafting, revising, and editing. Stages in the development of writing proficiency

In the teaching of writing, just as in the teaching of reading, it is helpful to have a long-range overview of how proficiency develops. You will notice that the links between reading and writing become closer as students progress through the three main phases of the sequence.
Early stages of writing
Proficiency level
Low beginners
Skills and features of English to learn
Use printed/cursive forms of Roman alphabet (as appropriate)
Learn general spelling and punctuation rules
Use simple word, phrase, and sentence forms
Materials to use
Basic literacy materials
Writing tasks to follow up on oral and reading exercises
Short narratives/descriptions using Language Experience Approach
Dialogue journals
Expanded writing skills
Proficiency level
High beginners and intermediate students
Skills and features of English to learn
Use commonly occurring word, phrase, and sentence patterns
Write paragraphs with topic sentences and supporting details
Use link words to signal organization of paragraphs
Practice techniques for pre-writing, revising, editing
Materials to use
Dialogue journals
Compositions using Language Experience Approach
Exercises to teach organization of paragraphs
Paragraphs of narration, description, simpler logical relationships
Academic writing skills
Proficiency level
High intermediate and advanced students
Skills and features of English to learn
Use discourse patterns expected in academic writing
Develop a thesis with appropriate supporting details
Become more independent in the writing process
Materials to use
Sequenced exercises to model and guide students' essays
Writing tasks simulating assignments in subject-matter courses
86. The effect of pre-writing activities in FLT. Prewriting is the first stage of the writing process. It is important because it helps writers generate ideas for their eventual written pieces. Prewriting helps writers lay a solid foundation for their work, centering a piece's focus and organizing the order of things. Prewriting tasks might overcome these difficulties in learning to write in English. The effects of two prewriting tasks, group discussion and free writing,
Prewriting allows students to explore, test, and generate ideas. They provide students with ways to organize and expand on their writing. Have you noticed this? Students often pick their first idea and run with it.
87. The role of post writing activities in developing writing skills. Post-writing activities help students polish their work. Many writers look at post-writing and rewriting as where the real work of writing begins. Teaching your students to complete post-writing activities with each assignment will help them to grow as writers and gain confidence in their writing skills. We define post-writing as the step in the writing process where the written text is shared with other audiences, such as a peer-editor or the instructor or even with the general public. The basic components of post-writing activities: Re-read your story, make sure sentences make sense.
88. The essence of additional materials in the process of teaching FL.
89. Basic principles in teaching writing. Educational research states that all good writing includes six key ingredients: ideas, organization, voice, word choice, sentence fluency, and conventions—the Six Traits of Writing.

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  Gradual release of responsibility.
  
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  Explicit instruction of writing strategies.
  
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  Differentiated instruction to meet individual needs.
  
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  Scaffolding to support learning of new skills.
  

90. Teaching writing in English for A1 levels. At Level A1 Achievement Standard students: communicate their ideas and experiences simply through drawings, copied writing, dictated texts and their own basic writing, showing evidence of a developing understanding of the writing process. contribute to shared writing activities. Can write personal information (e.g. likes and dislikes, family, pets) using simple words, phrases and sentences.
91. Teaching writing in English for A2 levels. At beginning Level A2 students: are beginning to write their own very short, simple texts. write texts using sentence structures based on oral structures and very simple repetitive texts. Can write a series of simple phrases and sentences, linked with words like ‘and’, ‘but’ and ‘because’.
92. Teaching writing in English for B1 levels. At Level B1 Achievement Standard students: write and present simple texts for a variety of basic classroom and personal purposes. communicate familiar ideas, events and experiences, writing simple narratives, recounts, descriptions and reports, with support.
Can write clear, detailed texts on different subjects. Can use information and arguments from other sources in their writing. Can write straightforward texts about familiar topics or simple information and ideas. Can link sentences into a connected text.
93. Teaching writing through the text.
94. Teaching vocabulary through the content. To support the development of vocabulary in the content areas, teachers need to give their students time to read widely, intentionally select words worthy of instruction, model their own word solving strategies, and provide students with opportunities to engage in collaborative conversations.
95. Challenges pupils have in learning to write in English. poor vocabulary. awkward phrasing and unconventional grammar. inappropriate use of colloquial language. difficulty with sentence structure and word order.
96. The importance of spelling in developing writing. Spelling is a complex skill and an important part of writing. Good spelling is also a social expectation and contributes to clear communication of a written message. Correct spelling, however, is extremely important in technical and scientific writing because it establishes a writer's credibility by displaying his or her care and precision in dealing with information.
97. Early stages of writing.
98. Brainstorming in various forms, oral and written. Brainstorming is a large- or small-group discussion that encourages students to generate a wide range of perspectives or potential next steps or solutions regarding a specific topic. The teacher may begin a brainstorming session by posing a question or a problem, or by introducing a topic.
It also aims to encourage and motivate students' speaking activity in front of the class. Brainstorming technique is conducted by making several groups to be four students. After that, the teacher asks the students to brain and storm the list of ideas in a small group by using mind mapping and story mapping.
Freewriting is a brainstorming activity in which the writer writes anything they can about a topic, in continuous prose, hoping that one idea will lead to another. The advantage of this technique is that it might enable you to generate ideas when the other methods fail.
99. Stages of writing: pre-writing, writing and revising. Writing is a process that can be divided into three stages: Pre-writing, drafting and the final revising stage which includes editing and proofreading. In the first stage you research your topic and make preparatory work before you enter the drafting stage. After you have written your text it is important that you take time to revise and correct it before submitting the final result.
Writing is often described as a linear process, moving from the first stage to the last stage in an orderly fashion. However, the writing process often requires moving back and forth between steps and is often more complex than the linear model represents. If you are working on a larger project you may have to break down the work into smaller parts to make it manageable; therefore you can be at different stages of the writing process in different parts of your project. You may also have to make changes in sections that you thought were finished as the contents are affected by what you write in other sections. Furthermore, new questions may arise along the way that will make it necessary to return to an earlier stage of the process, for example to do further research.
Pre-writing
In the pre-writing stage you plan and prepare your writing. This is also the stage where you research your topic and look for relevant sources.
Early in the pre-writing stage you should give thought to the subject and purpose of your assignment. If you are assigned a broad subject by your instructor you will need to narrow it down and focus on a smaller subject area, preferably something that interests you. In order to write effectively you also need to know the purpose of why you are writing. Each type of writing has a unique set of guidelines and knowing your purpose for writing will help you produce a text of high quality and relevance. In order for you to know the purpose of your writing you will need to interpret the task. See more information below about this.
Doing thorough preparatory work is important for your writing and will save you a lot of time in the long run. It will help you keep your focus during the writing process. As your project progresses you may have to make some changes to your initial plan.
At the beginning of the writing process it is important to take time to create a timetable for writing in order to ensure that you will have a finished product when the assignment is due. When planning your time, take into account that the revising phase may take as much time as the initial writing, or perhaps even longer. This is in many ways similar to planning your studies in general.
Drafting
Once you have created an outline it is time to start writing. Remember that you do not have to write a perfect first draft. Instead of focusing on producing a flawless text at this stage, try to concentrate on writing down your main ideas. You do not need to edit or proofread yet. Instead, try to let your thinking and writing flow as freely as possible. Furthermore, you do not have to write the text from start to finish. It is okay to begin with the sections that you feel the most confident with.
You will probably have to rework your draft several times before you have a complete text. Preferably you should allow time between drafts (1 to 2 days, if you have the time) as it will give you a new perspective on your text.
Revising, editing and proofreading
This is the stage in the writing process where you make sure that your text is coherent and written accurately. Your final product should be a text that has been thoroughly worked through and that meets the academic standards of writing. Make sure that you allow enough time to revise, edit and proofread your assignment before submission.
100. Note-taking in foreighn language teaching. Note-taking (sometimes written as notetaking or note taking) is the practice of recording information from different sources and platforms. By taking notes, the writer records the essence of the information, freeing their mind from having to recall everything. Notes are commonly drawn from a transient source, such as an oral discussion at a meeting, or a lecture (notes of a meeting are usually called minutes), in which case the notes may be the only record of the event. Since the advent of writing and literacy, notes traditionally were almost always handwritten (often in notebooks), but the introduction of notetaking software has made digital notetaking possible and widespread. Note-taking is a foundational skill in personal knowledge management.
101. The role of peer evaluation in writing proficiency. Peer review allows students to clarify their own ideas as they explain them to classmates and as they formulate questions about their classmates' writing. This is helpful to writers at all skill levels, in all classes, and at all stages of the writing process. Peer assessment or peer review provides a structured learning process for students to critique and provide feedback to each other on their work. It helps students develop lifelong skills in assessing and providing feedback to others, and also equips them with skills to self-assess and improve their own work.

102. Receiving feedback from the teacher in writing. HOW TO GIVE FEEDBACK ON STUDENT WRITING