We understand is a dare teaching foreign language in a public system education, but adopt some methods to do it of way pleasant it’s one small step for a man but a giant leap for mankind. To organize learning skills embracing others cultures is to be inserting ourselves in the same worlds of our students, it brings democratic actions and social knowledge, thus, the Brazil has a several cultures get together, it’s common in the classroom. 

The reading nowadays is a resistance practicing, and writing is a democracy practice. Reading is a social practice that we have as a need, we made a survey about learning skills and how insert this practice in class. Basing on studies, we pick up approaches that we consider essentials to exercise reading and writing skills following the current situation and the modernity, according Carloto(2013): “When it’s about language teaching-learning, is important emphasis that reading practicing and writing also can be developed with technologies” and it’s about that we’ll discoursing also.

Reading Skills: 

·         Reading the news (current events); in this case, we can use the App called Telegram, is a good way to keep reals information and chatting. For example: The New York Times has a link on Telegram to keeping you informed, it sends the news to you in real time.

·         Pages of a book single day; choice some books that you consider “easy-peasy”; for example, ‘Alice’s Adventures in Wonderland’. It has a get-at-able language to try reading a little each day, beyond of be a history known around the world. And consequently;

·         Underline key words and even cross out relevant or not relevant words

Corroborating with Carloto (2013), Carneiro e Oliveira (2017), referencing Hyland (2008) at the second extent of their research, clarify that the teaching of writing need to be conducted to the recognition of the writing processes, as well giving the students possibilities to develop aspects such as "[...] discovery of ideas by emphasizing the processes of brainstorming, sharing ideas and collaborating in order to produce written texts [...]", which means that those processes must help the students to be conscious about their writing and the purpose of writing. The following points can guide that action:

         

          Writing Skills:

·         Prewriting: used to prepare the students to begin the writing process, usually, through tasks; in here occur the mobilizing of the background knowledge 

·         Planning: the moment which the ideas about the studied content come from the examples, or the conceptions that were preconceived receive confirmation or undergo changings 

·         Drafting: the creation of drafts of ideas to begin the text.

·         Editing: here the ideas are organized and the students give the first corrections in an attempt to construct a good text.

·         Feedback: the moment that the teacher and the students make analyzes of drafts to do more corrections about the writing processes which includes linguistic and content aspects, this process is usually conducted in peer.

·         Revision: here new drafts are made based on the first drafts and the feedbacks to reconstruct the text, or just improving the ideas which already created.

·         Proofreading: the final production takes place here, but this does not mean that the text has finished at this time, but rather the text can be, and is indicated to be, revised and redone as many times as necessary.

Thus, signifying what Carneiro e Oliveira (2017), based on Hyland (2008), explained about process writing “[…] is a recurrent process, with constant revisions and rewritings, planning and editing in a recursive cycle […]”.

So we decide that we future English  as a Foreign Language teacher in order to teach reading and writing skills in Brazilian educational setting, in order to develop student’s ability to collaboratively read and write in English. We would select a short poem like “ This is the recipe of life” written by Rupi Kaur , so firstly a PowerPoint Presentation as a warm-up to start a discussion with students before reading the poem, After discussing author’s life, show pictures containing vocabulary which, they would not have known and would probably have had difficulty in understanding while reading the selected poem. This step could be considered a scaffolding strategy (^{FIGUEIREDO, 2019}), as the pictures were presented to them and they had to discover how to say these words in English. On the While Reading fase, in pairs they would read the poem and share their opinions on it, as a post-reading exercise, students would be asked to collaboratively write a poem in pairs, illustrate them and then hand them in to the teacher, thus the teacher could make a revision and give a feedback to students reconstruct the texts improving ideas which they already created.