teaching writing skill and activities.pptx

teaching writing skill and activities.

1. Teaching writing Teaching writing

2. O utline What is writing? Types of writing Writing as a process The importance of writing Writing subskills The difficulty of writing Teaching writing How to assess writing Conclusion

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4. Definition Widdowson (1978:62): “states that writing is the act of making up correct sentences and transmitting them through the visual medium as mark on paper” Troyka (1987:3-4) states that: “writing is a way of communicating a message to a reader for a purpose. The purposes of writing are to express one’s self, to provide information for one’s reader, to persuade one’s reader, and to create a literary work”.

5. Why writing is important for students? Help them acquire useful techniques for effective writing Help them learn specific skills that apply to all forms of writing Familiarizing them with common writing mistakes Help them develop specific skills to meet unique writing demends Communicate specific information or ideas utilizing the format , Language and content relevant to a specific context .

6. Types of writing Formal writing ( letters , email, books…………..) Informal writing ( abreviations ,slang………………) Narrative Descriptive Expositary Argumentative

7. Types of writing Narrative expository Descriptive persuasive

8. Mechanics of writing Punctuation . Transitional expressions. Capetalization . Spelling . Handwriting .

9. Writing as a process R evising

10. Writing as a process Pre - writing Drafting Revising Editing Publishing

11. The writing sub-skills Spelling Word- order Appropriatness of language Arrangement of ideas Coherence and cohesion Critical thinking Note taking

12. Teacher , why writing is so difficult ?

13. “Why is writing so hard? It demands the integration of diverse cognitive, memory, linguistic, motor, and affective systems, each of which makes its own unique contribution to the writing process and the text that gets written. Writers must juggle all of these systems simultaneously. Naturally, if jugglers focus on how they are throwing and catching only one or two of five balls, they are likely to drop the others. The key to keeping all the balls in the air is to understand and master the many foundation skills required for juggling so that they can be integrated fluidly. The same principle holds for writing. »

14. Teaching writing Pre - writing ( teacher ) introduce the topic introduce and summarize the main writing task Brainstorm ideas while - writing Fast writing Select and reject ideas Sort and order ideas Decide on specific requirement , style, information, layout , etc .

15. Focus on useful models Plan the text Get feedback Prepare drafts Edit Post- writing Prepare final text Students read their text and discuss the content

16. TEACHING WRITING www.geoffbarton.co.uk Model it Demonstrate it Practise it Critique it Scaffold it Including ‘bad’ models Show students the process of writing Correct/change/improve Make it collaborative Move from small to larger sections

17. Writing as a process Pre-writing Planning and Thinking Getting thoughts down on paper. Free-write, outline, note, Discuss,and think of the topic

18. Writing as a process How……..? Brainstorming / Vocabulary Surveying / forms Researching / Discussion

19. Writing as a process Things students must know in the pre- writing phase The purpose of their writing The audience they are writing for The content (structure / sequence) ( genre / register )

20. While Writing as a process writing First Draft Putting your ideas and thoughts together Forming sentences and paragraphs

21. Writing as a process Re_writing / Editing Revising and Reflecting Rewriting or rearranging sentences. Proofreading

22. Writing as a process Presenting Final Draft Sharing your work with (pairs , classmates) publishing, speaking

23. Writing as a product Students are encouraged to mimic a model text, which is usually presented and analyzed at an early stage. Product approach focuses on writing tasks in which the learner imitates, copies and transforms teacher supplied models The use of language is the manipulation of fixed patterns, these patterns are learned by imitation

24. Writing as a product Steps in writing as a product Stage 1 Model texts are read Stage 2 consists of controlled practice Stage 3 Organisation of ideas. Stage 4 The end result of the learning process.

25. Writing skills Use the orthography correctly, including the script, and spelling and punctuation conventions. Use the correct forms of words. This may mean using forms that express the right tense, or case or gender. Put words together in correct word order. Use vocabulary correctly. Use the style appropriate to the genre and audience. Make the main sentence constituents, such as subject, verb, and object, clear to the reader. Make the main ideas distinct from supporting ideas or information. Make the text coherent, so that other people can follow the development of the ideas.

26. Quick Writing Quick writing is strategy used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open-ended question or prompt posed by the teacher before, during, or after a lesson.

27. Quick Writing Purpose Use before, during, and after reading to: Activate prior knowledge by preparing students for reading, writing, or a discussion Promote reflection about key content concepts Encourage critical thinking Organize ideas for better comprehension Increase background knowledge when shared Synthesize learning and demonstrate understanding of key concepts Reinforce vocabulary Provide a purpose for reading Assess student knowledge on the topic prior to reading

28. Writing Assessment Traditional way of correcting students ’ writing In fact, there are various ways of providing feedback and correcting students' essays such as teacher’s total correction, error identification, giving comments and peer correction. Unfortunately, many teachers if not all just cross the students’ mistakes and give grades. (Saito, 1994; 46 ) In the traditional direct error correction of students’ writing, the teacher is the only reader who corrects students’ papers. He just crosses or circles the students’ mistakes, writes marginal comments and gives a grade.

29. Writing Assessment This method is divided into two categories; correcting the form and the content of students’ writing: First , in correcting the form of his students’ writing, the teacher examines if the students respected the form of the model text. Second , concerning the correction of the content, the teacher focuses on students’ grammar, spelling and vocabulary mistakes. by doing so, teachers j ust expect their students to look over the correction and hope they won’t repeat the same mistakes.

30. Writing Assessment Alternative correcting method For Penaflorida ( 1998) , “Assessment and evaluation are not the sole responsibility of the teacher. Teachers need to make their students realize that paper is their own property, thus answering the question of ownership.”

31. Writing Assessment Selective correction Signposting Correction code Individual self-correction Peer correction Whole- class correction Remedial teaching

32. Writing Assessment Selective correction: In this method, the teacher focuses on two areas of correction like tenses and spelling. Signposting: One way of engaging students in the correcting process is to indicate to students where the mistake and it is the students’ role to correct them. Correction code: In this method, the teacher uses a set of letters and symbols to show students what kind of mistakes they have made in their writing.

33. Writing Assessment Correction code: G = grammar P = punctuation V = vocabulary (wrong word) Prep. = preposition ? = I don’t understand what you have written. Please explain. Sp = spelling W.o . = word order T = wrong verb tense Wf = wrong form N = number / agreement (singular vs. Plural) ^ = something missing Ø = not necessary

34. Writing Assessment Individual self-correction : In this method, students have the responsibility to find out their mistakes and to correct them. Then, the teacher checks his students’ correction and gives feedback on the areas that the students’ need to improve. Peer correction : As the title shows, students work in pairs or groups to exchange their papers and give feedback to each others’ problems. The teacher needs to check his students’ correction to make sure if they are valid. Whole-class correction : The teacher selects common mistakes made by students, write them on the blackboard and correct them with the whole class.

35. Writing Assessment Remedial teaching: This method takes place after correcting students’ mistakes. If the teacher notices that his students repeat the same mistakes, he should offer students further explanations of the lessons where they have problems.

36. Writing Assessment The aim of these alternative correcting methods is to engage students in the correction of their writing .

37. Lets look at these two lesson plans Cothes lesson plan for primary Sports lesson plan for prep

38. Activities related to sounds Aims Learning farm vocabulary: pig, sheep, cow, horse, chicken, hen, dogs, cat, goat, duck, rabbit, farmer, farm, stable, hay, grass, milk, eggs Learning animal noises: quack, moo, miaow , woof, neigh, squawk, baa, etc Learning greetings language: ‘How do you do?’ ‘My name is…’ ‘Pleased to meet you.’ Studying action verbs such as ‘eat’, ‘make’, ‘lay’, ‘go to bed’, ‘go to sleep’ telling the time prepositions of place such as ‘behind’, in front of , next to… Other language areas phonetics inspired by sounds found in the song ‘Old MacDonald had a farm ’

39. Counting sheep Find out what time they go to bed and then what time they go to sleep. This can be used for a class survey. They can ask other people in the class and then feedback on a class chart the results. They will practise two questions ‘What time do you go to bed?’ and ‘What time to you go to sleep?’ while also practising the time – ‘At eight o’clock.’ ‘At half past eight.’ Draw a picture of a child asleep in bed with a dream cloud above her head and a row of sheep. You can use this to practise numbers with the children counting the number of sheep. Get them to imagine an actual dream and draw it on their picture. . Babe - Video work (Age: 10+) . A few minutes of film accompanied by language work can be much more interesting and effective than an hour and a half of watching the television with no objective other than filling in time. Play the first few minutes of the film with no sound. Get the children to feedback on what they saw. What do they think the film is about? A pig, a teacher or a child? Provide multiple choices to guide them. In the first ten minutes of the film you have some scenes on the farm. Use these sequences to do some animal recognition work. They could then listen to the extract and then the older primary pupils could even make up a short dialogue between Babe and Fly, the sheep dog who ‘adopts’ Babe, the first time they meet. This could be a greetings conversation

40. Animals and animal sounds ( Age: 4+) Provide the flashcards yourself or spend a little time with the children making a flashcard each. Laminate flashcards so you can use them again and again. Put the children into pairs and distribute flashcards of about ten farm animals. One person holds up a card without being able to see it themselves. Their partner must make the noise the animal makes for the person who’s holding the card to be able to guess the animal. They should be familiar with at least some of the names. You can fill in the gaps as you monitor.

41. Songs The Farmer’s in his Den – new words (Age: 5+) This can be done as a sitting down song if space is limited or as a circle with designated farmers and animals. It is more interesting for the children if you change the words of this song. It allows for many more animals. Try using a different animal for each verse and include either the noise they make or what they eat or do on the farm. The children can mime the animals as they join the central group of children. e.g. The hens lay an egg The rabbits like carrots The cows make the milk The horses eat the hay The sheep eat the grass Three little ducks

42. This is another popular song that you can tie in with your farm unit. Make sure you use props (rubber ducks), finger movements or bodily actions to act out this song. It’s repetitive enough that the children very quickly pick it up and enjoy participating. Three little ducks went swimming one day Over the hills and far away Mother Duck said 'QUACK QUACK QUACK QUACK ' But only two little ducks came back. Two little ducks went swimming one day Over the hills and far away Mother Duck said 'QUACK QUACK QUACK QUACK ' But only one little duck came back. One little duck went swimming one day Over the hills and far away Mother Duck said 'QUACK QUACK QUACK QUACK ' But now no little ducks came back. No little ducks went swimming one day Over the hills and far away Mother Duck said 'QUACK QUACK QUACK QUACK ' And all three little ducks came back. Old Macdonald had a farm You can split the board into three columns and put the three phonetic sounds at the top of the columns. Together you can build up a picture gallery of words with the same sound in them. In can be things you find on a farm (difficult), just words in English they know (easier), or provide them with a list of farm words which they have to place in the correct group (the most controlled version). With the very young learners content yourself with singing the song with them. Give groups different animal sounds to do .

43. Art work - Farm scene Draw an empty farm scene and photocopy it. The children can stick or draw small flashcards of animals onto their farm scene. You tell them where the animals go, they listen and stick. You can use this activity to practise recognition of prepositions of place such as next to, behind, in front o

44. Conclusion