Writing skills * How are they taught? How are they learnt?

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<ul><li> Slide 1 </li> <li> Writing skills * How are they taught? How are they learnt? </li> <li> Slide 2 </li> <li> Main focus on weaker pupils Some of my pupils can only write words on a picture. They cant make sentences. Is this enough to pass the written exam? No </li> <li> Slide 3 </li> <li> Where do we start? How do we build confidence? How do we remove fear? </li> <li> Slide 4 </li> <li> Nothing succeeds like success! So how can we give weak writers more belief in themselves? </li> <li> Slide 5 </li> <li> Jumbled sentences Give the pupil short, jumbled sentences. Let them put the words in the right places. Use only familiar words. Point out that the pupil knows the words and made the sentence. Example: live we that house in. </li> <li> Slide 6 </li> <li> Unfinished sentences Ask pupils to add adjectives and adverbs to sentences. Let them suggest words that could fill gaps Get them to finish off sentences. </li> <li> Slide 7 </li> <li> Describing pictures You can start by giving some sentences to complete: There is a There are some The xxx is xxxing The xxx are xxxing </li> <li> Slide 8 </li> <li> Cartoons Translate Fill in words Fill in parts of sentences Fill in sentences Draw and write Can pupils find and prepare some strips? </li> <li> Slide 9 </li> <li> From cartoon strip To story </li> <li> Slide 10 </li> <li> Log No formal demands for Structure Topic Language Length Genre </li> <li> Slide 11 </li> <li> Words, words, words Give the pupils some words that they have to use in a short text. The words could be from just one word class, or a mix. Alternatively: let pupils make short lists of words which they swap. </li> <li> Slide 12 </li> <li> Topic sentences Ask them to write three or four sentences to a topic sentence you provide. Examples: I want to get a moped next year. Everyone can do more for the planet. Dogs are great pets for people of all ages. Other ideas? </li> <li> Slide 13 </li> <li> Five-paragraph essay A realistic aim? Introduction: 1 p Body: 3 p Conclusion: 1 p </li> <li> Slide 14 </li> <li> Five-line Poems Demystify poems Help the pupils write a text </li> <li> Slide 15 </li> <li> Format My bike Old and rusty Lying in the garage Shall I repair it or buy a new one? My bike </li> <li> Slide 16 </li> <li> Opening Sentences The policeman smiled/grinned/scowled and said: Now tell me what you saw. I knew I had seen her face before! Yes, it was on the TV news yesterday When I got in, there was a surprise waiting for me. Other ideas? </li> <li> Slide 17 </li> <li> Closing Sentences I never told anyone. It was a relief that it ended so well. Was it the right decision? I hope so. </li> <li> Slide 18 </li> <li> Write about A difficult decision A disappointment A happy memory A time you were afraid Other ideas? </li> <li> Slide 19 </li> <li> If you had a time machine where would you go, and why? A person you would like to meet. If I won the lottery </li> <li> Slide 20 </li> <li> For abler pupils Sentences Let them write two Simple Sentences Then they make them Compound Finally they make them Complex </li> <li> Slide 21 </li> <li> Example I enjoyed the film. I decided to read the book. I enjoyed the film and decided to read the book. As (Since/Because) I had enjoyed the film, I decided to read the book. OR: Having enjoyed the film etc </li> <li> Slide 22 </li> <li> Write and swap Ask pupils to write a short text composed of just simple sentences with no adjectives or adverbs. They swap and improve each others text. Then compare orally </li> <li> Slide 23 </li> <li> Practise new structures When we had visited After visiting </li> <li> Slide 24 </li> <li> When I looked out of the window, I noticed Looking out of the window </li> <li> Slide 25 </li> <li> Working with a rough draft There are still many pupils that seem to copy their rough draft without revising it. They need to think about: Variety (sentences, vocabulary) Adding (or removing) adjectives and adverbs Paragraphs Linking words </li> <li> Slide 26 </li> <li> Teaching genres First, a confession I have always relied on the Norwegian teacher. Is this normal? </li> <li> Slide 27 </li> <li> But how do we work with genres? Read Discuss Change Write </li> <li> Slide 28 </li> <li> Ask pupils to change a text from one genre to another Poem story Report dialogue Story report Etc, etc </li> <li> Slide 29 </li> <li> Let them write different types of texts based on the same stimulus (picture/text/news item etc) Write a parody or pastiche? </li> <li> Slide 30 </li> <li> Useful expressions It goes without saying On the other hand In my opinion As a matter of fact Etc etc </li> <li> Slide 31 </li> <li> Readymades Unprofessional or acceptable? First of all it is important to point out that On the other hand it is also true that Admittedly, many people would disagree and say A very good example of this is. Most people would no doubt agree that Let me conclude by </li> <li> Slide 32 </li> <li> Pros and cons Two minutes to think about them </li> <li> Slide 33 </li> <li> CONS Can be surrealistic if the second half of the sentence is really bad May not be used appropriately Can result in examiner overdose </li> <li> Slide 34 </li> <li> PROS Can give pupils confidence to write Help with structure and cohesion Function as padding ;) </li> </ul>


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