WEEK 6 Techniques

WEEK 6

TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL CLASSROOM

TECHNIQUES FOR TEACHING WRITING SKILLS

Techniques in using pictures Techniques in using readings Techniques in using all language

skills Techniques in teaching practical

writing Techniques in using controlled writing

TECHNIQUES IN USING PICTURES Pictures are valuable as they provide for the use of a

common vocabulary and common language forms.

A picture can be the basis for not just one task but many, ranging from fairly mechanical controlled compositions, sentence-combining exercises, or sequencing of sentences to the writing of original dialogs, letters, reports, or essays.

A whole series of connected activities can be generated from the source of one picture.

TECHNIQUES IN USING PICTURES Everybody likes to look at pictures, their use in classroom provides a stimulating focus for students’ attention.

Pictures bring the outside world into the classroom in a vividly concrete way.

TECHNIQUES IN USING PICTURES A picture is a valuable resource as it

provides: a shared experience in the classroom

a need for common language forms to use in

the classroom a variety of tasks a focus of interest for students

THE USE OF PICTURES IN THE CLASSROOM General strategies for using any pictures:

1. Whole-class discussion, which then leads to writing. Types of pictures:- posters, textbook pictures, magazine pictures etc

GENERAL STRATEGIES FOR USING ANY PICTURES:

2. To provide a student audience for student writers, give half the class one picture, the other half another.3. Students work in pairs or small groups, each pair/group given different picture Communicative tasks


4. Real communicative tasks can be developed by using in the classroom pictures that the ss themselves provide. Tcr relieved of the tasks Ss have personal meaning


5. Do not limit classroom work to what the ss can actually see in the picture. Ss can make inferences, predictions, suppositions abt the world beyond the frame of the picture.

LET’S TRY SOME ACTIVITIES!

PICTURE SERIES

PICTURE SERIES

Look at the picture series and think of a writing activity which you can develop to teach Year 2 pupils.

ONE PICTURE A SEQUENCE OF TASKS

TECHNIQUES IN USING READINGS

Readings can be used to create an information gap that leads to communicative activities.

Readings provides subject matter for discussion and for composition topics.

The more you read the more you become familiar with the vocabulary, idiom, sentence patterns, organizational flow etc.

TECHNIQUES IN USING READINGSTwo types of reading:1. Extensive reading 2. Close reading Extensive reading: – a lot of reading to get through-- challenging for them-- little above their level of lang-- they have to read for content & meaning

Close reading:

-- read a short passage & give close attention to the writer’s workEg;- content, vocabulary and organization


The activities ss can do in c’room;- Either work with the text = when they copy

n when they examine the writer’s choices of specific linguistic n logical features (cohesive links, punctuation, grammar…)

Or work from the text = when they use it to create a text of their own (summarize, complete, speculate, or react)


COPYCopying is a technique used with elementary level ss. Gives all ss practice wth the mechanics

of punctuation, spelling, capitalization and paragraph indentation.

Copying can be integrated with other c’room activities in a variety if ways.

TECHNIQUES IN USING READINGSCOPYING ACTIVITIESExamples:-1. Ss read a story at home and copy out the one sentence they like best. Then, in class, all the ss discuss the choice.2. A good piece of writing by one student is written on the board and then all the ss copy it down as a model. Later the same copied passage can be used for practice in dictation or summary writing.3. During class discussion of a rdg. The tcr writes new vocab words on the board. The ss keep a vocabulary notebook or vocabulary notecards; they copy any new words onto the cards, and write a sentence for each new word.=compile personal dictionary / vocabulary list


EXAMINE COHESIVE LINKSLearning how to use these links is an important part of learning how to write a language .Ss need to learn abt the devices that make a text cohesive. Words and phrases that we use to:--add an idea= also/ in addition/furtheremore-show sequence= first/then / after that/ next-show result= so/therefore /as a result/-show contrast=but/however/ nevertheless

TECHNIQUES IN USING READINGSEXAMINE COHESIVE LINKSExample:

Dear Ms Johnson,Thank you for your letter applying for a job as a waitress at

Waterside Camp. It is important for you to know what your duties will be. First, you will have to set the tables. Second you will have to carry the food from the kitchen to the table and serve it to the campers. Third, you will have to clear the tables and take the dishes back to the kitchen. Finally, you should know that we serve breakfast at 7a.m., so you’ll have to be on duty every day at 6 a.m.

Please let me know if you would like to arrange for an interview.

Sincerely yours,Karen Greene

Karen Greene

TECHNIQUES IN USING READINGSEXAMINE COHESIVE LINKSExample:

Dear Ms Johnson,Thank you for your letter applying for a job as a waitress

at Waterside Camp. It is important for you to know what your duties will be. ______, you will have to set the tables. _______ you will have to carry the food from the kitchen to the table and serve it to the campers. _______, you will have to clear the tables and take the dishes back to the kitchen. ________, you should know that we serve breakfast at 7a.m., so you’ll have to be on duty every day at 6 a.m.

Please let me know if you would like to arrange for an interview.

Sincerely yours,Karen Greene

Karen Greene

EXAMINE PUNCTUATION & GRAMMAR

When you read a text you discover the cohesive devices used and also the rules of punctuation and grammar the writer employs.

Punctuation is a feature only of the written language.

EXAMPLES1. Give ss a short passage, ask them, in groups, to discuss and explain why each punctuation mark is used.

EXAMINE SENTENCE ARRANGEMENT Very often, ss will write series of

sentences that are accurate grammatically if we look at each sentence in isolation; however the sentences do not seem to “hang together” very well.

EXAMPLE;- A student wrote:-(1) Our house had four bedrooms and two sitting rooms. (2) A large garden was in front of the house. (3) My father had planted a lot of flowers in the garden.

EXAMINE SENTENCE ARRANGEMENT(1) Our house had four bedrooms and two sitting rooms.

(2) A large garden was in front of the house. (3) My father had planted a lot of flowers in the garden.

The first step to improve this piece of writing is to make sentences fit together better.

(2) Our house had four bedrooms and two sitting rooms. (2) In front of the house was a large garden. (3) In the garden my father had planted a lot of flowers.

-Need to examine if sentences hang together according to the basic principles that old info comes b4 new info in a sentence.

SUMMARIZESummarizing provides ss with valuable practice in searching for meaning and communicating that meaning. With a reading passage given, the ss have to:- • find out what the main ideas are• Be able to express them in their own words

ExampleSs read a passage. (pg 58 – 59) Then they turn the page over, and write a one-sentence summary of the page. They choose which of the following sentences best summarizes the passage and compare it with the sentence they wrote.

COMPLETEWhen ss examine a reading passage with parts missing, they have to consider a great many features of writing if they are to complete it. They have to consider meaning and the grammatical

and the syntactical fit of the part they add.

They have to put themselves in the position of the writer and then tone, style, and organization become important.

COMPLETE

.Give the ss a pasage to read which stops at words like however, and so, or and then:

The sun was shining and there were no clouds in the sky when Jane left her house to go to the beach. However, ………

The ss discuss what might come next in the story and then they complete the story.

SPECULATE

- Speculation involves thinking beyond the given text.- Speculative questions open up opportunities for both

discussion and writing.

- Speculation beyond the given text, ss can be given tasks that encourage them to speculate abt the text itself, abt its content, context, organization, and the writer’s choice of words and syntax. (pg 58 – 59)

REACT

- Readings help expand the world of the c’room by bringing subj matter into it.

- We can use this power of readings to generate reactions in 2 ways in our writing lesson:-

1. We can provide readings that stimulate the need for written communication

2. We can ask our ss to write (opinions, instructions, and the like) so that other ss in the class have subject matter to react to.

TECHNIQUES IN USING ALL LANGUAGE SKILLS

Real life communicative situations Organize activities that let ss use all of the

language skills. The techniques are prewriting techniques that gives ss opportunity to use all their linguistic skills to help them to explore and get started with their ideas on a given topic or to allow the topic for a piece of writing to emerge out of communicative c’room activities.


BRAINSTORMING Let’s ss work together in the classroom in small

groups to say as much as they can abt a topic. After brainstorming orally together , ss can then

do the same on paper, writing down as many ideas as they can without worrying abt grammar, spelling, organization, or the quality of the ideas. Then they will have something to work with, instead of a blank page.


BRAINSTORMING Observe and talk abt the picture. * She is probably abt 4 years old. I wonder who’s winning? Where is her mother? Does her mother know she’s playing with the old man? He’s her grandfather. What time of day do you think it is?


BRAINSTORMING A brainstorming session can also address a specific question, such as: “Why is the little girl playing checkers with the old man?”The ss write down as much as they can as quickly as they can. Then they compare their ideas and develop them into a list.


GUIDED DISCUSSIONProvide guidelines for group or whole-class discussion.Give specific directions that will guide the group in preparation for writing;Example:- Discuss and write down the conversation between the old man and the little girl. Include: Greetings A request to play checkers Acceptance with pleasure Questions abt age


INTERVIEWSA useful technique to try with a new class so that ss and tcr can get to know each other.When the ss write the record of an interview, they convey to others genuine info transmitted to them by other ss.


SKITSSs act in an assigned role.Writing then follow as an outside report or summary of what was said and done or it can be a continuation of the skit, with the writers assuming the ‘voice’ of personalities in the skit.Example:-Discuss and write the dialog btwn gfather n gdaughter-Dialog between strangers who have just met - You can also add elements from outside the picture


DICTATIONThe tcr reads a passage through once, then reads it slowly, broken down into short, meaningful segments, which the ss write down, and then the tcr reads it through once more.Example:-The tcr pretends to be telephoning and giving directions to get from one place to another, perhaps from a student’s home to the school. As would be the case in a real telephone call of this kind, he does not give punctuation or capitals. The students write, an then compare results.


NOTE-TAKINGnot always possible to write down every word we hear. People just do not talk at dictation speed. On the telephone, in the classroom, in everyday conversation, we write down a summary of what the speaker says, picking out the important info.Elementary-level: give skeleton outline to work with and expand, so that their listening is more directed.Advance ss: can listen tp longer passages and make notes as they listen.

Note the signals that speakers use:- pause, raising the head and the voice to make an important point, or using words like first, finally… to signal separation and priority of the points made.


STORY-TELLINGWhen we hear or read a good story, we can’t wait to find out what happens next. This natural curiosity to find out what happens in a story can be put to good use in a language classroom.

Activity: Read aloud a story – and this can also be used as a dictation- but stop at the point where the reader is likely to want to know how it continues. The ss continue the story-telling.


Example:- re:pg 79 of Techniques in Teaching writing. One hot Tuesday in the middle of August, Sally didn’t go to work. She wanted to be alone . She took a train to the seashore. She walked slowly along the beach until she was far away from the crowds, the ice-cream sellers, and the lifeguards. Then she changed her clothes and ran into the cool water. She swam out a long way, enjoying the hot sun and the cool water. Then she saw……..


The students read each other’s continuations, and some read theirs aloud to the whole class. The tcr writes one, too, and reads it aloud. Or, the ss in small groups listen to and then summarize each other’s continuations. They read the summaries aloud to the whole class while the other ss guess which student wrote each story. The last part of this activity is correction of what the ss have written.

Techniques in teaching practical writing

Techniques in using controlled writing

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TECHNIQUES IN TEACHING PRACTICAL WRITING

The best Way for students to grasp the importance of writing as a means of communication is for them to produce the kind of practical writing that many people do in their everyday life.

This kind of writing has a clear purpose and specific audience.

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writing to get things done. Messages, forms, invitations, letters,

instructions. Forms: immigration and customs

declaration forms. Students will learn not only writing in

new language but learning about conventions of a new culture.

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FORMS

Useful to be able to fill out form in another language.

Provide opportunity for students to transfer information from one format to another when doing this classroom activity .

Practice in forming and reforming concepts in the new language.

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FORMS & INTERVIEWS Students can interview each other ,

transfer the info onto a form. Role-play if needed.

Get students to devise the form before the interview.

Give them task of interviewing someone they know and complete the form.

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FORMS & READINGS • GIVE A SHORT READING PASSAGE FOR SS TO

EXTRACT INFO TO FILL OUT A FORM.– Julia roberts , a tall ,brown-haired woman was born

in 1966 in Kuala Lumpur , Malaysia. She is married, with twin daughters and twin sons. She works as a doctor in University Hospital in the city. She was educated in University of Malaya. She graduated in 1992.

Ss work in pairs, only 1 has the info and presents the info to the partner. The partner has to present the info on a form as he listens to the passage. Another ss constructs a descriptive paragraph from this info .

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SURVEY FORMS Ss can discuss & draw up a

questionnaire that aims at discovering attitudes of other ss might have towards certain issues.

Ss then move about interviewing others to gather info for the questionnaire . Once collected, organize info and present it to the class either in narrative / statistical form .

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LETTERS • Most widespread form of written

communication & most useful.• Teaching letter writing gives trs a

chance to deal with a variety of forms and functions that are an essential part of langauge mastery.

• Write letters to invite, explain, apologize, commiserate, congratulate,complain, inquire, order,apply, acknowledge & thank.

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Each language functions has its own associated vocabulary, connatations, sentence structures and appropriate choice of words, tone to fit the audience.

Various levels of formality within each function.

Ss focus on audience as well as accuracy. 50

Letters and forms ( re: Raimes, A. pg 86 & 87)

Informal letters : among students in class. ( re : Raimes, A. p.g 88)

Business letters : (pg 88) Pen pals ( pg 89)

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LISTS Much neglected part of writing . List-making People write lists to help them

remember what to do. Shopping lists, lists of people to

invite to party , weddings, to- do list. Lists are basis for conceptual

activity; people alphabetize , group and classify.

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EG : PLANNING A CAMPING TRIP : MAKE A LIST OF ITEMS TO BRING, AND CATEGORIZE : COOKING, CLOTHING, NECESSITIES,ETC….

CLASSIFYING INFO IMPROTANT STEP IN ORGANIZATION OF A PIECE OF WRITING .

WRITE : “ ADVICE TO A HIKER IN THE MOUNTAINS .”

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DAILY NOTES• Many people write daily notebooks /

journals.• They record events of the day / ideas

about those events.• People tend to write mor when thwy

write for themselves, fluency increases.• Worry less about correctness. • Get ss to keep notebook to write a few

minutes daily . reaction to something they saw / read , a description / feeling ..Tr can check periodically .

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INSTRUCTIONS • INSTRUCT FRIENDS TO OUR HOME, FOR NEIGHBOUR,

FOR A FRIEND, TO TEACHER / SCHOOL.

• COMMON ACTIVITY. LEARNERS NEED TO LEARN HOW TO DO IT .

• WRITING REAL INSTRUCTIONS TAPS STUDENT’S SKILL. WHAT IS HE GOOD AT? WHAT CAN HE TELL OTHERS WHAT TO DO ?

• TEACH USE OF SIGNAL WORDS, SEQUENCE CONNECTORS , LOGICAL CONNECTORS.

• TREASURE HUNT….NOISY BUT USEFUL …?

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TECHNIQUES IN USING CONTROLLED WRITING

• WRITING THAT STUDENTS DO FOR WHICH A GREAT DEAL OF THE CONTENT AND / FORM IS SUPPLIED.

• OPPOSITE OF FREE WRITING : STUDENTS GENERATE , ORGANIZE & EXPRESS OWN IDEAS IN OWN SENTENCES .

• CONTROLLED TASKS : MORE GIVEN TO STUDENTS : OUTLINE TO COMPLETE, PARAGRAPH TO MANIPULATE , MODEL TO FOLLOW / PASSAGE TO CONTINUE .

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• USEFUL TOOL AT ALL LEVELS OF COMPOSITION TEACHING. NOT ONLY IN EARLY STAGES.

• SS NEED OPPORTUNITY TO GET WORDS DOWN ON PAPER, TRY OUT THE WRITTEN LANGUAGE .

• THEN THEY WILL ACQUIRE ENOUGH FAMILIARITY WITH WRITING AND ABLE TO TRY MORE CHALLENGING TASKS.

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CONTROLLED WRITING

• Controlled writing gives ss foccused practice in getting words down on paper and able to concentrate on one / two problem at a time.

• Easier to mark for teacher. Less time consuming.

• Can devote attention to mastery of certain language items : eg past tense endings , rather than content as content has been chosen / given by teacher.

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• CONTROLLED WRITING CAN FIT IN 2 PLACES

• BEFORE FREE WRITING : SS PRACTICE GRAMMATICAL POINT/ STRUCTURE WITHIN THE TEXT. USE TEXT AS SOURCE OF VOCAB , IDEAS,,ETC..TO HELP THEM PLAN THEIR OWN WRITING .

• AFTER FREE WRITING : WHEN WE HAVE IDENTIFIED PROBLEM , ASSIGN CONTROLLED WRITING TO GIVE THEM PRACTICE WITH THE PROBLEM AREAS .

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CONTROLLED WRITING

• PROVIDE PUPILS PRACTICE IN WRITING ERROR—FREE SENTENCES / PARAGRAPHS ON A GIVEN TOPIC .

• PUPILS DO NOT HAVE TO BOTHER ABOUT CONTENT , ORGANIZATION,FINDING IDEAS & FORMING SENTENCES .

• WRITE THE GIVEN PASSAGE, MAKING A FEW SPECIFIED CHANGES: GRAMMAR / STRUCTURE .

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• CAN BE COMPLETELY CONTROLLED / ALMOST CONTROLLED .

• CHARACTERISED BY MAXIMAL TEACHER INPUT & MINIMAL PUPIL INPUT .

• USEFUL TECHNIQUE TO ENCOURAGE WRITING AMONG BEGINNERS WITH LITTLE KNOWLEDGE OF ENGLISH GRAMMAR & LIMITED VOCAB .

• USE CONVENTIONS OF WRITTEN WRITING. EG : INDENTATIONS, PUNCTUATION, CONNECTING WORDS, SPELLING .

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TASKS CAN BE DULL AND BORING . NECESSARY TO HELP PUPILS TO

GAIN MASTERY OF SENTENCE PATTERNS .

USE SUBJECT MATTER – RELEVANT & INTERESTING .

USE APPROPRIATE TEACHING AIDS .

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TECHNIQUES : SUBSTITUTION TABLES , PARALLEL WRITING , QUESTIONS AND ANSWERS, SENTENCE COMBINING , SENTENCE COMPLETION AND DICTATION .

RE : NESAMALAR ( PGS : 157 – 162 ) RE : RAIMES, A. ( PGS : 101 – 112)

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TUTORIAL TASK WEEK 6

Select a technique to teach writing skills

Design a suitable activity for average learners

Documents

WEEK 6 Techniques