ELT Advantage TEYL Lesson 7

8/16/2019 ELT Advantage TEYL Lesson 7

http://slidepdf.com/reader/full/elt-advantage-teyl-lesson-7 1/12

Lesson 7: Teaching Writing in English to YoungLearners

You are here:Lessons

Lesson 7

Chapter 1

Chapter 1

Low SpeedInternet

High SpeedInternet

Watching the video requires uic!ti"e#$ownload the newest version %or %ree# Clic! here#$i%%iculties watching the video& 'isit the FAQs under Resources#

Annie Hughes talking about teaching writing in English toyoung learners (videoscript)*In this lesson+ we are going to loo! at the s!ill o% writing %or our,oung language learners# We will consider how to approachwriting %or those who are new to writing in their %irst language andthen we will consider approaches to ta!e %or our learners as the,acquire "ore e-perience in writing in their %irst language and in thetarget language# Through the presentation o% a variet, o% writingtas!s+ we will de"onstrate how to encourage our ,oung learnersto develop their writing s!ills in a purpose%ul and en.o,a/le wa,#*

Selecting and Using Suitable Writing Tasks in the Young Learner Classroom

Writing is a productive s!ill that is introduced into the language classroo" in di%%erent wa,s+depending on the age and level o% the language learners# When planning writing tas!s %or thelanguage class+ it is valua/le to thin! %irst a/out what writing tas!s our ,oung learners actuall,do in their ever,da, lives and see i% we can design si"ilar tas!s#

We need to /e care%ul that we create "eaning%ul and purpose%ul writing activities %or our ,ounglanguage learners# I% we create writing tas!s that are o% no interest to the" and largel, have

https://www.ed2go.com/Classroom/LessonsOverview.aspx?classroom=EZEP48giJevbZDSrbj5rrzyDzjvr3hMf4PNk4ohX7WRTazacQlz1n%2Fhx367N%2FuuL


https://www.ed2go.com/Classroom/Lessons.aspx?classroom=EZEP48giJevbZDSrbj5rrzyDzjvr3hMf4PNk4ohX7WRTazacQlz1n%2Fhx367N%2FuuL&lesson=7


http://api.ed2go.com/CourseBuilder/2.0/images/resources/prod/3te-0/low/ah_7-low.htm


http://api.ed2go.com/CourseBuilder/2.0/images/resources/prod/3te-0/high/ah_7-high.htm


http://www.apple.com/quicktime/download/win.html











the" .ust cop,ing words and doing handwriting practice+ then ver, little language will /eacquired through the activities#

Let0s thin! a/out what children have to do when the, write in English# What is going on in the,oung learner0s head& Loo! at igure 7#1 (/elow)#

Figure 7.1 Processes involved in writing for the young language learner

We can help our ,oung language learners write in the target language i% we support theirlearning in the %ollowing wa,s#

Assist children in learning the technical skills.

Young children need to recogni2e how te-t appears on paper and develop the ph,sical s!illsinvolved in writing#

• Help the" see how te-t appears on the page# This is especiall, necessar, i% thealpha/et in the target language is di%%erent %ro" the learners0 %irst language and iswritten in a di%%erent direction or %or"#

• Teach handwriting s!ills# I% the English script is new to ,our learners+ ph,sicall, showthe" how to %or" the letters and put the" together to %or" words and sentences# 3odelthis writing on the /oard and assign the" writing practice# 4eview these s!ills regularl,#

Model the type of writing needed.

3odel what ,ou would li!e learners to write+ such as a "essage on a postcard+ la/els %or apicture+ or instructions %or a recipe# 5, providing clear e-a"ples+ learners will understand whatis required#

• ocus attention on spelling and punctuation# These two areas are particularl, i"portantin helping students /eco"e success%ul writers# Lots o% "odels are needed %or ,ounglearners to loo! at and e"ulate#

Encourage creative aspects of writing.

3otivate learners /, creating "eaning%ul and purpose%ul reasons %or their writing# or e-a"ple+as! learners to write the instructions %or a new ga"e so that students in another class canunderstand how to pla, it#



• Help learners %eel con%ident in their writing#

• 6ive e-a"ples and support so the, do not %eel con%used or at sea when writing inEnglish#

Have students think about the audience for their written work.

Help learners recogni2e that their words are written %or others and that THEY C3389ICTE3E9I96#

• Encourage students to thin! a/out who the, are writing %or and to tr, to e-pressthe"selves in their writing %or that particular audience# or e-a"ple+ their writing will /edi%%erent i% the, are writing an invitation %or %riends to co"e to a part, or i% the, arewriting notes a/out how to do so"ething# 6ive the" "an, "odels and strategies %orwriting in di%%erent wa,s#

• Help learners reali2e wh, the, are writing so"ething# Language learners should neverwrite .ust /ecause the, need to have writing practice# Writing should have a purpose#

Demonstrate the actual process of writing.

Show how writing is a stage /, stage process and is rarel, a write it once and it's

finished activit,# E-plain that even e-perienced writers plan+ structure+ dra%t+ review+ revise+ editand rewrite until the, are satis%ied that their writing has achieved its o/.ective#

• $e"onstrate how to ta!e notes+ how to create structure %or a piece o% writing+ and soon#

• 6ive children lots o% "odels to use %or their own writing#

• Tal! through how to review and edit a piece o% writing# $o e-a"ples together

Chapter ;

Consider What Young Learners Write at Dierent Ages and Stages o Language Learning

I% we want to "a!e writing activities "eaning%ul and purpose%ul %or ,oung language learners+ wehave to clari%, what writing activities are suita/le %or the" /ased on their age and language level(in their %irst language as well as the target language)# 5e aware o% what ,our students are doingin their %irst language so ,ou are not "a!ing e-cessive de"ands o% the" in the target language#

Writing activities that could /e suita/le %or three "ain categories o% ,oung language learners areintroduced /elow and outlined in "ore detail in Chapters <+ = and ># These three categoriesinclude:

• ver, ,oung learners who are not ,et writing in their %irst language and have little/ac!ground learning English?

• ,oung learners who are /eginning to write in their %irst language and have li"ited/ac!ground learning English?



• ,oung learners who are con%ident writers in their %irst language and have so"e/ac!ground learning English#

!ery young language learners who are not yet writing in their irst language and ha"e

little background learning English

The e"phasis %or language learning at this age is acquainting children with language throughlistening and spea!ing activities# Children "a, not ,et /e writing in their %irst language+ /ut the, still need practice preparing to write (in their %irstlanguage and the target language)#

This involves such things as helping the" hold their pencils correctl, anddeveloping hand@e,e coordination through various activities that helpprepare the" ("entall, and ph,sicall,) to eventuall, write# This "a,involve tracing lines+ connecting the dots+ loo!ing %or details /, recogni2ing "atching pictures+and so on#

t this level+ children "a, start to /eco"e %a"iliar with letters o% the alpha/et andAor actual

words (as the, appear alongside pictures o% the ite"s on %lashcards or in stor,/oo!s)+ althoughthe, would not necessaril, /e e-pected to read or write the"# lpha/et wor! (identi%,ing andeventuall, writing letters) will co"e a%ter a lot o% e-posure to English through "eaning%ullistening and spea!ing activities#

See Cha#ter $ in this lesson %or activities %or language learners at this level#

Young learners who are beginning to write in their irst language and ha"e limited

background learning English

Children at this level are %a"iliar with writing a/out things the, !now a/out in their %irst

language# The, have developed cognitive s!ills that allow the" to recogni2e how letters andwords can /e put together to co""unicate "essages+ and the, also have developed ph,sicals!ills that allow the" to put those letters and words down on paper# Theses!ills can /e applied to developing writing s!ills in the target language aswell#

s "entioned in previous lessons+ an understanding o% "eaning is crucialin the language classroo"# Children need to !now what the, are writinga/out and have an interest in getting across a "essage# 9or"all,+ listeningand spea!ing activities will precede reading and writing when planningactivities in a class around a certain topic#

When writing+ /eginning students need lots o% guidance and "odeling %ro" the teacher to getresults# Children this age de"onstrate an interest in writing i% their activities have a purpose (topla, a ga"e+ co"plete a chart+ or conduct a surve,) or i% the, are encouraged to e-press theirideas (through guided poetr, writing or /, writing %or a classroo" /oo!)# s studentsde"onstrate con%idence with the language+ the, can /e encouraged to write "ore %reel,#

See Cha#ter % in this lesson %or activities %or language learners at this level#

Young learners who are conident writers in their irst language and ha"e some

background learning English

Children at this level are e-perienced in di%%erent t,pes o% writing in their %irst language and will

/e a/le to trans%er that !nowledge to their understanding o% the target language# $epending onthe level o% the students (in learning the target language)+ the teacher needs to continue toprovide students with lots o% "odels to help structure their writing#



s well+ ac!nowledging the students0 !nowledge and a/ilit, to thin!"ore a/stractl,+ the teacher should encourage students to e-presstheir own thoughts in their writing /, providing lots o% /rainstor"ing asa class# This will help prepare the" %or tas!s and encourage the" toshare ideas#

t this level+ children can co""unicate their thoughts to others(through writing cartoons+ reviewing /oo!s or T' shows+ and writingqui22es or co"petitions %or their peers)# With the guidance o% theteacher+ the, can also learn new things and write a/out their e-periences (through planning and conducting surve,s+ carr,ing out e-peri"ents+ and thin!inga/out their own learning through diar, entries)#

See Cha#ter & in this lesson %or activities %or language learners at this level#

With descriptions o% these three groups o% learners in "ind+ we will now loo! at how we cansupport their writing through a variet, o% activities#

Chapter <

're(Writing Acti"ities or !ery Young Language Learners

It is i"portant to re"e"/er that while our learners are in their ver, earl, ,ears+ the, will need alot o% support and sca%%olding %or their pre@writing and writing s!ills develop"ent in the targetlanguage# lot o% writing preparation can /e carried out in the language class /e%ore thelearners are actuall, at the cognitive stage o% writing#

Setting u# the classroom

With this age group+ it is i"portant to use la/els in the classroo"# Even though the children are

not ,et reading or writing+ the, will start to recogni2e shapes+ letters and words# La/el the%ollowing: door, window, cupboard, drawer, board, des, and chair #

I% ,ou are using %lashcards with ver, ,oung learners+ la/el these at the /otto" o% the pictures#Though ,ou should never as! learners at this level to 0read0 or spell out the words+ it is valua/le%or the" to start associating the written words with the pictures o% the things ,ou are tal!inga/out# This whole word or loo and say "ethod (also discussed in Chapter = o% thelesson !eaching Reading in "nglish to #oung $earners) allows children to get used to the shapeo% the word and start to re"e"/er the word# t a later date+ when the, are "ore cognitivel, andlinguisticall, developed+ the, can start to thin! a/out individual letters and+ eventuall,+ spell andwrite the words#

I% students use /oo!s to draw in regularl,+ then these should /e la/eled with their na"es and+ideall,+ with their sel%@portrait# I% children create drawings+ put together an attractive displa, o%the" on the /ulletin /oard with their na"es clearl, and neatl, written ne-t to their drawings#

Acti"ities in the classroom

The %ollowing activities+ which can /e lin!ed to the language and topics covered in the languagelesson+ help this group o% learners develop+ /oth ph,sicall, and cognitivel,# The activities alsohelp prepare the" to eventuall, write /, having the" pa, attention todetail and practice drawing lines %ro" le%t to right#

$)* Complete left to right patterns

Create writing practice wor!sheets that help children develop their pre@writing s!ills# Have the" "ove their pencils %ro" le%t to right on the page



/, connecting the dots /etween related ite"s or /, drawing a line# This activit, is /est %orchildren appro-i"atel, <@B ,ears old who are .ust /eginning to write in their %irst language andEnglish# See Chapter <#1 in Su##lementary +aterial %or e-a"ples#

Students can also %ind their wa, %ro" one picture to another on a page /, drawing a line

through a si"ple !ind o% "a2e#

$), Look and draw

Have students use pictures as guides %or their own drawings# or e-a"ple+ create a picture o%an e%pty classroo" and then have pictures o% a chair, des, pencil and bag around the /order o% that picture# Have children draw these ite"s in the "ost suita/le places in the classroo"#

$)$ Draw new language introduced in class

Introduce a topic in English to ver, ,oung learners and then get the" to draw a picture a/out it#or e-a"ple+ i% ,ou are doing the topic o% travel+ as! learners to draw a car+ a /ic,cle+ a truc!+ a/us+ or so"ething a"a2ing li!e a %ire engine# You will /e %ascinated and surprised /, how "uchattention to detail the, will pa, to aspects o% these drawings# $ispla, the pictures together on

the wall or put the" together in a /oo!# rovide a la/el %or each picture#

Chapter =

Writing Acti"ities or Young Learners -eginning to Write in their .irst Language

Learners who are /eginning to write in their %irst language will need support and "odeling o%writing when learning to write in the target language#


With ,our guidance+ have students la/el the ite"s that are around the classroo" such as cloc,

door, window, %ap+ and so on# 4egularl, "odel writing %or ,our ,oung learners# 8se the

/lac!/oard as well as paper and pencil e-a"ples as o%ten as ,ou can to show how to ph,sicall,write words and sentences# Ta!e ,our ti"e and "a!e ,our handwriting clear+ re"e"/ering toshow how to %or" each letter#

With newl, e"erging writers+ do not use upper case (capital) letters i% ,ou can help it+ as thisrequires the" to /e con%ident in two di%%erent t,pes o% scripts# When the, are "ore con%ident inwriting+ the, can /e introduced to upper case letters# The e-ception to this involves using uppercase letters to write their own na"es# rovide each student with an e-a"ple o% how to write hisor her na"e# Then have the" "a!e na"e cards that the, can !eep on their des!s#

Ensure students see lots o% te-t in the classroo"# Have the" regularl, co"plete charts+ such asweather or /irthda, charts# or e-a"ple+ have students "a!e word cards (li!e rain, sun, wind,

snow, hot + and cool ) and have the" attach the appropriate words each da, to the weather chart#Through this routine+ students can use written words to record in%or"ation in a "eaning%ul wa,#

Acti"ities in the class

Encourage ,oung learners to develop their writing s!ills through a variet, o% "otivating activitiesthat allow the" to e-press the"selves through the language in interesting and en.o,a/le wa,s#4elate activities to the topics that have /een studied in class#



%)* Match pictures studied in class with the matching words

Set up a wor!sheet with pictures on the le%t side o% the page andcorresponding words on the right# Have students draw lines connecting thepictures with the words#

%), Carry out simple surveysHave students as! and answer each other questions on a surve, %or"# 8sepictures to help guide the" and have the" respond through tic!s (D) andcrosses ()# t this level+ si"ple words can also /e used#

%)$ Create vocabulary books or picture dictionaries

s ,ou start a new topic+ each child could start a new picture dictionar, page in a plain papernote/oo!# The, could draw the o/.ects or actions on this page and then la/el the" with the newlanguage /eing introduced# The, will have a use%ul re%erence /oo! that the, can use %requentl,#

%)% Create advertisements or !shirt slogans

Children can create a slogan related to the topic that is /eing studied in class# The slogan and

acco"pan,ing art can /e put on a T@shirt (that is drawn on a wor!sheet)# or e-a"ple+ studentscould design logos a/out %ood choices#

%)& Complete acrostics and picture crosswords

Acrostics (a poe" "ade /, writing the letters o% a word verticall,) and si"ple picturecrosswords are good %or the e"erging writer in English as the, deal with a word slowl,+ letter /,letter+ so that a student is writing at a co"%orta/le pace# These activities would wor! /est withchildren who are alread, co"%orta/le writing words in English+ usuall, /etween the ages >@7#See Chapter = in Su##lementary +aterial %or e-a"ples#

%)/ "rite shape poems or calligrams

Have students write shape poe"s or calligra%s (pictures "ade up o% words that %or" the shapeo% that ite")# $epending what is studied+ the topic o% words could /e le-ical sets+ (such as t,peso% %ood or %urniture)+ or structural sets (such as ver/s or ad.ectives)# 8se these activities withchildren around the age o% 7@F that have /een writing in English %or so"e ti"e and can /ecreative in English# See Chapter = o% Su##lementary +aterial %or an e-a"ple#

%)0 "rite another verse for a simple song or rhyme

In groups+ have students write another verse to a song that has /een introduced in class#

#.$ %lay language games

ther ga"es such as Language 5ingo or el"anis" have students write down+ listen %or andthen identi%, !e, words that have /een studied#

%)1 &olve coded messages in English

Young learners usuall, li!e crac!ing codes and solving pu22les that "a!e the" thin! a/out thelanguage# This is a si"ple code %or the students to tr, %or the %irst ti"e# This involves assigning a

nu"/er to each letter o% the alpha/et#



Let children write secret "essages to each other in code# or e-a"ple:

This %ocus on secret codes is a great wa, to get ,oung learners thin!ing ver, care%ull, a/outspelling+ even though the, will not reali2e it# The, can also /e encouraged to tr, to "a!e uptheir own codes#

%)*2 Create a story

%ter new language has /een introduced and practiced with learners through spea!ing andlistening activities+ encourage the" to draw a picture o% so"ething lin!ed to the topic or havethe" draw three pictures to illustrate a si"ple three@stage stor, (/eginning+ "iddle and end)#Help the" la/el their pictures#

%ter reading a stor, together+ children also can /e encouraged to write their own class /oo!#or e-a"ple+ the stor, !he "nor%ous &nowball (%ro" the lesson+ !eaching $istening in "nglish

to #oung $earners) helps students review %a"il, "e"/ers and na"es o% ani"als# Studentscould tal! a/out their %avorite ani"als and draw pictures o% the"# The, could line their ani"alsup /, si2e (%ro" /iggest to s"allest) and then write a/out the ani"als that "ade an enor"ous

snow/all# The, could use the structure %ro" the original stor, to write a/out their pictures: &othe elephant( called for the hippo(. !he hippo( pushed the elephant(, the elephant( pushed

the snowball, and they pushed. and they pushed. and they pushed, but they couldn't push the

enor%ous snowball #

You could also adapt the stor, and have the ani"als pushing so"ething the, are "ore li!el, toco"e across in their own environ"ent+ li!e a %allen tree# r ,ou could "a!e an adventurousstor, and have the" pushing a tourist sa%ari sightseeing car that has /ro!en downG

Chapter 5

Writing Acti"ities or Young Learners who are Conident Writers in their .irst Language3ore advanced writers (in their native language as well as in the target language) need to /echallenged to develop their creative English writing s!ills and /e "otivated to participate in "orede"anding writing activities#


Writers at this level are a/le to la/el the ite"s in the classroo" the"selves# You could turn thisactivit, into a sort o% ga"e /, having groups la/el di%%erent areas o% the classroo" with ,ourguidance# ne da,+ ta!e la/els o%% so"e o% the ite"s and see i% the learners can tell ,ou whichla/els are "issing#

Acti"ities in the class

Encourage students to de"onstrate their growing !nowledge o% English (and the world around



the") through their writing# rovide guided structure while alsoencouraging the" to ta!e chances with the language#

&)* Write stories based on the language to#ic

Have students write strip stories (cartoons) in which each stage o% the

stor, is in a picture# The, can write si"ple descriptions o% what ishappening underneath each picture or write speech /u//les %or thecharacters#

6ive students lots o% di%%erent stor, "odels to %ollow# You could havethe" draw strip stories at ho"e and then /ring the" to class to wor!on (with the help o% ,ou and their class"ates)# Set up a special displa, space or /oo! so thatothers can read their wor!# Students will /e "otivated to write "ore stories i% the, !now theirwor! is /eing en.o,ed /, others#

&), "rite haikus in the target language

)aius are well@structured poe"s that are great %or the language class# The, are "ade o% three

lines with a >+ 7+ > s,lla/le pattern# Here is an e-a"ple o% a hai!u a/out an elephant:

*t is big and grey.

*ts ho%e is in the +ungle.

*t lies to eat nuts.

%ter students have written their hai!us+ have the" write the" out ver, neatl, and perhaps+provide an illustration# $ispla, their writing on the wall or in a displa, /oo!# See Chapter = o% thelesson+ sing &ongs, Rhy%es, -hants and Poe%s in the $anguage -lassroo%+ %or "ore detailsa/out writing hai!us#

&)$ Carry out more comple' surveys

In groups+ have learners thin! a/out a range o% di%%erent surve,s the, could carr, out that arelin!ed to the topic the, are stud,ing in class# With ,our help+ have the" create a surve, sheetand then have the" carr, out their surve,# %terwards+ the, could write up their results %or theclass and present their %indings# The lesson+ !eaching &peaing in "nglish to #oung $earners+has e-a"ples o% surve,s and the up@co"ing lesson+ sing Presentations, Puppet ideos, Role

Play and /ra%a in !"#$+ will have "ore ideas a/out presentations#

&)% (eep a learner diary

The "ore we can encourage learners to /e aware o% how the, are learning+ the "ore success%ulthe, will /e as language learners and learners in general# 6ive the" a /oo! in which the, can!eep their $earner /iary # Have the" write in their diar, once a wee!#

Encourage the" to respond to sentences such as:

* learn best when * feel 0.

* learn new "nglish words by 0.

* re%e%ber new "nglish words by 0.

!he "nglish activities * lie best are 0.

To help the" co""ent in English+ /rainstor" possi/le answers to thequestions as a class+ so the, can learn the voca/ular, involved in possi/le responses ande-press their %eelings in words#

&)& "rite reviews

Have students write reviews a/out /oo!s the, have read or T' shows or "ovies the, havewatched# Create a review sheet %or students to co"plete# This activit, is /est suited %or thosechildren who are co"%orta/le writing in English+ pro/a/l, around the ages o% @1;+ though this



will depend on the children0s e-periences in their native language and English up to this point#See Chapter >#> inSu##lementary +aterial %or a sa"ple %or" and "ore details#

Students can co"plete these reviews regularl, and !eep the" availa/le %or other children toread# This t,pe o% writing encourages students to e-tend their voca/ular, to include topics that

are o% speci%ic interest to the"# I% possi/le+ set up a class or school newsletter so their writingcan reach a de%inite audience#

&)/ Create a vocabulary book

Students can use these /oo!s to support their learning# I% possi/le+ have each child /ring as"all note/oo! to class# Have the" cut the pages so that it loo!s li!e an address /oo! and putthe letters o% the alpha/et on di%%erent pages# s the, co"e across new English words+ the, canwrite these in their /oo!s#

&)0 Complete written )ui**es and have competitions

Create si"ple wor!sheet co"petitions or qui22es %or children to co"plete each wee! and handin# resent these in a positive wa, that will encourage and "otivate the students /,

de"onstrating to the" what the, have learned# Have a winner's cere%ony at the end o% thewee! %or those who have success%ull, co"pleted the qui2 or co"petition# Consider having anaward %or so"eone who has shown great i"prove"ent in qui2 results#

Children "a, also li!e to tr, to create their own qui22es %or co"petitions within the class# 3a!ethe" aware o% how to create clear questions when writing %or others#

&)3 "rite to other classes

I% possi/le+ create a lin! with another school learning English in ,our region and get the children to write "essages+ e@"ails+ postcards andletters to each other#

&)1 Complete English crosswords

There are lots o% resource /oo!s with crosswords in the" that ,ou canadapt and use in the classroo"# Students can also /e encouraged to writetheir own#

&)*2 Carry out simple e'periments and write about them

Have students participate in e-peri"ents that are eas, to create in the language class+ suchas )ow uicly does sugar dissolve in water2 re@teach the voca/ular, that is needed# Carr,out the e-peri"ent and narrate what is happening+ providing a "odel %or the language thatstudents will need# Have the" practice descriptive writing /, writing a/out the e-peri"ent%ollowing the "odel ,ou have set up#

&)** Encourage learners to write +"hat am ,- or "ho am ,-+ )uestions

Writing '3hat a% *2' or '3ho a% *2' questions allow students to rec,cle and e-pand theirvoca/ular, and thin! care%ull, a/out what the, are writing# s! children to tr, and solve andthen write their own questions#Here are two e-a"ples:

Q4 * have a long nec. * a% covered in shapes and * live in Africa. 3hat a% *2

A4 A giraffe.

Q4 * have two legs. * have short brown hair. * have two eyes, one nose, a %outh

and two ears. * a% not a girl5 3ho a% *2

A4 A boy.



&)*, "rite a simple play or puppet show in English to perform for other groups %ten ,ou can use a stor, %ro" the lesson as a starting point %or this t,pe o% writing# In groups+let ,our students decide the di%%erent stages o% the stor, and write down their dialogues in shortand si"ple sentences# 6ive the" ti"e to practice their pla, /e%ore presenting it to theclass# &ee the lesson sing Presentations, Puppets, ideos, Role6play and /ra%a in !"#$ for

%ore ideas#

inall,+ it is i"portant to re"e"/er that writing activities %or our ,oung learners should /e"otivating and %un# I% students en.o, what the, are doing+ the, will acquire "ore English+ /eproud o% their writing and /e encouraged to write "oreG

Summary

In su""ar,+ to help our ,oung learners /eco"e e-cited and success%ul writers in the targetlanguage+ we need to provide the" with a rich environ"ent o% written te-ts and e-perienceswith writing in English that will "otivate the"# We also need to "odel how to write and show our learners di%%erent approaches to the structure o% writing /ased on need+ audience and thereason %or writing# /ove all+ we "ust show the" that writing can /e en.o,a/le and purpose%ul#

4e5t Ste#s

%ter ,ou have %inished this lesson+ test your knowledge by taking a short6 multi#le(choice

7ui8# To access the qui2+ clic! uies at the top or /otto" o% an, page in this classroo"# Selectthe qui2 that corresponds to the lesson ,ou have .ust co"pleted# Then clic! su/"it# 6ood luc!G

%ter the qui2+ please com#lete the short assignment that %ollows# This will allow ,ou topractice what ,ou have .ust learned# To access it+ clic! assign%ents at the top or /otto" o% an,page# Choose the appropriate lesson and %ollow the directions listed there#

lso+ "isit the discussion area to converse with ,our colleagues a/out the topics covered inthis lesson# To access it+ clic! discussion at the top or /otto" o% an, page# Choose theappropriate lesson and %ollow the directions# You will /e a/le to post on the discussion /oarduntil the 0close date0 listed# %ter that date+ ,ou can read the discussions /ut not post#

lossary #roducti"e (in writing) "eans students are creating or producing the writing /, using hand+ e,eand pencil to "a!e "ar!s+ letters+ words+ sentences and punctuation on a page#encoding involves "entall, understanding and processing the wa, to put written words on apage#

scri#t is the actual %or" o% writing (the set o% letters that are used in the language)#audience is the group o% people a person is tr,ing to reach through di%%erent t,pes o% writing#hand(eye coordination is the a/ilit, to "ove ,our hand and pencil lin!ed to a pattern or shapethat ,ou see on a page#emerging writer is the writer who is .ust starting to write in the native language and is stilllearning all the ph,sical and technical aspects o% writing#acrostics are poe"s that are created /, writing the letters o% one word verticall, on a page#9ew words then e-tend hori2ontall, %ro" each o% these letters#calligrams are poe"s that are written in the shape o% the things the, are descri/ing# ore-a"ple+ the word tree will /e written "an, ti"es to %or" the shape o% a tree on the page#stri# stories or cartoons involve stories /eing divided into stages or parts# Each o% these partsis then represented /, a picture#haiku is a three@lined poe"+ originall, %ro" apan+ in which each line has a set nu"/er o%s,lla/les (> on the %irst line+ 7 on the second line+ and > on the third line)#



/ibliography Ca"eron+ L# ;JJ1# !eaching languages to young learners# Ca"/ridge: Ca"/ridge8niversit, ress#Ellis+ 6# K 5rewster+ # with 6irard+ $# ;JJ;# !he pri%ary "nglish teacher's guide#London: earson Education Li"ited#Hughes+ # 1FF<# English across the curriculu": The"e@/ased learning in the pri"ar,classroo"# In 8ew !endencies in -urriculu% /evelop%ent #Hughes+ # ;JJ1# E%%ective %oreign language teaching at the pri"ar, level# In $anguage

!eaching in "urope# 4a,a+ a/er+ 6ewehr and ec! (Eds)# ran!%urt a" 3ain: eterLang#Hughes+ # ;JJB# !he "nor%ous &nowball in 6rundschule Englisch Edition 9r 17 Mall"e,er /ei riedrich in 'el/erAErhard rierich 'erlag 6"/H+ Seel2e+ 6er"an,#3oon+ # ;JJJ# -hildren learning "nglish# -%ord: 3ac"illan Heine"ann#Holderness+ # K Hughes+ # 1FF7# 199: ideas for children4 !opic6based activities#-%ord: Heine"ann ELT#Latha"+ $# ;JJ;# )ow children learn to write4 &upporting and developing children's

writing in school # London: aul Chap"an u/lishing#Whitehead+ 3# 4# ;JJ;# /eveloping language and literacy with young children #London: aul Chap"an u/lishing#

Documents

ELT Advantage TEYL Lesson 7