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8/7/2019 Practical Writing Activities - Mónica Meléndez
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Practical Writing Practical Writing
ActivitiesActivitiesMónica Meléndez
1st Teaching Enrichment
Course for Schools (ETECS)
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Challenges when working onwriting activities
Little time to develop activities
Students’ lack of vocabulary
Students’ difficulty withtransmitting ideas in writtenform:
fluency accuracy complete sentences
spelling
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How to overcome thesechallenges?
1. Key suggestions todevelop successful
activities2. Easy-to-follow steps
3. Practical ideas to
implement in class4. Tips on how to motivate
students and create
interest in writing activities
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How to teach writing in class
Progress in writing:
word banks sentences paragraphs compositions
Connect writing to listening, speaking and reading activitiesintegration of 4 language skills
Capture students’ attention before setting the activity:
no attention no engagement no learning
Use Visual Aid methods:
graphic organizers pictures flashcards posters
Always model how to do the activity
Add variety: design tasks for pairs or small groups
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How to teach writing in class (cont.)Be clear on what skills you are trying to develop:
“ What is the objective of this activity?”
Plan lessons around topics, covering grammarstructures from the easiest to the most difficult
Choose an interesting topic to ensure students’participation. Personalizing information is key
Remind students that writing is a process and that itrequires practice
Provide students with key vocabulary for the activity
Remind students of the main structures to be used
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Steps1. Create interest in the activity
2. Activate Ss’ background knowledge3. Identify and list key words for the activity
4. Model the activity
5. Give memorable examples
6. Set a reasonable time limit
7. Help students during the process
8. If possible, give studentsthe opportunity to
correct their work
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Practical IdeasWorking on words, sentences and small paragraphs
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Practical Ideas
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Exercise I:1. Listen to the story twice. Take notes.
2. On a piece of paper, turn your notes into a paragraph.
3. Compare your paragraph with a partner.Shakira – singer - composer – producer. write songs since 7 .music- impact- pop culture. grammy twice. Latin grammy 7 times.50 million records . lived Miami – 3 years. Antonio de la Rúa –
girlfriend – 7 years
“Shakira is a singer, composer and producer. She has written songssince she was seven. Her music has made an enormous impact on pop
culture. She has won the Grammy twice, and the Latin Grammy sevetimes. She has also sold 50 million records. Finally, she has lived inMiami for three years now, and has been Antonio De la Rúa’sgirlfriend for seven.“
“What is the name of this activity?” DICTOGLOSS
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What are thenames of these
activities
Exercise II:1. Listen to the conversation.
2. Finish the conversation
3. Practice it with your partner
Mark: I love Lima. It’s beautiful
María: Yeah, there are manyinteresting places here
Mark: Where can I go first?
María: You can visit downtown
Mark: What can I see there?
María: You can go to the Cathedral
Mark: And where can I have lunch?
María: Well, you …
Mark: That sounds great. What ...?
On weekends, I usually wakeup late and have lunch at arestaurant with my family
1. Put the sentence in order.
my – I – TV- and – with -weekends – always - friends -on watch - out - go
On weekends, I always watch
TV and go out with myfriends
2. Write one idea about you
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Activities based on LanguageLearning Strategies (LLS)
Brainstorming
Identifying similarities & differences
Classifying Visualizing
Story pictures
Diaries or JournalsNote taking
Summarizing
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How to put LLS into practice?Through the use of GRAPHIC ORGANIZERSGRAPHIC ORGANIZERS
Reasons:
Improve reading and vocabulary knowledge
Can be used with any activity, at any levelDisplay information inmeaningful ways
Help Ss focus their thoughts
Are fun and easy to use
Increase students’ participation
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Graphic Organizers
Vocabulary cardsWord WallsPersonal Response
Story MapsCluster websVenn diagrams
Main idea chartsDraw and write chartsSequence charts
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Used to generate ideas in groups
Fast writing: all ideas are acceptedTopic at the center
Add as many small circles as needed
Ss focus on a topicLeads to sentence, paragraph or composition elaboration
Brainstorming
Topic: Food
Task:
1. Put Ss in groups of four to brainstorm (5’)
2. Individually, Ss use the list to create 5 sentences:
Example: I love fruit , especially apples.
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Sequence Chart
Last summer, I went with my family to the beach. It was fun.
The weather was hot and humid. We ate a lot at a restaurant.The food was delicious. We played volleyball and soccer too.
summerbeach
family
funweather
hothumid
foodrestaurant
deliciouscheap
volleyball
soccer
_________________________________________________. We saw“Bee movie”. It was fun. __________________________________
_________________________________________________________ _______________________________________.
weekendmoviesfriends
Bee movie
Funny
restaurant
chicken
taxi
home
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Comparing Used at the pre-or post-writing and reading stages
Effective way to compare words, events, concepts, characters, …
Reduces anxiety of writing complete paragraphs
Creates links to previous learning
Next step: sentences, paragraphs and compositions
COMPARISON MATRIXCOMPARISON MATRIX
1st English Teaching Enrichment Course for Schools - Mónica Meléndez
VENN DIAGRAMSVENN DIAGRAMS
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Story pictures: Narrative writing
Students identify the correct sequence of pictures (if necessary)
Individually, Ss write down their ideas about the story
Students get in pairs or groups and reconstruct the story
VARIATION
Ss identify objects in pictures and list themSs write down one sentence per picture
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Classifying with Word WallsIndividually, in pairs or groups
Ss list words about the topic
Pre or post writing activityUsed to introduce writing in otheractivities
ABC-DEF
1st English Teaching Enrichment Course for Schools - Mónica Meléndez
Topic: Activities in the past
Task: Pair work
1. Make a list of all the verbs they canthink of, put them in the word wall inalphabetical order: main form, simplepast form
3. On their notebooks, Ss write down 10sentences in the past using the verbs onthe list
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Vocabulary CardsReinforce and expand languageExpand knowledge on words that interest to students
Project work/Homework
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Story MapOrganize instructions and sequence information
Story map: suitable for teaching imperative, sequence
adverbsUsed to summarize texts
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Lesson PlanTopic: Daily Habits
Structure: Simple present & sequence adverbsTime: 25 minutes
Task: Ss will write down a composition describing theirdaily habits and routines
Steps:1. Create interest: use pictures, meaningful examples
2. Pre-teach key words: elicit ideas from students, use the board
3. Give students a sample model: Use a Graphic Organizer
4. Students write individually using the GO (10 minutes)
5. Students compare in pairs. Teacher monitors work
6. Homework: 5 vocabulary cards with meaningful vocabulary
7. Students submit their final draft next class8. Monthly project: “Habits Word Wall” in groups of three
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Remember Reading and writing involve direct attention to grammar.
However, errors can indicate progressFocus on communication as well as on accuracy
Praise students’ effort and participation in the activities
Promote students exposure to English outside the classroom,this will give them more opportunities to learn thelanguage:
Make a list of shows and movies Ss can watch
Challenge Ss to find written English outside theclassroom
Give Ss lyrics of songs or ask them to bring their favorite
Motivate Ss to read: better readers make better writers
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Bibliography
1. Harmer, Jeremy (2004) How to teach writing, Longman
2. Oxford, Rebecca (1990), Language Learning Strategies, What every teacher shouldknow, Heinle & Heinle
3. Martinez, Trina K. et al (2007) A Focused Approach to Teach Language, Systematic
English Language Development, & Language Acquisition Strategies, TESOL 2007Conference
4. Ventriglia, Linda et al (2002) Language Acquisition Strategies, ProfessionalDevelopment Training Program, Santillana
5. Sasson, Doris (February, 2007) Improving ESL Reading Skills
http://esl-programs-lessons.suite101.com/article.cfm/improving_esl_reading_skills6. Sasson, Doris, (February, 2007) Lesson Beginnings, The Need for Planning Short
Activitieshttp://newteachersupport.suite101.com/article.cfm/planning_short_activities
7. Martinez, Trina et al, (2007) A Focused Approach to Teach Language and Marzano’sStrategies, Santillana, Tesol 2007 Conference
8. Niles, Karyn (2007) Developing and Using the Six Traits, Fairfaz County PublicSchool, TESOL 2007 Conference.
9. Helping Students in the Writing Process
10. Schiller, Pam et al (2001) Creating Readers, Strategies for Developing Higher LevelThinking, Gryphon House
1st English Teaching Enrichment Course for Schools - Mónica Meléndez