Teaching Writing. Калинина Е.А., к.п.н., доцент КФО СарИПКиПРО In groups think about your students’ attitudes to writing. Make a list of the things that you’ve written for the last 24 hours. STAGES OF TEACHING WRITING: • TEACHING SPELLING. A few activities that might help: 1. Looking for patterns in spelling (using word lists with similar patterns, can be displayed in poster form) 2. Relate spelling to particular sounds. Brainstorm the different spellings of a particular phoneme: -tree -please -receive -experience 3. Focus on prefixes and suffixes 4. Look at short and long sounds or diphtongs: Hat-hate filled-filed Cap-cape tapped-taped Pin-pine 5. Reading texts can be used to assist with spelling. Ask to look for different groups of words. 6. Spelling games (hangman) • COPYING (doing the exercises in a written form, dictations) Ways of using dictation: • Consider who dictates the message. Traditionally it’s the teacher but you can ask the students to do it. (or working in small groups with each person dictating a section of the text to the rest of the group). • ‘running dictation’ technique. Being used from time to time can be a very motivating and fun lesson. 1. Take a short text (rich in vocabulary and grammar). You can use this technique as a means of introducing the topic. 2. Make 2 or 3 copies of the text and stick them on the board so that the learners can’t read them from their desks. 3. Divide the students into groups and ask each group to nominate a messenger. 4. He goes to the text, reads it and remembers the chunk of it. 5. Then he returns to his group and dictates it, the others write it down. 6. The messenger repeats the process until the whole text has been written down. • A jumbled story technique. (each person in the group gets a sentence from the text in random order. Then they dictate their sentence and the group has to decide on the correct order of the sentences. • Dictation can be used to promote the skill of inferring from the context. Take a short text and remove 8-10 words from it. Read it in the usual way but when you reach a gapped word say “gap” • Dictating a text without punctuation, then in groups they punctuate the text. • Dictogloss (reconstructing the text in groups) A dictation is useful and can help to: • To introduce a new structure • To present the first paragraph of the text • To revise an area of vocabulary • To provide a summary of a reading or listening exercise • To provide practice in grammar • GUIDED WRITING (different kinds of letters, essays) • FREE WRITING (verses, “shape” poetry, diamond poems, tonguetwisters, limericks) • A DIAMOND POEM is a shape poem that requires little knowledge of poetry . The diamond poem comes with its own formula that examines two concepts that are opposites of each other. LINE 1: ONE NOUN LINE 2: TWO ADJECTIVES THAT DESCRIBE THE NOUN IN LINE 1 LINE 3: THREE –ING VERBS THAT ARE ASSOCIATED WITH THE NOUN IN LINE 1 LINE 4: FOUR NOUNS – THE FIRST TWO NOUNS ARE ASSOCIATED WITH THE NOUN IN LINE 1, THE OTHER TWO ARE ASSOCIATED WITH THE NOUN IN LINE 7 LINE 5: THREE –ING VERBS THAT ARE ASSOCIATED WITH THE NOUN IN LINE 7 LINE 6: TWO ADJECTIVES THAT DESCRIBE THE NOUN IN LINE 7 LINE 7: ONE NOUN THAT IS THE OPPOSITE OF THE NOUN IN LINE 1 MOUNTAIN HIGH, ROCKY FLYING, LOOKING, KILLING EAGLE, POWER, FEAR, RABBIT LIVING, MOVING, MAKING NOISE DEEP, BEAUTIFUL VALLEY EXTRA ACTIVITIES: 1. The Writing Half Hour.(the learners are not allowed to talk and can communicate only in writing. Encourage them to communicate on paper about anything. Later you can give them tasks to perform during the activity (to find out particular information) 2. From a story to a letter.(use a book you are reading with the learners as a springboard to letter writing. Students imagine they are one of the characters in the story writing a letter to another character 3. Real communication (epals, tandemmethod, blogs) 4. Pocket stories 5. Expand the story. Movies-restaurant-ate Chinese food. Met my friend- lost keys-slept outside. Cold. Police woke me. Now feel tired. Thanks for attention!