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5.TEACHING WRITING KALININA (1)

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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!
Автор
Voclair
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