11. Differences between W riting & S peaking S PEAKING WRITING We acquire it We learn how to read and write Spontaneous Planned Speakers use pauses and intonation Writers use punctuation Speakers use simpler sentences Writers use more complex sentences Speakers can evaluate the attitudes, beliefs, and feelings of their audience by their verbal and non-verbal reactions Writers must consider what and how much their audience needs to know about a given topic
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15. What does writing cons ist of? SYNTAX Sentence structure, stylistic choices etc. CONTENT Relevance, clarity, originality etc GRAMMAR Verbs, agreements, articles etc. ORGANIZATION Paragraphs, topic and support, cohesion and unity WORD CHOICE Vocabulary, idiom, tone WRITER’S PROCESS Getting ideas, drafting, revising AUDIENCE The readers PURPOSE Reason for writing MECHANICS Handwriting, spelling, punctuation etc. WRITING
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17. What are the strengths of this writing task? How would you further improve this writing task?
31. Activity: Correct the facts /mistakes : Rewrite the sentences so they match the picture. Yesterday in the bazaar I saw an old man sitting in a chair. He was selling eggs. It was raining … .
34. Story Square Look at the letters in the grid. Can you write them out to make a story? Think about where to put capital letters, full stops, commas and speech marks . A little boy was walking along the road when he saw a man shaking powder on the ground . He asked him ……… ……………………………………………………………………………….. a l i t t l e b o y w a s w a l k i n g a l o n g t h e r o a d w h e n h e s a w a m a n s h a k i n g p o w d e r o n t h e g r o u n d h e a s k e d h i m w h a t i t w a s f o r t h e m a n s a I d i t w a s a n t i e l e p h a n t p o w d e r t h e b o y t o l d h I m t h a t h e h a d n e v e r s e e n e l e p h a n t s t h e r e t h e m a n s a i d s e e i k n e w t h i s p o w d e r w o r k e d
35. SPACED OUT Can you write this story out again putting the spaces in the correct places between the words? Myfri endis call edTo mHeh asgo tbro wnhair a ndblue eyes andheh as go ton es is terand ape t do gcal ledP oke mon Yes ter da yweh ada fig htbe cau sehe to okmy G ame Bo yan dlef tito nthe b usIh ithi mand hek icked meIv ego tab iglump onmy legno wb uthes go tab ig blac key eIl ike myfr i end T om al ot
36. Activity : You will form two teams. One person from each group will hear a word. S/he "writes" the word in the air and others guess what it is. The team with more correct answers wins the game.
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39. Activity: U se S tory S cripts Write a story according to the pictures.
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42. Activity: M ake U p Y our O wn S tory It was a sunny day. Garden School bus Doctor Frog Police Plane
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45. Activity: Think of ways to stay healthy. Write notes. Compare your notes with your friends. Use the graphic organizer.
54. Activity : Work in groups of 5. Make a grid with 7 columns. Write category titles in columns: Name, Plant (Vegetable or fruit), Animal, Object, Adjective, Place (city or country), and Celebrity. I will say a letter and you will find one answer for each category in 30 seconds. The group with more correct answers gets a point.
55. Name Plant (Vegetable or fruit) Animal Object Adjective Place Celebrity Ann apple antelope accordion amazing Argentina Arnold Schwarzenegger
62. Activity: Work in groups of 5. Create a product that you think will sell. Name it. Decide on a slogan, and write an advertisement for your product.
63. Totashi Choose the product ( What is it? ) Prepare a poster Choose a Motto Prepare a jingle ( You will sing it) Shoot a video film ( act in the classroom) Sell us
64. Mad Ads e.g. “ Pokia.. Today something we do will touch your life” (an advert for mobile phone) Students’ production: “Pokia.. Today something we do will destroy your life”
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76. “ It’s the message I sent last week. Apparently, it was found by an English teacher. He’s corrected the spelling mistakes and sent it back.”
There is a similar text in Warmer: Breeze 9 OPTIONAL Teachers may prefer to use a different warmer activity.
To raise awereness of the importance of teaching writing and the place of writing in daily life. Ask teachers why they wrote and how they felt while writing. You can ask a different question … What do you write in real life? What do your students write in the classroom. The aim of this slide is to draw teachers’ attention to the fact that in real life we are motivated, we have a purpose and we know the audience. Therefore it is real and authentic.
guided fantasy. Imagine that you don’t have a pen, a pencil, computer, mobile phones, pagers, or any means of writing. How would the life be like?For example in the school, in personal affairs, official business....
Elicit from the audience first. Emphasize that writing is a more challenging skill that we can’t use non-verbal clues everything has to be clear in a piece of writing. The reciever does not have the chance to ask for clarification. Therefore everything has to be well organized and well ordered.
Elicit from the audience and then show your answer key. Sts are not genereally enough time to plan and think about topic or they are not provided with enough background knowledge. So assign them some research on that topic on the internet the night before. Sts sometimes write irrelevant information in their writing. Because of L1 interference sts may not use punctuation rules appropriately. Because of L1 interference Turkish users tend to use a lot of idiomatic problems. And they think if they use a lot of linkers and cohesive devices their writing will look better. Sts do not have the habit of using dictionaries and they do not know how to make use of dictionary.
Turkish and English writing rhetoric is different and therefore student have difficulties in organization. Students are not given a purpose, they do not know the audience, topics are not authentic As they do not have the necessary vocab to fullfil the writing task they use direct translation It is claimed that sts do not like reading or writing but they all use text messages and the internet. This is something that teachers should consider while preparing their writing tasks. OPTIONAL : Problems can be discussed within the groups and the participants are encouraged to find possible solutions.
If we know what constitutes writing and the elements of writing, we can handle the difficulties easily. Explain that syntax, grammar, word choice and mechanics comes more from the students and the content, process, organization, audience , purpose has to be led by the teacher or in the control of the teacher.
Show the same writing task applied to the two approaches, process and product. Elicit what the advantages and disadvantages of the two approaches. Emphasize that both of them are good but process approach emphasizes what learners do during the writing process.
Planning : generating ideas, rapid writing, vocabulary generaitng, mind mapping, researching, background reading, brainstorming and selecting the relelvant ideas and coming up with an outline to get the learners ready for the task so that they have an idea what to write. Drafting and Editing : Student writes the first draft and get feedback on the content and organization. They rewrite and this time they get feedback on the grammar, vocabulary and punctuation. They rewrite again and the process goes. If you need, you can show samples of mind mapping, brainstorming, rapid writing, etc.
Different type of activities for CONTROLLED-GUIDED-FREER WRITING ACTIVITIES will be added later and these activities will be chosen from the coursebooks.
What is the problem with this student paper? Teacher corrected every mistake, T. Provided full correciton and T. Did not respond to the content.
Elicit the error correction techniques that teachers use while providing feedback to student writing and WE explain the necessary techniques and give examples. We provide our suggestion key. And ask teachers to order these techniques from very controlled to less controlled.
Using such a set of codes will surely help you to minimize the time that you spend while correcting the mistakes. Moreover, as the correct answer is not given by the teacher, the student has to revise his/her production and correct the mistakes.
If the mistakes is above the students level we have to provide them full correction but if the mistake is related to something that they have practiced recently use error codes or just underline, less teacher controlled techniques. Be selective and decide wht you would like to focus on. But the sts should know what the teachers will focus on while giving feedback. Being awere of the students’ need.
