teaching writing

1. Blida 26th Nov.2014
Designing a seminar on how to teach
Presented by : Mrs Samira Benkhira

2. ,
Session objectives:
1.To elicit concepts related to developing writing.
2.To produce a set of tips to be used to teach the think, pair, share
session.
3.To determine the role of the teacher in developing writing as a skill

3. Procedure
Task1: Work in a group of four or five to
answer this question.
 Why are most secondary school students
unable to write?
 Suggest some reasons .
 the trainer nominates a trainee to conduct the
discussion.
 A focus is made on the common answers
to be displayed on the board.

4. Task 2: Suggest solutions
Trainees work in group to exchange ideas.
 A group representative conducts the
feedback.
 The trainer monitors.
 Suggestions are displayed on the board.

5. ,Task 3:
Material:
A. a text of five jumbled paragraphs.
Part A. skim through the following
paragraphs and order them into a coherent
text.
 The trainer monitors.
 A group representative conducts the feedback.
 The trainer asks a question to draw the trainees’ attention
towards the following concepts :
 Key words
 Topic sentences .

6. What a person wore also
depended on class in which they
were born. The Nobleman’s wife
wore a dress of fine linen and
jewelry made of glass. Also, she
applied ‘Kohl’ to her eyelids (Kohl
was a powder used as eye
makeup). A farmer’s family had
coarse linen sheets that had been
woven by his wife and a basket
that held their clothes. The
farmer wore a kilt made of linen
and sandals made of reeds.
Person’s life style also
dependedon which social class you
were in. Firstly, there was the
Nobleman’s family .Next, there were
the craftsmen and the shopkeepers. .
Most of the time, the craftsmen
were scribes or artists, which were
highly prized in society. After them,
there were the peasants and the
farmer. The taxes made it very
difficult for the peasant and farmers,
especially the ones that affected the
crops. Lastly, there were the slaves.
The slaves worked for the rich
people but performed the role of
servants more than slaves. They
worked humiliating and degrading
positions, which included building
the pyramids. (Slaves mean ‘One
bound in servitude as the property of
a person or household. Without
slaves the rich people would not
have been able to live their opulent
lifestyles.
The family life of ancient
Egypt was very valued by all family
members no matter what class
they belonged to. The children
were very treasured and regarded
as a great blessing. Also, women in
ancient Egypt were equal to men in
many ways. In lower class families
the mother raised the children,
while in wealthy and noble families
the slaves and servants took care of
the children by attending to their
daily needs. If parents were rich
the boys could be sent to school.
There was no evidence of school
for girls, but some were taught to
read and write at home
There are many
ways that Ancient
Egyptian daily life can
be connected to the
Ancient Egyptian
religion and the
modern life today.
Ancient Egyptian daily
life connects to
Ancient Egyptian
religion because there
were many days of the
year that were
devoted to the gods
and the daily life
revolved around the
pharaoh, who was the
peoples’ version of a
‘living god’. This also
means that the laws
were set around what
the ‘gods’ wanted. The
daily life of Ancient
Egypt is connected to
the modern life today.
Ancient Egypt was a highly civilized society. This is demonstrated through the family
life, clothing and social classes of the people. Today, we can still see the many ways
Ancient Egypt has impacted our society.

7. Part B.
 Material: a set of statements related to the
text.
 Part B:
1. Match these statements with their topic
sentences.
2. Group work: Scan the text and insert the
statements.
Exchange ideas.
 A group representative conducts the
feedback.
The concept of supporting ideas is elicited at
that time.

8.  Supporting sentences:
1. Women would not only face the same penalties as men; also, they could
become queen or Pharaoh
2. to study religion, reading, writing and arithmetic
3. The farmer’s wife wore a coarse linen dress and an amulet of the goddess
Tawaret on a piece of papyrus string.
4. These people would hold parties and live their life in comfort with other
people taking care of the house, kids and meals
5. These people lived off the lands’ agriculture (land was owned by the Pharaoh
6. because we still value our children, women are equal to men, women face
the same penalties as men and finally, young girls and boys both get taught
things
7. Couples that had no children would beg to the gods and goddesses for help
and, sometimes, would place letters on the tombs of dead relatives for them
to help influence the gods.
8. however a person’s daily life very much depended on the class in to which he
or she was born

9. Task 4:
Material: a list of guidelines on how to theteach think, pair
and share session.
Task 4: A:Here are 06 instructions on how to develop
writing.
Which ones develop :
a: the Think phase?
b: the Pair phase?
c: the Share phase?
Trainees work in groups, discuss answers then one
volunteer gives feedback.

10. B: Add 01 instruction to each phase.
 The trainer gives feedback.
 Then he/she distributes a list of
guidelines to writing and a handout about
the role of a teacher in developing the
writing skill.
Special thanks to Mr John McMahon

11. Tips to develop writing
Think phase :
 The main message of your writing: determine the audience, purpose and genre.
 Brainstorm, plan,and organise
 Make an outline
 Write a first draft and use prompts
 Include main ideas and details or supporting details
 Stay on topic.
 Care about what you are writing.
 Write like you speak.
 Add your own flavor to the writing.
The pair phase
 Read your work to a classmate.
 Review punctuation,grammar and spelling.
 Revise for organisation and content.
The share phase
 Did i use sentences?
 Do my sentences begin in differently ways?
 Did i use some long and some short sentences
 Does my writing sound smooth as i listen to it.
Create a final draft.

12. Group members
 Benghina Hayet
Mostefai Salima
Hadji Ahcene
Gatel Nouari
Benredouane Ramdane
Baghdadi Mohamed
Slimanou Lounis
Benkhira Samira