Writing techniques used in classroom

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Writing techniques used in classroom

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1 PART I: PREFACE REASON FOR CHOOSING THE SUBJECT: Nowadays, how to teach English successfully in general, and writing skill in particular, has been studied a lot by experts and teachers I realize that for the last few years, many teachers (including me some years ago) have still found it difficult to teach writing effectively although they have tried much As everyone knows, among the four basic skills, for the students, writing is a very important one because it can lay the foundation of others These thoughts have made me start to research on various writing techniques (which I will introduce below) and have tried to adapt them successfully for teaching my students AIMS OF THE SUBJECT: I’d like to introduce various techniques used in teaching writing which I have ever adapted successfully For each technique, I’m going to introduce the following points: Procedure: How to use the technique Language: What languages or what kinds of exercise are suitable for the technique? Stage(s) of teaching: At what stage(s) of the lesson can the technique be used? Level(s): What level(s) is the technique suitable for? Examples: Give example(s) to demonstrate the technique Some of these examples are taken from the textbook and some are created by me METHODS TO CARRY OUT THE WORK: I have referred to a lot of special materials (and also with my own experience) to research on many techniques in teaching writing I have ever attended a lot of workshops and, of course, I have got a lot of information about teaching writing I also have had to spend many years trying to apply these techniques in my real classes until I see what I in my classes is successful as I expect TIME OF CARRYING OUT THE WORK: I started to carry out the work in September, 2002 and since then I have constantly adapted what I have researched on 2 PART II: CONTENT In order to motivate the students as well as to teach writing effectively, we should use different techniques with different levels of language according to the students’ ability I’m going to present a variety of techniques from the simplest techniques to the most difficult ones I TECHNIQUES USED TO TEACH : WRITING SENTENCES: In this part, I’m going to describe the techniques used to teach the students to write sentences separately Put the words in order: a Procedures: The teacher gives the students sentences with words in the wrong order The teacher asks the students to put them in the correct order to make complete sentences b Language: This technique is especially helpful in practising grammatical structures in the textbooks c Stages of teaching: We can use this technique at the stage of controlled practice or post-practice or in testing the students d Levels: All levels e Examples: Here are some examples: interesting / to find / country / we / live / it / in / the We find it interesting to live in the country travel / world / wish / around / I / the / I / could I wish I could travel around the world left / used / on / they / not / the / driving / are / to They are not used to driving on the left * The teacher can make it easier for the students if he gives the first word beginning with a capital letter: Example: last / have / up / He / stayed / night / must / late  He must have stayed up late last night Answer the questions: a Procedures: -The teacher gives the students a text or a dialogue to read first -The teacher puts the questions about the text or the dialogue on the blackboard (or just reads the questions after the students read the text or the dialogue) -The students read the text or the dialogue (or just listen to the teacher) and write answers to the questions b Language: This technique is mainly used for dealing with a text or a dialogue c Stages of teaching: We use this technique at the stage of While-Reading d Levels: We can use this technique for all levels But it is best for the beginners because they are supposed to practise writing complete sentences at first And, of course, WH-questions are the most suitable e Examples: Here are examples: Carol Stuard is a good student She is studying chemistry She can play the piano and the guitar very well She is a very good cook and swimmer She speaks Russian and French perfectly She is beautiful, too -The teacher gives questions: a) What is Carol Stuard doing? b) What can she play? c) What languages does she speak? … -The students are supposed to write the full answers like this: a) She is studying chemistry b) She can play the piano and the guitar very well c) She speaks Russian and French BEFORE THE LECTURE Student A: Do you live in the hostel? B: No, I don’t I live in a flat in Watford A: How far is it to college? B: It’s about miles A: How you get here? B: I usually go by train, sometimes I cycle A: Really? Do you ever go by bus? B: No, never It’s very slow -The Teacher gives questions: a) Where does student B live? b) How does student B usually go to college? -The students are supposed to write the full answers like this: a) The student B lives in a flat in Watford b) The student B usually goes to college by train Complete the sentences: a Procedures: The teacher gives the students sentences with words missing They must put the correct words with the correct form in the empty spaces: b Language: This technique can be used for various language of practice, such as prepositions, articles, lexical words, grammatical structures, etc c Stages of teaching: We can use this technique at the stage of cotrolled practice or post-practice d Levels: All levels e Examples: Here are some kinds of exercise: A few words can fill all the empty spaces This kinds of exercise is used to practise a/an or the; some, any etc.; prepositions etc The missing words can be given at the beginning of the exercise: * Example 1: Put SOME or ANY in the spaces in the following sentences: a Do you want ………………………… food here? b There are ………………………………… books on the table c At the moment, he doesn’t have …………………………… money 4 d Have you got ……………………………………… eggs here? e You haven’t got ………………………………… new clothes, but I have ………………………………… * Example 2: Fill in each gap with SO, SUCH, SO MANY, SO MUCH: a It was …………………………a hot day yesterday that we went for a walk for hours b She has ……………………money that she can buy everything she wants c That singer has ……………………………a agreeable voice d There are ……………………stars in the sky that we can’t count them e The book is …………………………thick that I can’t finish it in two hours f Why have you got …………………………… furniture? g I have ………………………………work to that I can’t go to bed early h It is ……………………………a difficult question that no one can answer it i Doctor Simon has …………………………patients that he is always busy j The boy is ………………………………intelligent that everyone admires him Each missing word is given but the learners must use the correct form This type of exercise is used to practise tense, verb form, singular / plural, word form etc * Example 1: Give the correct form (singular / plural) of the words in brackets: a There is a (boy) ……………………………… in the room b My (pen) ……………………………… are on the table c Are there 40 (pupil) ………………………………………… in your classroom? * Example 2: Give the correct tense of the verbs in brackets: a When I (arrive) ………………… at the station yesterday, the train (go) …………………… b It began to rain while we (play) ………………………………… in the garden c She always (buy) ………… fish for meal whenever she (go) ……………to market d What ………… you (do) …………… when I (come) …………… to your house tomorrow? e I (not/ hear) ……………………… of him since I (meet) ……………………… him years ago f He thinks he (become) …………………… a doctor when he (grow) ……………………… up * Example 3: Give the correct form of the words in brackets: a His hard study (able) …………………………… him to become a headmaster b We’ll (rich) …………………… our vocabulary if we read English books every day c Vietnam has become a/an (depend) ……………… country since April 30th , 1975 d I wish you could hear some of the (speak) ……………………… there e Money as well as fame can’t bring you (happy) ……………………………………… f Don’t be so (patient) …………………… We have been waiting only a few minutes g Her parents (courage) ………………………… her to become a doctor * Example 4: Give the correct verb form: a Ann likes (cook) ……………………………… but hates (wash) ………………………………up b When you see Tom, remember (give) ……………………………him my regards c My watch keeps (stop) ………………………………… d you plan (go) ………………… out or (stay) ………………… at home this weekend? e They postponed (build) …………………an elementary school for lack of finance f Tom refused (give) ………………………me his address The teacher gives a list of sentences with gaps, and a list of words The teacher asks the students to fill in each gap This exercise becomes more difficult if the teacher gives more words than gaps * Example 1: Fill in each gap with a suitable word from the list given: astronaut weightless foundation launched solar discovery gravity champion escaped orbiting a The ………………………………of X- rays changed the history of medicine b Neil Armstrong was the first ……………………………… who stepped on the moon c Astronaut ……………………………the earth in space capsules are ………………………………… d ………………………………… is the pull of the earth e The earth and the moon belong to the ……………………………system f The United States ………………………………its first weather satellite in 1959 g A …………………high jumper can jump only seven and a half feet off the ground h The builders have only just started to lay the …………………… of the new school i A lion …………………………from its cage at Bristol zoo last night * Example 2: Fill in each gap with a suitable word/phrase from the list given (there are more words than the gaps): gesture alone quit shake hands welcome partner smokers make a point dance relaxed eat out introduced starts a “Home ………………………” has been a very popular film in our neighborhood b When I came to Vietnam, he ……………………………me to his boss c In this restaurant, there is a section reserved for ……………………………… d We always ……………………… of trying to make our guests feel comfortable e The Vietnamese women rarely ……………when they are introduced to someone f Jane is a quiet girl She seldom ……………………a conversation at a social meeting g My father has coughed for a few days and he has decided to …………smoking h We were very impressed by the nice …………………………………of his hostess i We like the ……………………………atmosphere of our home in the evening j I appreciate his dancing ……………………………at the party last night The teacher gives a list of sentences with gaps but doesn’t give the missing words so the students must supply them themselves A pattern can be given to help the students * Example: Subject + verb + object +To-infinitive… I allowed them to use my house a My parents advise ……………………………………………………………… b We recommend …………………………………………………………………… c He permits ……………………………………………………………………………… The teacher gives a list sentences with gaps At each gap there is a choice of words The students must choose the best word: * Example: Either you or he ……………………… wrong a are b were c have been d is The doctor with the nurses ……………………exhausted after the operation a were b was c have been d are being Each boy and each girl …………………………… has a book a are having b have had c have d has Writing a lot of letters ……………………………… her tired a makes b make c have made d are making John as well as Mary ……………………………………… very kind a were b are c is d have been Replace the words: a Procedures: The teacher gives the students some sentences and asks them to replace some of the words in the sentences with other words: b Language: This technique helps practise using vocabulary (synonyms) c Stages of teaching: This technique can be used at the stage of post-practice (after presenting new words or a structure or after reading a text) d Levels: All levels e Examples: Here are some kinds of exercises for this technique: 1.The teacher gives some sentences with some underlined words and a list of words which are used to replace the underlined words in the sentences This exercise is more difficult if there are more words in the list than the underlined words in the sentences: * Example: grateful stay out of pick me up accept disappointed a He has promised to come and take me along at p.m b I’m very happy to get your invitation to your party next week c When you have flu, you should keep away from your friends at school d His parents were not pleased with his results e We are very thankful to you all for your help 2.The words which should be replaced are underlined The students must find the new words by themselves: * Example: a English is not the private possession of any nation b In this class girls are greater in number than boys c In Malaysia, lecturers us English to speak to their students d They were concerned with the riot last year e English provides the ready way to world scholarship and world trade f There are a lot of countries speaking English as their first language g When the plane comes near the airport, the pilots use English to ask for landing instructions h The pilot managed to put the plane down safely i Last week I was asked if I would like to go to a dancing hall j I was totally tired and worn out after the football match k I want you to come here without any delay l He was very sorry for the way they behaved m Many people told beforehand that Kohn F Kennedy would be assassinated n Two cars drove into one another at a crossroads this morning o “I am frightened,” she said in a low voice 7 The words which should be replaced are underlined The new words for each sentence are given at the end of the sentence The students must put them in the correct place: * Example: a I usually go by train (every day) b He goes to school with his girlfriend every morning ( always) c I play volleyball once or twice a month (sometimes) d I don’t smoke at all (never) The words which should be replaced are underlined Under the sentence, there is a list of words Some of these words can replace the underlined word Some of them cannot because of the grammar The students must circle the words which can replace the underlined word: * Example: a They encouraged me to study harder ( told advised allowed let agreed stopped) b The police don’t allow you to park here ( ask permit show help know) c They chose him to be manager (selected picked out wanted made preferred) 5.Change the sentence: a Procedures: The teacher gives the students some sentences and asks them to rewrite them making certain changes b Language: This technique is usually used to practise a lot of grammatical structures in the textbook c Stages of teaching: This technique can be used at the stages of controlledpractice and post practice d Levels: All levels e Examples: Here are some examples: * Example 1: Rewrite the following sentences using the simple past tense: 1.He likes drinking tea in the morning 2.They don’t go to school 3.Do you want that shirt? 4.I am at home 5.Are you a teacher? 6.He isn’t a good pupil * Example 2: Rewrite the following sentences, beginning with the word(s) given, but don’t change the meaning: 1.I don’t write to him because I don’t know his address If ………………………………………………………………………………………………………………………………………………………… 2.Listen to me carefully or you don’t understand the instructions If ………………………………………………………………………………………………………………………………………………………… 3.I came home late last night, so I didn’t meet my old friends If ……………………………………………………………………………………………………………………………………………………… 4.Unless you work hard, you’ll fail the exams 8 If ………………………………………………………………………………………………………………………………………………………… “Why hasn’t Peter phoned?” she wondered She wondered …………………………………………………………………………………………………………………………… I have never read such a romantic story This is ……………………………………………………………………………………………………………………………………………… We started cooking for the party four hours ago We have …………………………………………………………………………………………………………………………………………… I’m afraid I haven’t got enough time to listen to you I wish ………………………………………………………………………………………………………………………………………………… The police have just released John John ………………………………………………………………………………………………………………………………………………… 10 I lent my car to that man That’s ……………………………………………………………………………………………………………………………………………… * Example 3: Rewrite the following sentences, using the word given brackets (this word mustn’t be changed), but don’t change the meaning: Mr Watson managed to repair the garage roof only because his neighbor helped him (WITHOUT) Everyone but Jane failed to produce the correct answer (SUCCEEDED) We’d better leave him a note, because it’s possible they’ll arrive later (CASE) The company has decided to replace this model (INTENTION) The two theories appear to be completely different (COMMON) We ought to be on our way now, it’s getting late (TIME) His holiday is at the same time as mine (COINCIDES) It was very kind of you to help me (GRATEFUL) 6.Join the sentences: a Procedure: The pupils are given pairs of sentences They must join together the two sentences to make one sentence b Language: This technique is used to practise conjunctions, adjective + stems, relative clauses, etc c Stages of teaching: This technique can be used at the stage of controlled practice d Levels: All levels e Examples: Here are some examples used with this technique: Join these pairs of sentences, using the words in brackets: 1.It was raining heavily We went hunting (Although) 2.I had lived in the North for years I moved here (before) 3.He can’t play football well He can’t play volleyball well, either (neither ……… nor ………) 4.Lan has a nice voice Everybody likes it (such ………… that …………) 5.They produce a lot of paper They need a lot of wood pulp (The more ………… the more……) 6.The air is too polluted We can’t breathe (so ……… that) 7.The concert was boring It was true (that) 8.My mother went to market She wanted to buy some food (so that) 9.She was busy She never had time to watch TV (so) 10.Arthur is not in class today He is ill (because) 11.She is still young She can’t marry you (too) 12.The recorder was broken yesterday I bought the recorder two months ago (which) 13.I need to get a part time job I want to earn more money for my school expenses (in order to) 14.The driver was injured in the accident The passengers were injured in the accident, too (Both ……… and ………) 15.I know he bought a coat Did he buy a new pairs of shoes, too? (Yes …… not only …… but also……) 16.Your sister will meet you at the airport, or your brother will meet you there (either…… or……) 17.The old man has died You were talking to me about him (whom) Substitution table: a Procedure: The teacher gives the pupils a substitution table and the pupils can write sentences from this table b Language: This technique can be used to practise verbal patterns This technique gives the pupils the chance to practise making correct sentences, and to see different words that can be in each place in the sentence c Stages of teaching: This technique can be used for post-practice d Levels: All levels e Examples: 10 I thought nothing was important People rumor that he lives abroad She said she can’t live without him We decided ………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… Follow the model: a Procedure: The teacher gives the students a pattern and a list of words The teacher asks the students to use the words to make sentences that follow the same pattern as the model b Language: This technique can be used to practise grammar, such as patterns of verbs, adjectives, etc c Stages of teaching: This technique can be used for post-practice d Levels: All levels e Example: They let me go out made she heard us he sing me laugh Look and write: a Procedure: The teacher performs an action, or shows the students a picture of a real object and asks the students to write a sentence/sentences to describe what they see b Language: This technique can be used for descriptive language c Stages of teaching: This technique can be used as a game for WARM-UP activities or at the end of the period to interest the students d Levels: All levels 10.Ten perfect sentences: a Procedure: The teacher shows the students a picture or suggests a subject, such as “your school”, “my hometown” etc., The teacher asks the students to write ten separate sentences about that In order to motivate them, the teacher will give one mark for each correct sentence b Language: This technique can be used for descriptive language and practising grammar c Stages of teaching: For free practice d Levels: All levels e Examples: *Example 1: Write ten separate sentences to describe the man in the picture: 11 *Example 2: Write ten separate sentences about your family 11 Listen and write: a Procedure: The teacher reads sentences (one by one) aloud quickly once or twice and the students must write them b Language: For simple language c Stages: For post-practice d Levels: Chiefly for the beginners 12.Translation: a Procedure: Although translation is a difficult and specific skill, translation can partly help the students practise writing The teacher gives the students sentences and asks the students to translate them into English b Language: The teacher can choose any kind and level of language depending on the students c Stages of teaching: For post-practice The students use the knowledge they’ve just learned to translate the sentences/ paragraph /passage d Levels: All levels II.WRITNG TO DEVELOP THE WRITING SKILL: 1.Group brainstorming: a Procedure: The teacher asks the students to get together in small groups and suggest as many ideas about the writing topic that they can think At first no idea is rejected or criticized because it may lead to other ideas One person in the group keeps a record of the ideas b Language: This technique can be used to help the pupils develop writing skill, especially when they are asked to write a paragraph or a passage c Stages of teaching: pre-writing d Levels: All levels e Example: Give any ideas about this topic you think will be included in your writing: “Air pollution: causes and solution.” - Causes: rubbish, burning, industrial smoke, engine exhaust, etc -Solution: put rubbish in the right places, reduce industrial smoke, ban cars from city centers, grow trees, etc 2.Looping: a Procedure: The teacher asks each student to write as quickly as possible on the 12 topic for or minutes Then the teacher asks them to stop, read what they have written, think about it and write one sentence summarizing it Then they repeat the procedure once more b Language: This technique is chiefly used to teach the students to write a paragraph or a passage c Stages of teaching: pre-writing (for gathering ideas Independent) d Levels: All levels e Example: Write anything you think will be included in your writing for minutes: “Your hometown.” 3.Treeing: a Procedure: The teacher asks the students to make concept diagrams on information trees to gather, connect and organize ideas about the topic they are going to write about b Language: This technique is chiefly used to teach the students to write a paragraph or a passage c Stages of teaching: Pre-writing d Levels: Except beginners e Examples: Write about one person you like best Reason you like him/her intelligent … sports humorous helpful handsome personality appearance beautiful tall strong … Person you like Every second sentence: a Procedure: The teacher finds a simple story and takes every sentence from it The teacher gives one set of sentences to the students and they must write sentences of their own to go between these sentences The teacher doesn’t show the students the original story b Language: This technique is used to help the students to complete a story logically c Stages of teaching: Post-writing or Free practice d Levels: Except beginners e Examples: Mrs Brown is absorbed in looking at various beautiful color hats on 13 sales in a milliner’s …………………………………………………………………………………Chasing after him, she shout loudly “Thief! Thief !” …………………………………………………………… When the pick-pocket is running by, he uses his walking stick to trip up his legs ………………………………………………………………………………………… At the moment, the market’s safeguard comes and catches the thief …………………………………… *Note: The teacher can help the students this exercise more easily if the teacher reads the complete story once quickly to students 5.Blackboard composition: a Procedure: The teacher suggests a subject and a rough plan for the composition Students raise their hands and suggest a sentence to put in the composition If the sentence is correct the teacher writes it on the blackboard If it is not correct, the teacher corrects it and then writes it on the blackboard In this way the composition is built up from the students’ suggestions and the teacher’s correction When the whole composition is finished, the students read it and then it is rubbed off the blackboard The students don’t copy it in their notebooks before this Then the students must rewrite it from memory This last part can be done as homework b Language: This technique is used to help the students to write a composition c Stages of teaching: Pre-writing d Levels: Except beginners e Example: Write a composition about this topic: “It’s better to ride a bicycle than to drive a car.” - The teacher should suggest a rough plan like this: A It’s relatively inexpensive to buy to operate B It’s healthier more exercise less pollution C It’s personally satisfying enjoy the scenery become part of nature - Then the students suggest sentences and continue their work as instructed above: Expanding writing: a Procedure: The teacher asks the students to write their compositions on every second line of the page When the students have finished writing, the teacher asks them to count the number of words and write the total at the bottom of the page Then the teacher asks them to go over their writing using a different coloured pen and add more details The students can use the blank lines while they are doing this Then they count the words again The teacher can the check the work and gets the students to write out their final draft b Language: This technique is used to help the students to write a composition 14 more easily c Stage of teaching: While-writing d Levels: Except beginners Projection into dialogue: a Procedure: The teacher gives the students a model letter and asks the students to look at it and list the questions that the writer of the letter seemed to be answering Then the students can use these questions to guide their own writing After the students can this with model texts, they can apply the same procedure to their own writing to see if it is well organized b Language: This technique can be used to teach the students to write letters c Stage of teaching: While-writing d Levels: All levels e Examples: “Write a letter to invite one of your friend to come to your birthday party.” - Asks the students to look at this model letter: Tran Phu Street Qui Nhon City October 29, 2005 Dear Nam, My family and I are going to hold a party to celebrate my 17th birthday on November 11th I’d like to invite you to come to my house at p.m on that day It would be nice if you could come Many of our friends will be at the party, too We’ll have a lot of fun – eating, talking, and singing With love, David - Asks the students to list the questions that the writer (David) of the letter seemed to be answering: 1.What is your address? 2.When you write the letter? 3.Who you write to? 4.Why you write the letter? 5.Where and when will you hold the party? 6.Will your friends come to the party? 7.What will you at the party? - Asks the students to write their own letters by answering these questions Writing to your students: a Procedure: The teacher writes personal letters to each student and asks them to reply in writing The only rule is that each letter should offer the student some new bit of information about the writer This technique involves genuine communication between the teacher and the students b Language: Writing letters (exactly replying letters) c Stage of teaching: Post-practice This technique can be used for pair-work or group-work 15 d Levels: All levels 10 Reproduction exercise: a Procedure: The teacher gives the students a story, asks them to read it and then retell it without looking at the original The teacher can make it easier for the students if the teacher allows them to read the story several times before they write it The teacher can tell the students to try to write the story so that it is very similar to the original, or to add extra details and make changes if they wish The same technique can be used with spoken instead of written input The teacher reads a story to the class After they have listened to the story, they must write it from their memory The teacher can read the story several times, but not so many times that the students can copy it exactly b Language: Writing composition (story) c Stage of teaching: Post-writing d Levels: All levels e Example: The teacher can asks the students to as the procedure with this story: Mary wanted to be a nurse when she left school, but in the meantime, she joined the Red Cross and had some limited training She was taught that, in case of an accident – and they were plentiful in her town – she should give first aid at once and then send for a doctor One day, there was an accident in a busy street, and when Mary arrived soon after she saw a man bending over a woman who had been accidentally knocked down by a car and was lying motionless in the street Mary ran up, pushed the man away, informed the crowd that she was a Red Cross nurse and began to help the wounded woman After a few minutes, the man who had been bending over the woman when Mary arrived touched her on the shoulder and said: “When you reach the part about sending for a doctor, don’t worry I’m here already.” 11 Answer the questions: a Procedure: The teacher writes several questions on the blackboard These questions are based on a story that the students have just heard or read The answers to the questions give the main ideas of the story The students answer the questions and add extra ideas and details if they are able to b Language: Writing composition (story) c Stage of teaching: While-writing d Levels: All levels e Example: Mary wanted to be a nurse when she left school, but in the meantime, she joined the Red Cross and had some limited training She was taught that, in case of an accident – and they were plentiful in her town – she should give first aid at once and then send for a doctor One day, there was an accident in a busy street, and when Mary arrived soon after she saw a man bending over a woman who had been accidentally knocked down by a car and was lying motionless in the street 16 Mary ran up, pushed the man away, informed the crowd that she was a Red Cross nurse and began to help the wounded woman After a few minutes, the man who had been bending over the woman when Mary arrived touched her on the shoulder and said: “When you reach the part about sending for a doctor, don’t worry I’m here already.” 1.What did Mary want to be when she left school? 2.What did she join? 3.Did she have good training? 4.What was she taught? 5.What happened one day? And what did she see? 6.What did she then? 7.What did the man? 12 Picture composition: a Procedure: The teacher shows the students a picture or a series of picture Under the picture there are several questions; by answering the questions with the help of the picture the students can write a composition If the teacher wishes to make it easier for the students, the students can answer the questions aloud around the class before they any writing b Language: Writing composition c Stage of teaching: While-writing d Levels: All levels e Example: * Questions: How was the headmaster after he had reprimanded a schoolboy ? Was the boy embarrassed? Why or why not? What was the boy doing because of being worried and regretful with his mistake? Did the boy pay attention to any thing when crossing a road? What was thinking of? What happened to the boy then? 17 What happened to the car? What did the boy realize? What did the driver with the boy while a policeman was jotting down what happened? * The story can possibly be like this: The headmaster looked so angry after he had reprimanded a schoolboy at his office The boy was very embarrassed because he was told that his parents would let be known about his behavior Being worried and regretful with his mistake, the boy was unconsciously walking home When crossing a road, he paid no attention to anything else except thinking of his parents’ sadness for his fault At the moment a car was dashing towards him The driver worked loudly his car hooter but the boy seemed to take no notice of it so he had to turn his car and then crashed his car into a post Being startled with the sound, the boy realized his badly dangerous situation just passed While a policeman was jotting down what happened, the driver got off his car and gave the boy a serious scolding What a bad luck to the boy! 13 Group-class composition: a Procedure: The teacher divides the students into groups The teacher gives the subject of the composition and then the students in their groups discuss and make a list of the main ideas that they will write about Then the teacher brings the class together and following the students suggestions makes a list of the main ideas on the blackboard After this is discussed, the students return to their groups and write a composition as a group When the composition is finished each member of the group makes a copy of the composition Only one copy is handed to the teacher for marking The students correct their copy by looking at the marked copy when the teacher gives it back to them b Language: Writing composition c Stage of teaching: While-writing and post-writing d Levels: Except beginners e Example: - The teacher asks the students to write a composition about “The importance of learning English” - The teacher can ask the students to step by step as the procedure above 14 Letter writing: a Procedure: The teacher asks the students to write letters to each other about various things such as asking for information, looking for jobs, complaining about something, inviting and so on b Language: Writing letters c Stage of teaching: While-writing d Levels: Except the beginners 15 Peer editing: a Procedure: The teacher asks the students to a composition individually Then the teacher asks the students to work in groups and read each other’s compositions They make suggestions for revising before the teacher marks the 18 compositions b Language: Writing composition c Stage of teaching: While writing and post-writing d Levels: Except beginners 16 Writing summaries: a Procedure: After the students to read a text, the teacher asks the students to write a summary of it This is an excellent way of mastering the ideas in a text b Language: Writing a summary c Stage of teaching: Post-practice d Levels: Except beginners e Example: This technique can be used for the texts in the textbooks (7-years programs) PART III: CONCLUSION During the time of researching and applying the techniques above, I have realized that they are very useful for developing the students’ writing skill if we use them suitably and flexibly, such as at the right levels, at the right stages of teaching, kinds of suitable language and so on Although I have made a lot of effort to carry out the work, I myself feel that I cannot have more creation, give out more new and interesting techniques and cannot help having mistakes I’d like you to give frank comments and help me to have more interesting things about this subject Many thanks 19 ... things such as asking for information, looking for jobs, complaining about something, inviting and so on b Language: Writing letters c Stage of teaching: While -writing d Levels: Except the beginners... suggestions for revising before the teacher marks the 18 compositions b Language: Writing composition c Stage of teaching: While writing and post -writing d Levels: Except beginners 16 Writing summaries:... a variety of techniques from the simplest techniques to the most difficult ones I TECHNIQUES USED TO TEACH : WRITING SENTENCES: In this part, I’m going to describe the techniques used to teach

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