Hello Class! Having watched all the presentations, please answer the specific question assigned to you on a comment in this entry. Before answering, please read well, think about your answer, and be clear and concise.
1) Briefly explain three differences between speaking and writing. . Speech is universal, everyone acquires a native language. Not everyone learns to read and write. . Spoken language has variation and the written language demands standard forms of grammar, syntax, and vocabulary. . Speakers use voice and body to help convey their idea. Writers have to rely on the words to express their meanings.
State three reasons why writing helps students learn.
. Reinforces the grammatical structures, idioms, and vocabulary. . The students have a chance to be adventurous with the language, to take risks. . The students become very involve with the language.
Summarize the communicative and process approaches what do pictures are valuable resource provide to a writing class? Pictures provide a shared experience for students in the class of writing students appropriate vocabulary, idiom,and sentences structure. In addition pictures provide many task stimulating and catching attention on learners, also its bring the outside world into a classroom in a vivid concrete way.
Question # 12 Techniques in using controlled writing Controlled composition – in this type of writing students are given a passage to work, they don´t need to have to care about the content, organization, ideas and forming sentences. They write the given passage down, making specified changes, for example, rewrite a passage describing a man to tell the reader about two men, just changing the singular to plural form. Questions and answer – this gives students a little more freedom in structuring sentences, they are given a series of questions, the answers are to form the text. What we are doing now is a clear example of this type of writing. Guided composition – this is an extension of controlled composition, but in this one, students are given a first sentence and a last sentences, a series of questions or information to include in their pieces. Students can share their notes or answers and plan strategies together before they start writing. Parallel writing – students read and study a passage and then write their own on a similar theme using a given vocabulary, sentence structure, cohesive devise, or organization of the model passage.
Question #10 Explain the prewriting techniques designed for students to use all language skills: Skits, Dictation, Note-Taking, and Story-telling.
Skits: the students act not as themselves but in assigned roles. This can, of course, be done either as a whole-class or a small group activity. Writing can then follow as an outside report or summary of what was said and done or it can be a continuation of the skit, with the writers assuming the “voice” of personalities in the skit.
Dictation: the teacher reads a passage through once, then reads it slowly, broken down into short, meaningful segments, which the students write down, and the teacher reads it though once more. This gives students practice in listening carefully and paying attention to inflections and to the mechanics of spelling, punctuation and capitalization.
Note-taking: In real life, when we need to listen and write, it is not always possible to write down every word we hear. When elementary students take notes, they can be given a skeleton outline to work with and expand, so that their listening is more directed. Advanced students can listen to long passages and make notes as they listen. Both groups need to be alerted to the signals that the speakers use:, pauses, raising the head and the voice to make an important point, or using words like first, finally, most important to signal the separation and priority of the points made.
Story-telling: Most people like stories. You can read a story that can also be used for dictation but stop at the point where the reader is more likely to want to know what continues. The students continue the story-writing. Another way is that you can give students a list of words and tell them to begin a story using those words. A fun way to keep student on their toes is with a game in which one student begins to tell a story, stops at an exciting point and points to another student to continue the story.
Question #4: list and briefly explain each of the 10 activities in "One picture , many different techniques
1. Descriptio: draw or place a picture already drawn on the bord, asks students to provide vocabulary that can be used to describe the picture , form groups and discuss about other useful phrases to describe the picture . You erase or remove the pictuee and students write a description from the things they remember and finally they exchange papers and draw according to their partner's description. 2. Describe , compare and contrast : Divide the class in pairs, give a short review about possible vocabulary used in the desciption, give one picture to student 1 who writes a description about it for student 2.From the written description student 2 tries to draw . While student 1 is writing student 2 is writing a description related with the topic of the other picture and gives the description to student student 1 who will draw and label the picture. After that they both look at the descriptions and drawings and discuss about similarities and differences found. They write together a composition to point out the founds . 3.Paragraph assembly: prepare index cards that together form a paragraph about the picture , divide the class in pairs or small groups and hand in one index card to each . The task is to pit the sentences in order to form a paragraph. 4. Sentence combining: use index cards with the information on cards separated so that each card contains a sentence that combines with another to make sentences . Each student has to find a partner with the sentence that combines . When they found it they have to look for ideas on how to combine it maybe using conjunctions . When they form the sentence they discuss on how to oeganize all the sentences to build a paragraph . 5. Paragraph completion : prepare a paragraph about the picture and write it on the board but omit the ending. The students discuss on how to end the paragraph , then they compare their versions with each other. 6. Controlled composition : asks students to pretend they are a character from the picture and provide general information about the character they will describe using the past tense . 7. Guided composition : Provide the students with a sentence that begins the paragraph they have to continue writing , they have to list details and write a paragraph that matches with the given sentences . 8 . Role play : students work in pairs or groups and provide them with a real world situation and picture related, give each group a sentence that will use as a clue to create a paragraph , ask them to read it aloud and they will decide which one works the best and why. 9. Questions and answers: divide tje class in groups of 4 . Give each student a card with a key word . Explain the situation and give clues so that they compile questions about the items in the cards. Collect the questions and redistribute them to other groups , the groups will write a letter to answer to the questions . 10. Beyond the picture : using a sketch or any other picture you could lead a class discussion about other items to make a bigger description ( the whole rooms of a house ) etc.
13) Explain the techniques designed for teaching organization: Outlines, Analysis, Models, and From Meaning to Organization.
OUTLINES There are two basic type of outlines: a) Ones the writer makes before writing the text b) The other is when the writer makes of what he has already written.
- An outline before writing should be brief and should be made only after extensive discussion, reading, list-making, brainstorming and other prewriting activities.
- An outline made after a text helps the writer see clearly what he has done and what he needs to do to make his meaning clearer to the reader.
- Analysis of pieces of writing by professional writers is helpful. Students can see clarity of organization and seeing the pattern help them understand the piece and appreciate the value of clear organizational scheme.
Techniques to the students own writing: 1.- Students receive a reading passage. They have to discuss and make their own outline. After they have written an assigned topic, they exchange papers and make an outline of each other’s piece of writing.
2.- Students write a draft of a paragraph with a given opening sentence. Then, write on the board a paragraph written on a related topic. They work together to produce an outline of the paragraph. They return to the draft of the original paragraph and see whether they can make an outline of what they have written. This activity help students to look critically at their own writing and gives them ideas for revision.
ANALYSIS
Is a technique to get our students to examine a text -their own or somebody else closely-. We can learn not only on what the writer has written but on how the writer has written it.
Example: Give the students a short reading passage with a list of questions to analyze what the writer has done. With a specific passage for study, questions related more directly to the subject matter of the text can be devised.
MODELS
The written model is not the only type of model. A model of structure can be presented in a diagram, too, either for a paragraph. The use of a model to initiate a piece of writing doesn’t allow the writer to discover the shape that best fits the ideas he wants to express for a particular purpose. The student begins to write, gathering and shaping ideas rather than using given content or given form. He then utilizes a model not to initiate his own writing but to help him deal with a problem that emerges in the process of his own writing. He can read, analyze, imitate, or manipulate a model as a way to throw light on the problem. As he sees how other writer deal with a similar dilemma, his own range of options increases. The model becomes not what he should do but only an example of what he could do. FROM MEANING TO ORGANIZATION
To give students the assignment to write a paragraph with a given topic sentence and with three supporting details is to deny the value of thinking through the topic to discover what the writer really has to say about it. Whenever possible, then, we should devise writing tasks so that when students write they are engaged in searching for the right organization for the ideas they want to express.
Example: Scramble paragraphs can be found in many textbooks. Students work together to decide which sentence come first, second, and so on until all the sentences have been used and the paragraph is completed with the sentences in logical order. In turns, students read out their own sentence when they think it is the appropriate place for the sentence in the paragraph.
Controllled writing is a very good choice to apply with our students because students may reinforce grammatical points where they reflect need of improvement, besides unlike free writing it is less time-consuming, and it provides the student with the opportunity to interact with the writing product of others, since students are asked to complete an outline, manipulate a paragraph, follow a model or continue a passage, in other words students get direct input on what to do, in short their writing is directed along a specific path. Students benefit from it since they focus their attention on troublesome grammatical and syntactic features. Techniques in teaching organization are quite useful, because students who know how to write correct sentences know would learn how to organize such sentences in a coherent and cohesive way. The challenge is for students to think in the target language in leave radically aside the mother tongue and avoid translation since the conventions of written language vary from one another, in other words the cohesion of a piece of writing that may work in one language, may not work in another. It would also be a challenge for the teacher to give students enough input on this cultural and language aspect. About techniques in responding to students’ writing, the advantage is that the teacher gives the students feedback (suggestions, comments) not only about the final product, but throughout the process besides, giving the paper a grade, writing a comment like, “very good, needs improvement or careless”, or correcting errors. A teacher can even propose better ways for sentence arrangement, ask students to use checklists, talk with students about the paper, and guide students to self-edit.
Pictures Sets pairs of pictures or pictures in sequence provide for a variety of guided and free writing exercises. A picture sequence, such as a comic strip, provides the subject matter for writing narrative and for speculating about the story beyond the picture in the strip. a set of parallel picture-picture that show a similar scene or tell a similar story-provides material that offers guidance on vocabulary, sentence structures, and organization yet lets the students write about new subject matter. 1.The students individually write a list of sentences about a picture sequence frame by frame.Then in small groups, they work on combinating or linking the sentences to make continuous prose. 2. The whole class words with the picture sequence, but with the pictures out of order. In small groups, the students discuss which order is correct for the pictures. 3.one group is given only two of the pictures in the sequence, while another group receives the other two. The groups discuss and write that they think the four-picture sequence shows. They exchange papers and read each's other's. 4. The students are given cards, each containing a separate sentence which describes the picture shown. they match sentences to parts of the pictures an arrange the sentences in order. In groups they use the paragraph they have just assembled to write a parallel paragraph about the parallel picture. 5.A mores advance class can use the same picture as above, but now students discuss the first picture and write their own description of it, either in groups or as a whole -class activity.
Question number 5 Explain the six steps in “One picture a sequence of task” 1. Students answer the question “What happening in the pictures?” in groups, they write down all their ideas, and the teacher help them with vocabulary. 2. The teacher sets some questions about some details seen in the picture, and students again in groups have to answer them. 3. Students read a paragraph and determine which are the parts of the paragraph: Main point, details, etc. 4. Students rewrite a paragraph changing verbs’ tense in order to write a letter. 5. Group discussion about the picture, this time collecting group’s ideas writing them on the board. With all the practice done about the paragraph from a picture, students have to write for a specific purpose, with the specific topic of the picture to a specific audience.
Forms: when filling forms is very important to take into account that we have to be very specific with what we are asked to do, it's a matter of following given instructions. Language here is very technical, which makes filling a form way difficult than others.
Letters: depending on what kind of letter we have to write, they are easier than forms, if we do not have an specific target such as in filling a form, we can write freely and be more comfortable with it. Language depends on the type of letter, but if it is for a friend, we can even use informal language.
List: writing a list is even easier, here we just put specific things we may need or we want in order to have them organized. Here we don't need a context, which makes the task short. Language is very specific, we just list things without making sentences.
Daily notes: it can be like a journal where we place every significant moment we thing can be there, we just add important things and with specific words. This obviously follows an order, and depending on what we are asked to do, we have to write every hour, day, week, or period of time specified.
Instructions: we have as a goal to take someone to a specific place or to show how to do something specific, we have to be very clear while giving instructions, and it is fundamental that we write just what we need, we don't come back to the same point again, we go straight to the goal by following steps.
9) What is the objective of using all language skills when writing?
Is to do our learning class to come as close as possible to real-life communicative situations. In order to do this students should speak (not just repeat) each other, really listen, and then react by writing down for a reader his version of the information he has just heard.
In these activities there is very little opportunity for translation and give the opportunity to use all their linguistic skills to help them explore and get started with their ideas on a given topic or to allow the topic for a piece of writing to emerge out of communicative classroom activities.
Explain the prewriting techniques designed for students to use all language skills: Brainstorming, Guided Discussion, and Interviews.
BRAINSTORMING: lets students work together in small groups to say as much as they can about the topic. The teacher does not check grammar or pronunciation, except when the speaker cannot be understood. Whatever the writing assignment is based on, it can be preceded by a brainstorming activity. After brainstorming orally together, students can then do the same on paper, writing down as many ideas as they can without worrying about grammar, spelling, organization, or about quality of the ideas. EXAMPLE: Observe and talk about a specific picture about 5 minutes, the group can make notes, and examine, summarize, and develop those notes to formulate a topic for a more focused discussion that will lead to a piece of writing. GUIDED DISCUSSION: is another way to get students to talk about a topic and especially to get them to focus on specific aspects of a topic providing guidelines for group or whole-class discussion. The students thinking is thus directed along predetermined lines. The ideas they come up with the established guidelines are, however entirely their own. The control imposed by the teacher help the students beforehand with the vocabulary and sentence forms that they might need in their discussion. EXAMPLE: Ask students to look at the picture and ask as many questions they can about it, using the words who, what, when, where, why, and how. Then they discuss possible answers to the questions they invent and write a story about the picture. The members of the group can have roles during and after discussion. INTERVIEWS: is another useful technique to try with a new class so the students and teacher can get to know each other. When the students write the record of an interview, they convey to others genuine information transmitted to them by other student. EXAMPLE: Divided the class in pairs and one of them is the interviewer who ask questions and writes down answers in complete sentences. Then he arranges his sentences into a paragraph.
14 Explain the techniques designed corresponding to students writing: Written Comments, Talking About Papers, and Checklist. 1-WRITTEN COMMENTS This technique refers to respond to student writing in the way of make comments that take the form of an idea, praise, question or suggestions which are more productive than comments such as: “Only fair”, “Good”, Revise or “Needs more work”. Noticing and praising whatever a student does, improves writing more than any kind or amount of correction of what he does badly. Our first task as teacher is to read the whole paper first before writing anything, then to note or comment what he or she has done well. After receiving praise of the strengths, the writer needs to know what to do to improve the piece of writing. Suggestions must be specifics, give directions step by step so student can follow. Questions are useful for us too, if we want to lead the writer to consider other options.
Example comments you can use: “You have written this very clearly. The punctuation of the list is correct. Try to combine sentence 2 and 3 to avoid repetition of the word breakfast. Look closely at two forms you have used: eated and ate. Can both be write?
2- TALKING ABOUT THE PAPER Another way to help students revise a paper is to discuss it with the student, in person. One-to- one conferences are time-consuming and not practical in some situation, but a conference of just a few minutes can be so productive. Teacher can hold small conferences during class while other students are writing or working in groups or before and after the class. Talking to students about what he has written is often the only way to find out what he was really trying to say, especially if you find a writing so obscure to understand that we don´t know what he wants to say.
Example you can use: In a one-to-one conference, teacher can ask students to read a section aloud. Frequently the student will then spot or realize about errors like an unfinished sentence, a confused sentence, on an omitted word.
3- CHECKLISTS Teacher can use editing checklists and so can students. For grammatical items, checklist can be cumulative, with each new grammatical item covered in class added to the list. Checklists can contain questions, instructions about grammar, tasks to analyze content and organization or just words to jog or to stimulate the memory. A checklist can be used to note only success with items seen on the class. The idea is that the checklist forms a kind of syllabus of work covered in class.
Checklist Examples: • Does your essay have a title? • Which sentence expresses the main idea? • Circle every pronoun and above it write the word in you composition that the pronoun refers to. • Underline the sentence that expresses he main idea of each paragraph. Or a simple list: (this type focuses attention on form and grammar without being to demanding) • Main idea • Supporting details • Verb tense • Verb form
Hey group I was reading the chapter one and I found part of my answer so when he asked about communicative approach this approach stresses the purpose of a piece or writing and the audience ,students are encouraged to behave like a writer and ask themselves who am I writing this? Or who will read it? And the process approach that students not only questions about purpose and audience but also crucial questions like how do I write this? How do I get started? Writer makes the decision of how to begin or how to organize the task, of course students have to brain storm in, drafting etc.
1)
ResponderBorrarBriefly explain three differences between speaking and writing.
. Speech is universal, everyone acquires a native language. Not everyone learns to read and write.
. Spoken language has variation and the written language demands standard forms of grammar, syntax, and vocabulary.
. Speakers use voice and body to help convey their idea. Writers have to rely on the words to express their meanings.
State three reasons why writing helps students learn.
. Reinforces the grammatical structures, idioms, and vocabulary.
. The students have a chance to be adventurous with the language, to take risks.
. The students become very involve with the language.
Summarize the communicative and process approaches what do pictures are valuable resource provide to a writing class?
ResponderBorrarPictures provide a shared experience for students in the class of writing students appropriate vocabulary, idiom,and sentences structure. In addition pictures provide many task stimulating and catching attention on learners, also its bring the outside world into a classroom in a vivid concrete way.
Question # 12
ResponderBorrarTechniques in using controlled writing
Controlled composition – in this type of writing students are given a passage to work, they don´t need to have to care about the content, organization, ideas and forming sentences. They write the given passage down, making specified changes, for example, rewrite a passage describing a man to tell the reader about two men, just changing the singular to plural form.
Questions and answer – this gives students a little more freedom in structuring sentences, they are given a series of questions, the answers are to form the text. What we are doing now is a clear example of this type of writing.
Guided composition – this is an extension of controlled composition, but in this one, students are given a first sentence and a last sentences, a series of questions or information to include in their pieces. Students can share their notes or answers and plan strategies together before they start writing.
Parallel writing – students read and study a passage and then write their own on a similar theme using a given vocabulary, sentence structure, cohesive devise, or organization of the model passage.
Question #10
ResponderBorrarExplain the prewriting techniques designed for students to use all language skills: Skits, Dictation, Note-Taking, and Story-telling.
Skits: the students act not as themselves but in assigned roles. This can, of course, be done either as a whole-class or a small group activity. Writing can then follow as an outside report or summary of what was said and done or it can be a continuation of the skit, with the writers assuming the “voice” of personalities in the skit.
Dictation: the teacher reads a passage through once, then reads it slowly, broken down into short, meaningful segments, which the students write down, and the teacher reads it though once more. This gives students practice in listening carefully and paying attention to inflections and to the mechanics of spelling, punctuation and capitalization.
Note-taking: In real life, when we need to listen and write, it is not always possible to write down every word we hear. When elementary students take notes, they can be given a skeleton outline to work with and expand, so that their listening is more directed. Advanced students can listen to long passages and make notes as they listen. Both groups need to be alerted to the signals that the speakers use:, pauses, raising the head and the voice to make an important point, or using words like first, finally, most important to signal the separation and priority of the points made.
Story-telling: Most people like stories. You can read a story that can also be used for dictation but stop at the point where the reader is more likely to want to know what continues. The students continue the story-writing. Another way is that you can give students a list of words and tell them to begin a story using those words. A fun way to keep student on their toes is with a game in which one student begins to tell a story, stops at an exciting point and points to another student to continue the story.
Question #4: list and briefly explain each of the 10 activities in "One picture , many different techniques
ResponderBorrar1. Descriptio: draw or place a picture already drawn on the bord, asks students to provide vocabulary that can be used to describe the picture , form groups and discuss about other useful phrases to describe the picture . You erase or remove the pictuee and students write a description from the things they remember and finally they exchange papers and draw according to their partner's description.
2. Describe , compare and contrast :
Divide the class in pairs, give a short review about possible vocabulary used in the desciption, give one picture to student 1 who writes a description about it for student 2.From the written description student 2 tries to draw . While student 1 is writing student 2 is writing a description related with the topic of the other picture and gives the description to student student 1 who will draw and label the picture. After that they both look at the descriptions and drawings and discuss about similarities and differences found. They write together a composition to point out the founds .
3.Paragraph assembly: prepare index cards that together form a paragraph about the picture , divide the class in pairs or small groups and hand in one index card to each . The task is to pit the sentences in order to form a paragraph.
4. Sentence combining: use index cards with the information on cards separated so that each card contains a sentence that combines with another to make sentences . Each student has to find a partner with the sentence that combines . When they found it they have to look for ideas on how to combine it maybe using conjunctions . When they form the sentence they discuss on how to oeganize all the sentences to build a paragraph .
5. Paragraph completion : prepare a paragraph about the picture and write it on the board but omit the ending. The students discuss on how to end the paragraph , then they compare their versions with each other.
6. Controlled composition : asks students to pretend they are a character from the picture and provide general information about the character they will describe using the past tense .
7. Guided composition : Provide the students with a sentence that begins the paragraph they have to continue writing , they have to list details and write a paragraph that matches with the given sentences .
8 . Role play : students work in pairs or groups and provide them with a real world situation and picture related, give each group a sentence that will use as a clue to create a paragraph , ask them to read it aloud and they will decide which one works the best and why.
9. Questions and answers: divide tje class in groups of 4 . Give each student a card with a key word . Explain the situation and give clues so that they compile questions about the items in the cards. Collect the questions and redistribute them to other groups , the groups will write a letter to answer to the questions .
10. Beyond the picture : using a sketch or any other picture you could lead a class discussion about other items to make a bigger description ( the whole rooms of a house ) etc.
13) Explain the techniques designed for teaching organization: Outlines, Analysis, Models, and From Meaning to Organization.
ResponderBorrarOUTLINES
There are two basic type of outlines:
a) Ones the writer makes before writing the text
b) The other is when the writer makes of what he has already written.
- An outline before writing should be brief and should be made only after extensive discussion, reading, list-making, brainstorming and other prewriting activities.
- An outline made after a text helps the writer see clearly what he has done and what he needs to do to make his meaning clearer to the reader.
- Analysis of pieces of writing by professional writers is helpful. Students can see clarity of organization and seeing the pattern help them understand the piece and appreciate the value of clear organizational scheme.
Techniques to the students own writing:
1.- Students receive a reading passage. They have to discuss and make their own outline. After they have written an assigned topic, they exchange papers and make an outline of each other’s piece of writing.
2.- Students write a draft of a paragraph with a given opening sentence. Then, write on the board a paragraph written on a related topic. They work together to produce an outline of the paragraph. They return to the draft of the original paragraph and see whether they can make an outline of what they have written. This activity help students to look critically at their own writing and gives them ideas for revision.
ANALYSIS
Is a technique to get our students to examine a text -their own or somebody else closely-. We can learn not only on what the writer has written but on how the writer has written it.
Example:
Give the students a short reading passage with a list of questions to analyze what the writer has done. With a specific passage for study, questions related more directly to the subject matter of the text can be devised.
MODELS
The written model is not the only type of model. A model of structure can be presented in a diagram, too, either for a paragraph. The use of a model to initiate a piece of writing doesn’t allow the writer to discover the shape that best fits the ideas he wants to express for a particular purpose.
The student begins to write, gathering and shaping ideas rather than using given content or given form. He then utilizes a model not to initiate his own writing but to help him deal with a problem that emerges in the process of his own writing. He can read, analyze, imitate, or manipulate a model as a way to throw light on the problem. As he sees how other writer deal with a similar dilemma, his own range of options increases. The model becomes not what he should do but only an example of what he could do.
FROM MEANING TO ORGANIZATION
To give students the assignment to write a paragraph with a given topic sentence and with three supporting details is to deny the value of thinking through the topic to discover what the writer really has to say about it.
Whenever possible, then, we should devise writing tasks so that when students write they are engaged in searching for the right organization for the ideas they want to express.
Example:
Scramble paragraphs can be found in many textbooks. Students work together to decide which sentence come first, second, and so on until all the sentences have been used and the paragraph is completed with the sentences in logical order. In turns, students read out their own sentence when they think it is the appropriate place for the sentence in the paragraph.
Controllled writing is a very good choice to apply with our students because students may reinforce grammatical points where they reflect need of improvement, besides unlike free writing it is less time-consuming, and it provides the student with the opportunity to interact with the writing product of others, since students are asked to complete an outline, manipulate a paragraph, follow a model or continue a passage, in other words students get direct input on what to do, in short their writing is directed along a specific path. Students benefit from it since they focus their attention on troublesome grammatical and syntactic features.
ResponderBorrarTechniques in teaching organization are quite useful, because students who know how to write correct sentences know would learn how to organize such sentences in a coherent and cohesive way. The challenge is for students to think in the target language in leave radically aside the mother tongue and avoid translation since the conventions of written language vary from one another, in other words the cohesion of a piece of writing that may work in one language, may not work in another. It would also be a challenge for the teacher to give students enough input on this cultural and language aspect.
About techniques in responding to students’ writing, the advantage is that the teacher gives the students feedback (suggestions, comments) not only about the final product, but throughout the process besides, giving the paper a grade, writing a comment like, “very good, needs improvement or careless”, or correcting errors. A teacher can even propose better ways for sentence arrangement, ask students to use checklists, talk with students about the paper, and guide students to self-edit.
Pictures Sets
ResponderBorrarpairs of pictures or pictures in sequence provide for a variety of guided and free writing exercises. A picture sequence, such as a comic strip, provides the subject matter for writing narrative and for speculating about the story beyond the picture in the strip. a set of parallel picture-picture that show a similar scene or tell a similar story-provides material that offers guidance on vocabulary, sentence structures, and organization yet lets the students write about new subject matter.
1.The students individually write a list of sentences about a picture sequence frame by frame.Then in small groups, they work on combinating or linking the sentences to make continuous prose.
2. The whole class words with the picture sequence, but with the pictures out of order. In small groups, the students discuss which order is correct for the pictures.
3.one group is given only two of the pictures in the sequence, while another group receives the other two. The groups discuss and write that they think the four-picture sequence shows. They exchange papers and read each's other's.
4. The students are given cards, each containing a separate sentence which describes the picture shown. they match sentences to parts of the pictures an arrange the sentences in order. In groups they use the paragraph they have just assembled to write a parallel paragraph about the parallel picture.
5.A mores advance class can use the same picture as above, but now students discuss the first picture and write their own description of it, either in groups or as a whole -class activity.
Question number 5
ResponderBorrarExplain the six steps in “One picture a sequence of task”
1. Students answer the question “What happening in the pictures?” in groups, they write down all their ideas, and the teacher help them with vocabulary.
2. The teacher sets some questions about some details seen in the picture, and students again in groups have to answer them.
3. Students read a paragraph and determine which are the parts of the paragraph: Main point, details, etc.
4. Students rewrite a paragraph changing verbs’ tense in order to write a letter.
5. Group discussion about the picture, this time collecting group’s ideas writing them on the board.
With all the practice done about the paragraph from a picture, students have to write for a specific purpose, with the specific topic of the picture to a specific audience.
Question 11
ResponderBorrarForms: when filling forms is very important to take into account that we have to be very specific with what we are asked to do, it's a matter of following given instructions. Language here is very technical, which makes filling a form way difficult than others.
Letters: depending on what kind of letter we have to write, they are easier than forms, if we do not have an specific target such as in filling a form, we can write freely and be more comfortable with it. Language depends on the type of letter, but if it is for a friend, we can even use informal language.
List: writing a list is even easier, here we just put specific things we may need or we want in order to have them organized. Here we don't need a context, which makes the task short. Language is very specific, we just list things without making sentences.
Daily notes: it can be like a journal where we place every significant moment we thing can be there, we just add important things and with specific words. This obviously follows an order, and depending on what we are asked to do, we have to write every hour, day, week, or period of time specified.
Instructions: we have as a goal to take someone to a specific place or to show how to do something specific, we have to be very clear while giving instructions, and it is fundamental that we write just what we need, we don't come back to the same point again, we go straight to the goal by following steps.
9) What is the objective of using all language skills when writing?
ResponderBorrarIs to do our learning class to come as close as possible to real-life communicative situations. In order to do this students should speak (not just repeat) each other, really listen, and then react by writing down for a reader his version of the information he has just heard.
In these activities there is very little opportunity for translation and give the opportunity to use all their linguistic skills to help them explore and get started with their ideas on a given topic or to allow the topic for a piece of writing to emerge out of communicative classroom activities.
Explain the prewriting techniques designed for students to use all language skills: Brainstorming, Guided Discussion, and Interviews.
BRAINSTORMING: lets students work together in small groups to say as much as they can about the topic. The teacher does not check grammar or pronunciation, except when the speaker cannot be understood.
Whatever the writing assignment is based on, it can be preceded by a brainstorming activity. After brainstorming orally together, students can then do the same on paper, writing down as many ideas as they can without worrying about grammar, spelling, organization, or about quality of the ideas.
EXAMPLE: Observe and talk about a specific picture about 5 minutes, the group can make notes, and examine, summarize, and develop those notes to formulate a topic for a more focused discussion that will lead to a piece of writing.
GUIDED DISCUSSION: is another way to get students to talk about a topic and especially to get them to focus on specific aspects of a topic providing guidelines for group or whole-class discussion. The students thinking is thus directed along predetermined lines. The ideas they come up with the established guidelines are, however entirely their own. The control imposed by the teacher help the students beforehand with the vocabulary and sentence forms that they might need in their discussion.
EXAMPLE: Ask students to look at the picture and ask as many questions they can about it, using the words who, what, when, where, why, and how. Then they discuss possible answers to the questions they invent and write a story about the picture. The members of the group can have roles during and after discussion.
INTERVIEWS: is another useful technique to try with a new class so the students and teacher can get to know each other. When the students write the record of an interview, they convey to others genuine information transmitted to them by other student.
EXAMPLE: Divided the class in pairs and one of them is the interviewer who ask questions and writes down answers in complete sentences. Then he arranges his sentences into a paragraph.
14 Explain the techniques designed corresponding to students writing: Written Comments, Talking About Papers, and Checklist.
ResponderBorrar1-WRITTEN COMMENTS
This technique refers to respond to student writing in the way of make comments that take the form of an idea, praise, question or suggestions which are more productive than comments such as: “Only fair”, “Good”, Revise or “Needs more work”. Noticing and praising whatever a student does, improves writing more than any kind or amount of correction of what he does badly. Our first task as teacher is to read the whole paper first before writing anything, then to note or comment what he or she has done well. After receiving praise of the strengths, the writer needs to know what to do to improve the piece of writing. Suggestions must be specifics, give directions step by step so student can follow. Questions are useful for us too, if we want to lead the writer to consider other options.
Example comments you can use: “You have written this very clearly. The punctuation of the list is correct. Try to combine sentence 2 and 3 to avoid repetition of the word breakfast. Look closely at two forms you have used: eated and ate. Can both be write?
Borrar2- TALKING ABOUT THE PAPER
ResponderBorrarAnother way to help students revise a paper is to discuss it with the student, in person. One-to- one conferences are time-consuming and not practical in some situation, but a conference of just a few minutes can be so productive. Teacher can hold small conferences during class while other students are writing or working in groups or before and after the class. Talking to students about what he has written is often the only way to find out what he was really trying to say, especially if you find a writing so obscure to understand that we don´t know what he wants to say.
Example you can use: In a one-to-one conference, teacher can ask students to read a section aloud. Frequently the student will then spot or realize about errors like an unfinished sentence, a confused sentence, on an omitted word.
Borrar3- CHECKLISTS
ResponderBorrarTeacher can use editing checklists and so can students. For grammatical items, checklist can be cumulative, with each new grammatical item covered in class added to the list. Checklists can contain questions, instructions about grammar, tasks to analyze content and organization or just words to jog or to stimulate the memory.
A checklist can be used to note only success with items seen on the class. The idea is that the checklist forms a kind of syllabus of work covered in class.
Checklist Examples:
Borrar• Does your essay have a title?
• Which sentence expresses the main idea?
• Circle every pronoun and above it write the word in you composition that the pronoun refers to.
• Underline the sentence that expresses he main idea of each paragraph.
Or a simple list: (this type focuses attention on form and grammar without being to demanding)
• Main idea
• Supporting details
• Verb tense
• Verb form
Sorry but I had to do 3 different entrances for the blog to keep.
ResponderBorrarHey group I was reading the chapter one and I found part of my answer so when he asked about communicative approach this approach stresses the purpose of a piece or writing and the audience ,students are encouraged to behave like a writer and ask themselves who am I writing this? Or who will read it? And the process approach that students not only questions about purpose and audience but also crucial questions like how do I write this? How do I get started? Writer makes the decision of how to begin or how to organize the task, of course students have to brain storm in, drafting etc.
ResponderBorrar