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CLASSROOM
6.0 SYNOPSIS
Topic 6 introduces you how to interpret the writing skills in the syllabus. It also discusses
how to select and prepare activities for teaching different levels of writing skills.
6.2 FRAMEWORK
Planning for Teaching Writing
Interpreting the
writing skills in the
syllabus
Selecting and
preparing activities for
teaching different
levels of writing skills
Grading and
sequencing the writing
lessons according to
level of difficulty
6.3
6.4
6.5
When planning for writing lesson, the flow of the lesson plan should begin with
Level 1 before progressing into Level 2 and 3 for this particular matching
exercise. This is to ensure learners are able to grasp proper understanding of the
lesson and to successfully achieve intended objectives.
6.6
Tutorial Task
1.
Refer to the KSSR English syllabus and compile a list of writing skills as
stated in the syllabus.
2.
Collect a range of writing lesson plans from your colleagues. Identify the
level of these lessons based on the pupils proficiency levels.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Huraian Sukatan Pelajaran. Kementerian Pelajaran Malaysia.
6.7 SYNOPSIS
Topic 6 introduces you to lesson planning. It also provides you with information on the
pedagogical principles for a writing lesson using the Product Approach, as well as the
stages of a writing lesson using the Process Approach.
state the pedagogical principles for a writing lesson using the product
approach
describe the stages of a writing lesson using the process apporach
6.9 FRAMEWORK
Lesson Planning
6.10
Example 2:
Last Friday, my friends and I went to Kellies Castle. I brought
a bottle of water and a camera with me. I carried a haversack as
well.
1.
2.
3.
6.10.2.5 Dictation
This activity provides learners with models of sentence
structures and models of text organisation commonly used in
writing. It also allows learners to practise spelling and
punctuation
Teacher needs to provide immediate feedback by displaying the
original text, whereby learners correct their own work or do peer
correction
6.11
the context and form of the sentences is not imposed upon by the
teacher, but can be generated by the class together as a pre-writing
activity (i.e. short notes, list of questions, arguments for/against an
issue on the board)
6.12
Stage 1: Prewriting
6.12.2
Stage 2: Writing
Learners write the first draft, and make changes as they progress into
the writing stage
make their meaning clearer through more precise words and apt relationship of ideas,
substitute a poor example for a better example resulting in a more interesting piece of
writing
6.12.3
Stage 3: Publication
Publishing involves sharing learners writing with an audience. It is
pertinent for learners to proof-read their final piece of writing to
ensure they are error-free
6.13
6.14
What is genre?
6.14.1
Generating ideas
Focusing ideas
Focus on a model text
Organising ideas
Writing
Peer evaluation
Reviewing
Generating ideas
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6.14.2
Focussing ideas
Involves thinking about which of the many ideas generated are the
most important or relevant, and perhaps taking a particular point of
view
The teacher then draws a mind-map on the board, using ideas from
the different groups. At this stage the teacher can also introduce
some useful collocations (word combinations i.e. crying shame or
great success) which gives the learners the tools to better
express their own ideas
6.14.3
6.14.4
6.14.5
Organising ideas
Writing
6.14.6
6.14.7
Peer evaluation
Reviewing
Use
Example
WW
Wrong word
WT
Wrong time
WF
Wrong form
WO
Wrong order
SP
Spelling
Punctuation
Extra word
Missing word
RW
Re-write
see snow.
As our plane flew over the mountains,
we were seeing snow.
As our plane over the mountains flew,
we saw snow.
As our plane flue over the moutains, we
saw snow.
As our plane flew over the mountains;
we saw snow.
As our plane flew over to the mountains
we saw snow.
As our plane flew over the mountains,
__saw snow.
Plane flew mountains, snow saw.
Source : http://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf
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Tutorial Task
1.
Select a genre and plan an outline of a writing lesson using the process
approach. Share the outline with your peers and get feedback from them.
2.
Obtain a sample of a pupils written work. Correct the work using your
own set of correction code. Show your corrections to your peers for
comments.
Reference
Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
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