Techniques in Using Pictures

 Generating whole class discussion that leads to writing, based on a

varieties of pictures such as posters, textbook pictures, magazine pictures,
brochures, advertisement, simple pictures drawn on board , duplicated
pictures etc

 Divide the class into two groups and supply each group with different
pictures. Set some communicative tasks so that learners are able to
convey information to others.

 Provide a picture to each group of learners so that only one member has
the picture. This learner needs to convey what is in the picture with the
help of questions posed by other members in the group

 Learners bring their own pictures – favourite advertisement, family

photograph, own drawing etc. Bringing such items help learners develop
personal attachment to their pictures and they will find the writing tasks
more meaningful, especially when answering questions from their peers.
Real communication can be developed

 Go beyond the picture to enable learners to make inferences, predictions

and suppositions about the world beyond the pictures.For example they
could be asked to visualise what happened before and after, what caused
the situation to occur and what the result will be.

3.14.1 Description

Get the class to provide words to label the picture. Then they write down other words
and phrases on strips of paper to describe the room, e,g, next to, on the right, in front
of etc., and paste them on the board. Next, teacher takes away the picture and the
strips. Learners write descriptions of the picture based on memory and exchange
with their friends

3.14.2 Description, comparison and contrast

Each group of learners is given a different picture of room layout. Members of each
group then discuss and write a description of the room. Then each group takes turn
to read their description while other groups( who are given picture of empty room,
draw (or paste) furniture in their room. Then this is followed by discussion of the
diferent positions of furniture.
3.14.3 Paragraph assembly
Learners are given strips of sentences containing a description of the room. In
groups, pupils discuss the possible arrangement of the sentences to form a complete
and coherent paragraph.

3.14.4 Sentence combining

Each learner is given a strip of paper containing a sentence which can be combined
using sentence connectors. Learners go around finding their ‘other half’. At higher
level, learners can be asked to write a simple sentence and combine it with their
partner.

Ali’s room is small. Ali’s room is tidy.

Ali’s room is small but tidy.

Learners can then proceed to paragraph writing by combining the sentences written
by group members.

3.14.5 Paragraph completion

Prepare a paragraph describing about the picture and paste it on the board but omit
the ending.In groups, learners discuss how to end the paragraph. They write their
endings on a strip of paper. Then all the groups paste their strips and teacher
compares the sentences.

3.14.6 Controlled composition

Ask learners to pretend to be Ali. Learners rewrite the paragraph using the past
tense:
My bedroom was small but tidy.

3.14.7 Guided composition

Learners discuss in groups what they would write in a paragraph beginning with:

Ali’s bedroom is bright and colourful.

or
Ali’s bedroom is dull and drab.

3.14.8 Role play

Teacher prepares role play cards of two persons talking about Ali’s room. Learners
,in groups will note down important details from the cards.Then based on the
information, learners discuss and write a paragraph.
3.14.9 Beyond the room
Learners are given a picture of an empty room and pictures of furniture. Learners
create their own arrangement of the furniture . They discuss and write a paragraph
describing the new room. Each group displays their plan of the room with a brief
written description. Each group’s picture when pieced together will form a complete
house plan.

3.15 Techniques in Using Readings

3.15.1 Copying

- Copying answers on b/board after a discussion

- Copy a good piece of writing
- Copy down one sentence they like best in a story read
- Copy new words and sentences into their notebook

3.15.2 Examine cohesive links

- Learners read passage and underline adjectives/ connectors etc

- Learners replace the words in the text with synonyms
- Learners copy a passage but leave some blanks and pass to their
friends to be completed
- Teacher provides a short passage with some blanks

3.15.3 Examine punctuation and grammar

- Learners read passage and underline the purposes of punctuation

- Learners underline specific structures or grammatical item
3.15.4 Examine sentence arrangement

- Learners are given 3 sentences and they arrange them in order of

sense, and provide reasons
- Provide learners with 2 sentences but there is a gap between the
sentences. Learners try to write a sentence that connects the two
sentences

3.15.5 Completion

- learners are to complete the ending of a paragraph/story

- learners are given a passage where all the verbs have been deleted.
Learners complete the passage with appropriate verbs.
3.16 Techniques in Using All Language Skills

 Brainstorming
 Guided discussion
 Interviews
 Skits / hot seat
 Dictation
 Note taking
 Story telling

3.17 Techniques in Using Controlled Writing

 Controlled composition
 Questions and answers
 Guided composition
 Sentence combining
 Parallel writing