T8 WRITING

T8. 2 WRITING

FROM CONTROLLED PRACTICE TO FREE PRODUCTION

In early stages WRITING AS CONSOLIDATION OF ORAL LANGUAGE. BUT TR SHOULD GO BEYOND THIS ASPECT taking into account the SS LEVEL OF ENGLISH

REASONS FOR WRITING

A DIFFULT ACTIVITY BUT ALSO ENJOYABLE (depending on the purpose to write)

HELPS SS TO CONSOLIDATE LEARNINGS ELICITING THEM TO REVIEW AND REMEMBER WHAT THEY HAVE LEARNT

WRITING ACTIVITIES (JEREMY HARMER)

HE DIVIDES WRITTEN COMMUNICATIVE ACTIVITIES INTO 6 GROUPS

EXCHANGING LETTERS AND EMAILS

CONSTRUCTING STORIES

RELAYING INSTRUCTIONS

FLUENCY WRITING

WRITING REPORTS AND ADVERTISEMENTS

WRITING GAMES

CAN BE ADD MORE DEPENDING ON THE SS LEVEL

WRITING PRACTICE

BEGIN AT THE WORLS LEVEL

LEARNING SPELLING AND VOCABULARY

SENTENCE LEVEL

CONSTRUCTIONS OF SENTENCES FOLLOWING A MODEL

PARAGRAPH LEVEL

START BY A MODEL PARAGRAPH

TR HELP SS TO ORGANIZE WRITING ACCURACY AND COHERENTLY

EX. OF ACTIVITY: DICTATION. Very useful to REINFORCE SPELLING, SOUND-WRITING CORRESPONDENCE, PHONEME RECOGNITION AND AWARENESS AND LISTENING COMPREHENSION AND ATTENTION

WRITING SKILLS

Master some SUBSKILLS

GRAPHICAL AND VISULA SKILLS

SPELLING, PUNTUATION, CAPITALIZATION...

EXPRESSING SKILLS

PRECISE MEANING, ADECUATE VOCABULARY...

ORGANIZATIONAL SKILLS

SEQUENCING IDEAS, TEXT DIVISION INTO PARAGRAHS

GRAMMATICAL SKILLS

THE USE OF SENTENCE PATTERNS OR CONSTRUCTIONS

DISCOURSE SKILLS

THE USE OF COHESIVE DEVICES (connectors)

WRITING MISTAKES TREATMENT

CHOOSE THE MOST IMPORTANT MISTAKES AND BUILD UP WORKSHEETS TO WORK ON THEM

BUILD A WRITING CODE to focus on the type of writing mistake

IT HELPS TO FOSTER SEL-CORRECTION AND PEER-CORRECTION

MAKE SS AWARE OF SEEING MISTAKES AS LEARNING OPPORTUNITIES TO IMPROVE THEIR WRITING SKILLS