Teaching wriitten speech during the basic course

 

       

       

     Unit 8. Lesson 1. My Day. P. 71

     In this unit students learn to speak about their daily life. Writing task is given but it is only writing sentences. Combining those sentences and using Activity Timetable Worksheet they can easily a short story about their daily routine. As we mentioned above writing should be taught not in separate sentences but in a context where students can understand what they are writing about. After they finish, they can do peer checking. ( the sample is enclosed)

     Unit 12. Seasons. Lesson 1. My favorite season. P. 113

     The main aim of this unit to teach students about seasons and weather in England /Uzbekistan. Writing task is given in the form of writing poems which is also a type of creative writing, but before writing the poem it is better if students work on writing a short story about weather. Using the template, in their stories they can write about the weather and also types of clothing they can wear in those seasons. Before doing this activity, students should be introduced some vocabulary such clothing and weather types.  

       

     Writing poem is also very effective activity for students to develop their writing skills. During our research work, we applied an activity for composing poems which is called “Diamond poetry”. 1

     Diamond poetry provides a creative language arts writing center activity that uses alternative assessment to test student knowledge of nouns, verbs, and adjectives. The theme season is the perfect topic to combine writing with revising grammar. Diamond poems are a great way to combine parts of speech, love of language, and an appreciation of nature. Diamond poems also encourage an understanding of relationships since the top and the bottom lines of the poem are dissimilar but related in some way.

     Materials: White board, white board markers, a worksheet or poster with diamond poem guidelines, computer with word processing software, printer, scissors, glue, construction paper.

     Group Activity (Modeling):

     1) First brainstorm with students possible poetry topics. Write the topics on the board without commenting. (Possible topics: winter, spring, summer, autumn, flowers, sun, colors, etc.)

     2) Encourage students to explain how seemingly different topics are related. For instance, students might notice that in spring the weather is very sunny, in winter it is cold, etc.)

     3) Next, model the crafting of a seven-line diamond poem .

     4) In the first line, students will write a one word concrete noun based on one of the brainstormed topics. For instance, a student might write the word “flower” at the top of his or her page

     5) In line two, students should write two adjectives to describe the noun in the first line (Ex: beautiful, nice)

     6) In line three, students should think of three verbs that tell what the noun in line one does (Ex: grow, bloom, bend)

     7) Now students should skip down to line seven and write a noun that is seemingly different but related in some way to the first noun. (Ex: tree ) This seventh line of poetry will end the poem.

     8) Now going back to line four, students should write four nouns that are common to or that somehow connect the nouns in lines one and seven (Ex: Water, Mud, Sky, Sun)

     9) In line five, students should write three verbs that tell what the bottom word does (Ex: grow, move, break)

     10) Finally, in line six, students should write two adjectives to describe the noun in line seven. ( Ex. Tall, strong)

 

       

     If centered, the resulting poem will make the shape of a diamond.

     Individual Activity:

     1) At the writing center, provide a worksheet to guide students through the line-by line requirements of the assignment.

     2) Students should now be able to write a diamond poem of their own.

     3) Have students publish their final draft using word processing software such as Microsoft Word. If students use the Center Justify function, the printed poem will be the shape of a diamond. Students should use a moderately large font (such as 14) in a style of their choice.

     4) Have students cut out their printed diamond poem.

     5) Glue the printed diamond poems to bright construction paper for display.

     Assessment: Be sure to provide students with assessment guidelines at the beginning of the activity.

     a) Did the student use specific concrete nouns for the first, fourth, and seventh lines?

     b) Did the student use vivid adjectives in the second and sixth lines?

     c) Did the student use interesting verbs in the third and fifth lines?

     d) Does the poem show a clear relationship between two seemingly unrelated nouns?

     e) Is the final draft free of spelling errors?

     f) Did the student use the center justify function in order to create a diamond shaped poem?

     g) Did the student neatly cut out the diamond poem?

     h) Is the finished poem glued to a bright piece of construction paper?

     This type of composing a poem is real fun for students but teachers should take into account their level of knowledge. To compose such poems, students should have enough vocabulary and know parts of speech. When we used this activity with younger students (5th Grade), it was a little bit difficult. For older students (7th Grade) it was real fun. (Samples of students Diamond poems are enclosed).

     Activity. "Poems as Motivators to Write"

     In this activity the teacher picks a poem that tells a story or that he/she knows would be of interest to the student population who are being taught. After reading the poem, the students are asked what the poem makes them think about. Teacher encourages different lines of thought and perspective by asking probing questions that are designed to help the children elaborate on their thoughts. Then he/she encourages the students to write some of their thoughts evoked by the poem. Teacher should explain to them that many poems expressive feelings and that poems can stimulate thoughts and emotions in others.

     Activity. "Journal Writing"

     A good way to reinforce writing is to require that students write in journals. We also did this with all students especially after lessons that require reflections on the topics we covered. It gets students to think about what we talked about and it gets them to unleash their ideas about the topic in a non-threatening way. We checked the journals because we wanted to know how students are approaching the topics we learn about in class. It also gives us insight into how much they have processed and to what extent. Journal writing is a good way to get students to write what they are truly thinking.

     Another writing activity is giving students a certain situation where they can create their own ideas according to the given situation. Again, ready made templates are given to students in order to give them an idea to get started. Templates are enclosed. The topics can be changed in accordance with the themes in their textbooks.

     This type of activity is good in the stage of proofreading. Peer checking gives more opportunity for students to check each other and learn from each other. At the end of each writing activity students can do proof reading activity and it can be done in the following way.

     Description: This activity gives students an opportunity to move around as they proofread and edit their essays.

     Goals: To help students learn the editing process.

     Objectives: a) Students will learn the 5 steps of the editing process.

     b) Students will learn how to peer edit.

     Materials: Construction Paper (6 sheets,) one for each station, pens

     Activities: 1. Use each sheet of paper to write the following words for each station. One should be labeled Punctuation Station, the 2nd should say Intro, the 3rd should say Organization, the 4th should be labeled details, and the 5th should be labeled details. The 6th should be labeled rough draft. This is where students who don't ring there rough draft with them will write their rough draft.

     2. Give each student a set of five random numbers. Tell students these are the order of the stations they will visit.

     3. Have students go to each station for 10-15 minutes examining each other's papers for each of the stations edits. Tell the students it is important to give explain why they have chosen to edit what they have edited.

     Assessment: Examine each paper to make sure the complete editing process was understood.

     Activity. “Creating Photo Essays”

     Photo essays are a special type of writing; they tell stories with a group of photographs that are connected to a theme. One activity using photo essays as a type of writing includes having students pick a topic (in any content area) that they would like to "write" about. Tell them that they have to collect photographs or pictures that represent the topic. Once they have their collections and you gave them a chance to discuss the relevance of the photos to the topic, ask them to arrange the photos in such a way (sequentially, etc.) that tell a story or relay the message related to the topic they chose. Students love to express their thoughts about topics using this medium. If you have technology to complete this activity, you can have students cut and paste their story using photos or images that they find on the Internet. This is a great activity for group work. This type of activity can be applied in any unit but the topic should be combined with the unit topic.

     This activity we applied for the units on the topic “Leisure” (Fly High,7. pp54-56); “Travelling” ( the same book, pp 62-74) and “Holidays, holidays” (pp.78-80)

     Activity. Script Writing. (Integrating reading, writing and speaking skills)

     This activity is very good for students as most of them like soap operas. In “Fly High” 7 there is a lesson about TV programs and this activity can be used to talk about students’ favorite soap operas.

     Main part. Brainstorming.

     What is soap opera? Do you like soap operas? How often do you watch them?

     How many soaps can you name? (Write down as many as you can)

     There are 12 questions and 12 short texts for students to read and match. It's time to create their own soap opera now. In small groups they read five steps that explain how to create their soap.

     Stepl. Location. Think of a name for the location of the soap you are going to write.

     Step2. Characters. Imagine that you are a member of one of the families on the soap opera. Decided what type of character you have and what crisis you're presently living through.

     Step3. Script. Look again at the ingredients of a successful soap and write a scene for an episode, making sure you include lots of drama, an educational message, and a cliffhanger.

     Step 4. Catchphrase.

     Your scene must use three of the catchphrases. A catchphrase is a phrase that a particular character often says. (How about a nice cup of black coffee? You fool! You stupid idiot! It's the truth, I promise. I've got one of my headaches. You never listen when I'm talking to you. I'm going to say this once and once only. Don't you ever talk to me like that again! What exactly are you trying to say? All I want is for you to be happy. Now, what were you saying?)

     Step 5. Performance

     When your scene is ready, perform it.

 

      Conclusion 

     Teaching students to produce a successful written text is a complex task which requires simultaneous control over a number of language systems as well as an ability to factor in considerations of the ways the discourse must be shaped for a particular audience and a particular purpose. Teaching students to become successful writers is no less a complex task. But it can be a tremendously rewarding one as well.

     In this research work we have presented some of the issues involved in applying writing activities in teaching the writing class. As the ability to write well in English language is no doubt even more difficult to achieve than the ability to read, speak, or understand the language, it is not surprising that many students take several years to achieve even a modicum of success. What must be emphasized to teachers in training is the importance of designing activities and shaping classes with a clear understanding of how the acquisition of written skills can be fostered. Our real goal is to gradually wean our students away from us, providing them with strategies and tools for their continued growth as writers and for the successful fulfillment of future writing tasks they might face once they have completed their last writing course with us. Earlier hopes to find the best method "were based on the faulty assumptions that there was a best method and one just had to find it, that teaching writing was a matter of prescribing a logically ordered set of written tasks and exercises, and that good writing conformed to a predetermined and ideal model" (Zamel, 1987, p. 697). There can be no "best" method when students' learning styles are so different; our hope now is rather to find methodologies which empower students rather than restrict them, and to create courses which arise from principled decisions derived from thorough research investigations.

     The growth of composition studies as a discipline with its own independent body of research (apart from, say, literary studies or linguistic studies) has enormously influenced the formal training of English. For EFL teachers to be able to provide courses which assist their students in learning to produce academic prose, their training should be no less than other skills.

     It has been the major aim of our research work to emphasize the fact that teaching writing skills is particularly important at the initial stage of language learning since it helps students establish a good basis in learning other skills such as reading, speaking and listening. We worked out a series of activities for improving students’ writing skills and combined them with the tasks given in the textbooks. When we analyzed the textbook activities, we found that most of them teach writing in phrases or sentences. The activities which we applied teach students mostly creative writing and make them be more motivated in writing.

     We tried to vary writing tasks, make them more creative and we came to a conclusion that students love writing because of interesting tasks . We both benefit : students because learning to write is enjoyable for them , teachers benefit because they feel the need to improvise , to make writing more attractive to students and think of and look for more creative tasks. In order to be able to select and use appropriate procedures and materials, as well as assess their learners needs and progress, teachers need to be clear regarding the desirable outcomes of a writing programme and the processes involved in good writing.

     In order to help EFL learners become more effective writers, we need to make a crucial distinction between language accuracy and writing skills. That is, a learner may be able to write sentences which are satisfactory for his/her level in terms of grammar, syntax and vocabulary and still be unable to produce an effective text. Of course, in most cases learners will have problems in both areas (language and writing skills). Therefore, it is crucial for us to be able to look beneath the layer of language problems to discover writing problems. This leads us to another important distinction, the one between grammar/vocabulary development and writing skills development. We need to remember that language input/practice alone cannot result in the development of writing skills. Special activities in writing lessons are necessary, in which learners are guided to become aware of all the elements of good writing, supported with information and examples, provided with opportunities for practice, and given focused feedback on their performance. We can also plan lessons which integrate work on language with work on writing skills. In such cases, it is important for us to be clear about the aims/focus of different stages in the lesson. In order to be able to select and use appropriate procedures and materials, as well as assess their learners needs and progress, teachers need to be clear regarding the desirable outcomes of a writing programme and the processes involved in good writing.

     In conclusion, if teachers are eager to be more creative and innovative, they can find various activities to improve writing skills but they should take into consideration the following facts:

1. to create tasks in accordance with students level of English and interest
2. to teach writing starting from skill building exercises to process based
3. to get started form pre-writing techniques to proof reading
4. to let students do peer checking
5. to combine reading and writing tasks
6. to use techniques mentioned above

 

      Used literature 

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3) Carter, Ronald. Language and Creativity: the art of common talk. London: Routledge. 2004

4) Cook, Guy. Language Play: Language Learning. Oxford: Oxford University Press. 2000

5) Day, Richard and Julian Bamford.Extensive reading in the Second Language Classroom. Cambridge: Cambridge University Press 1998

6) Dornyei,ZoltanMotivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. 2001

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8) Gleick, James. Chaos. London:Sphere Books. 1988

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11) Matthews, Paul. Sing Me the Creation. Stroud:Hawthorn Press.1994

12) Matthews, Paul. Words in Place. Stroud: Hawthorne Press.2007

13) Mukundan, Jayakaran. (ed) Creative Writing in EFL/ESL Classrooms II. Petaling Jaya: Pearson Longman Malaysia. 2006

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16). Schumacher, E.F. Small is Beautiful. London: Abacus/Sphere Books. 1974

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18) Spiro, Jane. Creative Story-building. Oxford: Oxford University Press. 2007

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21) Tomlinson, Brian.The inner voice: a critical factor in language learning. Journal of the Imagination in L2 learning. VI, 123-154. 2001

22) Craik and Lockhart ‘Levels of processing: a framework for memory research’  Journal of Verbal Learning and Verbal Behaviour. 11. 1972

23) Tannen Deborah.Talking Voices: Repetition, dialogue, and imagery in conversational discourse. Cambridge: Cambridge University Press.1989

 24) Ron White and Valerie Arndt. “Process Writing”. Cambridge Press. 2006.

25) Burkland & Grimm, Motivating through responding. Journal of Teaching writing.5(2),1986.

26) Hayes & Daiker, Using protocol analysis in evaluating responses to student writing. 13. 1984