Teaching Writing Skills in the Primary ESL Classroom (TSL3107)

Group Members: 1. Syauqi 2. Syazana Aqilah 3. Viviana 4. Clara Beatrice Unit: PISMP TESL 1 (SK) SEM IV 2013

Topic:
Techniques for Teaching Writing Skills Techniques in using pictures Techniques in using readings Techniques in using all language skills Techniques in teaching practical writing Techniques in using controlled writing

Techniques in using pictures

Why do we use pictures (drawings, photographs, posters,
slides, cartoons, magazine advertisement, diagrams, graphs, tables, charts, and maps)? a picture is a valuable resource as it provides (i) a shared experience in the classroom (ii) a need for common language forms to use in the classroom (iii) a variety of task (iv) a focus of interest for students provides a stimulating focus for students attention

General Strategies for Using Any Pictures

Whole-class Discussion Generated by many types of pictures posters, textbook, pictures, magazine pictures Real communication students provide pictures themselves help them develop personal attachment to their pictures & have personal meaning for answering and writing about in the classroom Using different pictures Students be in groups and be given different pictures -allow communicative task

 Dont limit classroom work with what students can see in pictures only Allow students to make predictions, inferences and suppositions about the world beyond the picture
Use one picture, many techniques The techniques: i) description ii) description, comparison & contrast, iii) paragraph assembly iv) sentence combining v) paragraph completion vi) controlled composition vii) guided composition viii) role play, ix) beyond the room

Techniques in using pictures

One Picture, Many Techniques

Maps

One Picture, A Sequence of Tasks

Diagrams, Tables, charts & Graphs

Picture Sets

One Picture, Many Techniques

Description i) Teacher pastes a picture of a room on the board. ii) Students write down words to label the picture. iii) Students (in groups) discuss other words & phrases to describe the room. Then, teacher takes away the picture & students write description based on their memory.

 Description, comparison & contrast i) Each group is given a different picture of room layout. Ii) Members of each group then discuss & write a description of the room. iii) Each group takes turn to read their description while other groups (given a picture of an empty room) draw furniture in their room.

 Paragraph Assembly
Prepare index cards with one sentence on each, which together form a paragraph about a picture. Hand out one index card to each pair or small group of students. The task is to put all sentences on the cards to form a paragraph.

Sentence Combining
Index cards can be used, with the information on the cards separated so that each card contains a sentence that combines with another to make a new sentence. Student finds a partner whose sentence will combine with the one he has. Then, they discuss how to organise those sentences to make a paragraph.

 Paragraph Completion Prepare a paragraph describing about the picture and paste it on the board but omit the ending. In groups, they discuss in groups how to end the paragraph. Guided Composition Students discuss in groups what they would write in a paragraph beginning with: Sallys room in her home is beautiful. Role play Teachers prepares role play cards of two persons talking about Sallys room. Students, in groups, will note down important details from the cards. Then, based on the information, they discuss & write a paragraph.

 Beyond the picture Students are given a picture of an empty room and pictures of furniture. They (in groups) create their own arrangement of the furniture. They discuss & write a paragraph describing the new room. Each groups picture will form a complete house plan

2) One Picture, A Sequence of Tasks

Example of Tasks Task 1: In groups, students discuss the answer to the question: What is happening in the picture? They write down words & phrases that they use. Task 2: In groups, students discuss the answers to a question: Have you ever been to a wedding? Was it like this one? How was it like? The groups report the whole class the results of the discussion.

 Task 3: The class reads a paragraph describing Ginas wedding. The students examine the paragraph & determine which sentence makes the main point. They list the details the writer includes to show the reader why he can make that point. Task 4: Students imagine that they are Gina, writing a letter to a friend abroad, six months before the wedding, telling her what the wedding will be like.

3) Picture Sets
Individually, students write a list of sentences about a picture sequence frame by frame. The whole class works with the picture sequence, but with the pictures not in order. In groups, the students discuss which order is correct for the pictures & why. Then, they write a story.

4) Diagrams, Tables, Graphs & Charts

Example: Tables
E.g. Provide each student with the tables. Have them understand the tables. They write a description of the sharks diet.

 Example: Diagram Give a different line diagram to each student in a pair. Each one writes instructions on how to draw the diagram.

 Example: Chart
Give students a picture of a water cycle chart. Based on the chart, have them to describe the process of water cycle in writing form.

5) Maps
Example 1:In pairs, given a map. Student 1 write questions based on the map. Student 2 write the answers. Both partners role-play the dialogue they have created.
Example 2: Teacher provide a situation that goes like this: Imagine that you are the tourists. Explain how you can reach the lake. Then, students need to describe which directions need to take & write a paragraph about it.