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Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
Developing writing skills (cep virgen de la villa) [modo de compatibilidad]
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Developing writing skills (cep virgen de la villa) [modo de compatibilidad]

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Grupo de trabajo del CEP Virgen de la Villa (Martos, Jaén)

Grupo de trabajo del CEP Virgen de la Villa (Martos, Jaén)

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  • 1. Grupo de Trabajo CEP Virgen de la Villa
  • 2. -It should be taught at thesame time the pupils learn toread.-Writing does not start withletters. It should start withbasic pre-orthographictechniques, like drawing.-Writing must not be startedtoo early.-It must be understood as afundamental part ofeducation.
  • 3. -How the pencil is taken.-Right body position and paperholding.-Shape and size of the letters.-Orthography.-Separation between words andletters.
  • 4. - Controlled writing: The teacher tightlycontrols everything the pupil writes.-Guided writing: The teacher providesprompts or clues as a framework for ideasand organization.- Free production: Pupils have morefreedom to write. They refer to charts,pictures or other reference materials torevise and edit their own compositions.
  • 5. 1.- Make words gameThe teacher hides a few random letters around theclass. In groups, students have to find them andform the correct word on the blackboard. The firstgroup to form the word wins.
  • 6. 2.- Jumbled sentencesIn pairs, students have to put some jumbled sentences inthe correct order on the floor and rewrite them on theblackboard. The first pair to write the sentence is thewinner!
  • 7. 3.- Gap filling activityIndividually, students are given a card like the followingones. What they have to do is to fill in the gaps with theinformation provided by the teacher.
  • 8. A) Practising colours and numbers
  • 9. B) The seasons of the year
  • 10. 4.- Word search puzzleIn pairs, students have to relate as quick as possible the pictureson both sides of the square with the letters inside of it. Afterthat, they have to write the names under each photograph. Theteam that finishes the first wins. A G A N R I O E T S W P P I X E L T B L E U I L C R E C O W A E T M A B G A U D I A N P H A L C H F V E A U P H U T A V R F U K A N G A R O O W K E P B A P U N O P U R E A E L T R U T D O G T S E A O D Y T R A P I G A U P A B A R C A P K I C R O C O D I L E I Y P E O R O P E I N D H O O
  • 11. 1.- Category writing gameThe classroom is divided intotwo or three groups. Eachgroup chooses their “captain”.The teacher writes on theboard a word like “FRUIT”,“COLOURS” OR “ANIMALS”,etc. Each group has to telltheir captain to write down asmany words as they can. Theyhave one or two minutes. Eachgroup takes one point foreach word and correct spellingwill be taken into account.
  • 12. 2.-Write a question for each answer.Question 1: ____________________________________Answer 1: My name is “Simba.”Question 2: ___________________________________Answer 2: Today is Sunday.Question 3: ____________________________________Answer 3: I’m fine, thank you.Question 4: ___________________________________Answer 4: I need a new pair of shoes.Question 5: ___________________________________Answer 5: My favorite car is made in Germany.Question 6: ___________________________________Answer 6: There are six potatoes.Question 7: ___________________________________Answer 7: Yes, of course.Question 8: ___________________________________Answer 8: Don´t worry, you will pass it in September.Question 9: ___________________________________Answer 9: I think she is a beautiful girl.
  • 13. 2.-Word creationA long word is written on the board. Pupils will add(vertically) words that have been rooted from the baseword. Example D N T R N Y I A U N I O A O O O F A T H E R C H R I S T M A S A O O I S T R E H E R
  • 14. 4. Lets Have a Fantasy Birthday Party! Imagine that you are a very important and rich person and you are going to celebrate a big birthday party. You live in a fantastic house. All we have to do is: •-First: In pairs, write down how this fantastic house is. For that, make a list trying to imagine how this house could be (Example: enormous, beautiful, with a big garden, etc.) •- Second: Write a list of famous people that you could invite to this party (Example: Johnny Deep, Antonio Banderas, etc.) They may be Spanish or not. •- Third: Next to the names of the guests, write at least two adjectives that describe each of them, but write a longer description of your favourite guest. •- Fourth: Make a list of questions that you would like to ask to these people when they come to your party.
  • 15. 1.- Write the parts of his body.- Hello children, myname’s Aladino and I havea question for you: Whatis your favorite wish?(Write here please:)_____________________________________________________________________________________________________________________________________
  • 16. 2.- The secret code bookIn pairs or in groups, pupils are given a cardboard with a secretcode, where numbers correspond to letters. What they have todo is to create their own messages, which will consist of acommand that the other groups have to decode and interpret.The first group to do the action will have to create the nextmessage. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
  • 17. 3.- Wild sentences• Play this as a team game, with three or four teams.• Show the first card to the teams. They go to different corners of the room and try to think of a crazy sentence, using the word on the card. (Ex: if it´s a card with the picture of an elephant: “The elephant rides a bicycle”, or if it´s a pizza, “I like pizza with chocolate sauce”. Each team writes their sentence on a piece of paper.• The teams now compare sentences. An ungrammatical sentence gets no points. For grammatically correct sentences award one point per word and a “bonus” of three points for the craziest sentence. The team with the most points at the end wins.
  • 18. 4.- Look at the following picture and write all thewords that come to your mind.
  • 19. 5.- Write an acrostic poem about your teacher. Begin each line with a word or phrase that starts with the letter on that line.M________________________________Y________________________________T________________________________E________________________________A________________________________C________________________________H________________________________E________________________________R_________________________________
  • 20. 6.- Silly stories.The teacher writeson the blackboardthe beginning of asmall story. Eachstudent will add asentence veryquickly. At the end,we will have anoriginal storycreated by thewhole class.
  • 21. In order that writing tasks have a positive effecton our students over the years, they should have acommunicative purpose and meet the followingrequisites:-It makes the pupil think.-It solves a problem.-It’s playful in nature.-It’s enjoyable.-It serves to communicate something.-It’s useful at first sight.

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