TEC YLS _ Writing 2.pptx
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This document discusses various writing activities for primary classrooms, divided into controlled, guided, and free activities. Controlled activities focus on copying and dictation to reinforce language. Guided activities include fill-in exercises, half dictation sentences, and letter writing. Free activities allow more creative expression, as students will listen to a teacher discuss how to structure freer writing for young learners. The document provides examples of different types of age-appropriate writing exercises teachers can use in primary classrooms.
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ABSTRACT:It is no use proclaiming Senegalese students’ poor writing performance in English from the
rooftops. As a critical productive skill, most students relegate writing to a position of secondary
importance. There is a significant discrepancy between understanding the topic and producing a correct sentence
from spelling and grammar mistakes to vocabulary deficiency. During class tests, in exams, etc., the copy-andpaste phenomenon is increasingly becoming the substitute for reflection and personal production. However,
students alone must not be the sole scapegoats of this school poor performance of which they are already the
victims. Senegalese English as a foreign language (EFL) teachers ought to be creative enough to be able to teach
writing efficiently. With a total of 60 participants selected as research samples from different schools, this paper
explores the reasons why students underperform in writing and probes EFL teachers’ proposed writing activities
in their classrooms. I have used questionnaires for both quantitative and qualitative data collection methods to
verify the hypotheses. The findings of this research have revealed that students severely underachieve in writing
as an activity. In a constructive prospect, I have suggested a creative writing activity and sound sources that can
remedy this underperformance in the discussion section.
Keywords: writing in EFL, writing performance, school failure, creative writing activities, Senegalese EFL
classrooms.
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2) The process involves students sharing a common experience, documenting it through pictures and signed discussion, and composing the experience in American Sign Language according to composition guidelines.
3) Adults then translate the students' signed language into written English for reading instruction, with the goal of helping students make connections between their natural sign language and printed English.
Board basics
Blackboard learning has evolved over time from simple chalkboards to incorporate new technologies like projectors, whiteboards, and online learning platforms. While technologies have changed, blackboard learning remains an effective visual teaching tool, especially for visual learners. New online platforms like Blackboard supplement traditional teaching methods by allowing remote and continued learning through virtual classrooms, discussions, and supplemental materials. Rather than replacing blackboard learning, technological advances have enhanced it to improve learning experiences.
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A sample writing lesson - Read-Only.pptx
This document provides instructions and activities for students to practice writing an email about sports. It includes suggesting organizing an email into paragraphs about beginning the email, the reason for writing, including two main ideas, and ending the email. It then provides several activities for students, such as rewriting an email into paragraphs, answering true/false questions about an example email, labeling sports in pictures, discussing sports they play, and answering questions to prepare to reply to the example email about sports activities at their own school.
Task set-up.pptx
This document provides guidance for setting up and managing classroom tasks. It outlines a six step process for teachers to follow: 1) grab students' attention using visual or auditory cues; 2) hold up materials needed for the task; 3) give clear, simple instructions using imperatives; 4) demonstrate the task; 5) check that students understood instructions through questioning; 6) monitor students as they work, providing encouragement and feedback. The goal is to engage students and ensure they understand expectations before beginning independent work.
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This document discusses the characteristics of 14 to 17 year olds. Physically, boys and girls have completed puberty and physical growth. Mentally, older teenagers have begun to develop their own identity and independence from groups. They are able to work independently and manage tasks with less supervision. Relationships become more individualized rather than group-focused. Older teenagers also begin to understand that issues are complex with multiple perspectives rather than single right answers.
TEC YLS _ Reading.pptx
The document outlines the stages of an effective reading lesson for primary learners: 1) Warm-up - a quick game to engage learners; 2) Lead-in - use of questions, pictures or clips to set the context; 3) Pre-reading - teach vocabulary and have students predict the text; 4) While reading (1) - first reading focusing on general ideas; 5) While reading (2) - second reading finding specific details; 6) Post-reading - students react to and discuss the content of the text. Each stage has time limits and focuses to make lessons comprehensive yet concise.
TEC YLS _ Listening stages.pptx
The document outlines the stages of a reading lesson for primary learners. It describes 6 stages: 1) Warm-up - a quick game to get students settled, 2) Lead-in - a brief activity to set the context, 3) Pre-listening - prepares students with vocabulary, 4) While listening (1) - students listen for the first time and focus on general ideas, 5) While listening (2) - students listen again and find specific details, 6) Post-listening - students react to and discuss the content. Each stage has guidance on time limits and focus.
TEC YLS _ Listening.pptx
This document provides examples of listening activities for a teacher education course on primary education. It describes exercises where students listen for mistakes, put pictures in the correct order based on a text, fill out questionnaires, color pictures while listening to instructions, and fill in missing words. It recommends that students can also create their own listening tasks and activities to practice their language skills. The key activities involve listening closely to instructions and using visual aids to demonstrate comprehension.
TEC YLS _ Vocab YLS.pptx
The document provides a framework for presenting vocabulary in primary classrooms with 4 steps: 1) Introduce meaning with visuals, 2) Check understanding through actions and pointing, 3) Drill pronunciation in groups and individually, 4) Present the written form. Some techniques for checking meaning include having students point to images around the room or show flashcards, while pronunciation drills include choral, slow, fast and covered repetitions. The framework emphasizes introducing meaning first before practicing pronunciation and viewing written words.
TEC YLS _ 8 to 11.pptx
Children ages 8 to 11 have formed basic concepts about the world and have strong views. They can distinguish between fact and fiction and frequently ask questions. They rely on both spoken language and physical experiences to understand meaning. They are starting to make some decisions about their own learning and have clear preferences. They also have a developing sense of fairness and may question teacher decisions. They can work cooperatively with others and learn from peers. By age 10, children have a well-developed native language and understand basic syntax rules. They can comprehend abstractions, symbols, and begin to generalize and systematize.
TEC YLS _ Task set-up.pptx
This document outlines steps for an effective task cycle for teachers. The task cycle includes 6 steps: 1) grab students' attention, 2) hold up materials, 3) set clear instructions using short sentences and imperatives, 4) demonstrate the task, 5) check that students understand the instructions, and 6) monitor students as they complete the task. Following these steps can help teachers effectively engage students and ensure they understand assignments.
TEC YLS_Framework.pptx
This document outlines the stages of a writing lesson for primary learners. It includes: 1) a warm-up activity to engage learners, 2) a lead-in activity to set the context, 3) exposing learners to a model text to analyze, 4) pre-writing activities like brainstorming to generate ideas, and 5) the writing task where learners produce their own text with guidance and support from the teacher. Each stage should be brief, no more than 5 minutes, and build upon the previous activities to scaffold the writing process for young learners.
Discourse.pptx
This document lists sources related to the topic of discourse for a CELTA blended course. It includes books and sections on vague language, referencing, showing interest through backchanneling, hesitation markers, and linkers. Sources discussed are books including Clockwise Advanced by Shapiro, Real Writing 3 by Gower, Cutting Edge Intermediate by Cunningham and Moor, Natural English Intermediate Listening Booklet by Gairns and Redman, and New Headway Intermediate Fourth Edition by Soars and Soars. The document provides resources for different aspects of discourse analysis.
Disadvantages of using authentic materials.pptx
This document contains a series of letters that do not form coherent words or sentences. The letters are separated by spaces and pipes but do not convey any clear meaning or message.
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TEC YLS _ Writing 2.pptx
- 1. TEACHER EDUCATION COURSE PRIMARY | ANOS INICIAS DO ENSINO FUNDAMENTAL WRITING ACTIVITIES FOR THE PRIMARY CLASSROOM
- 2. TEACHER EDUCATION COURSE PRIMARY | ANOS INICIAS DO ENSINO FUNDAMENTAL Controlled writing activities
- 3. STRAIGHT COPYING Copying is a fairly obvious starting point for writing. It is an activity which gives the teacher the change to reinforce language that has been presented orally or through reading. For children who still find even straight copying difficult, you can start them off by tracing words.
- 4. MATCHING You can vary straight copying by asking pupils to match pictures and texts, ot to choose which sentence they want to write about the text.
- 5. ORGANIZING AND COPYING Copying can also be a good introduction to structured writing, as in the example.
- 6. DELAYED COPYING You can do 'delayed' copying which is fun to do in class, for training short term visual memory. Write a short, familiar sentence on the board, give the students a few seconds to look at it, and the rub it out and see if the student can write it down.
- 7. COPYING BOOK It is useful for students to have a copying book where they can copy new vocabulary, a little dialogue, something you want them to remember etc.
- 8. DICTATION Dictation is a very safe type of activity if you keep the language elementary and simple, and because you, the teacher, are providing the actual language as well as the context. Remember that dictations should: ● be short ● be made up of sentences which can be said in one breath ● have a purpose ● be connected to work which has gone before or comes after ● be read or said at normal speed
- 9. TEACHER EDUCATION COURSE PRIMARY | ANOS INICIAS DO ENSINO FUNDAMENTAL Guided writing activities
- 10. FILL-IN EXERCISES Fill-in exercises are useful activities, especially at the beginner stages. They do not require much active production of language, since most of the language is given, but they do require understanding.
- 11. DICTATION You might like to try dictating only half of a sentence, and asking students to complete it in their own way.
- 12. LETTERS, CARDS & INVITES Letter writing seems to be a popular activity, and it is indeed a useful way of getting pupils to write short meaningful pieces of writing. Ideally, letters should be written to be sent
- 13. TEACHER EDUCATION COURSE PRIMARY | ANOS INICIAS DO ENSINO FUNDAMENTAL Free writing activities
- 14. On the next screen, you will listen to a teacher talking about freer writing activities. Listen to her and take notes of the main characteristics of freer writing activities in the primary classroom. Remember that you will be sharing you notes later.
- 15. Adapted from Scott, Y. and Ytreberg, L. (1995). Teaching English to Children. Pearson Longman.