Teaching Writing

1. Training & Workshop
February 18th
,2014
Berrouaghia
By
Mr.Samir Bounab

2. Time Tasks
9:00
Opening session
– Talk about problems teachers are facing ( briefly & listen to
suggestions )
-Quick Feed back about the last meeting
- Presentation of the topic of the day. ( Teaching Writing)
9: 20 - Power point presentation ( talking about the problem that
learners face to write
9:30 - Alan’s presentation
10:00 - Feed back about the presentations
10:30 - -workshop ( plan writing lessons for the 4 levels of Middle
School learners)
11:30 - Feed back
12:00 - Closure of the session

5. Picture Styles give you great looking “frames” in a single click.

8. Click a picture, and then click the
Format Picture tab to create your
own frames and make picture
corrections such as adjusting
contrast and brightness or cropping
the picture for just the right look.
Writing Process
Process writing consists of the following stage :
1 brainstorming‐
2 planning or organizing‐
3 drafting(writing the first draft)‐
4 editing‐
5 publishing‐
1. brainstorming :getting started is the most dif
ficult task in writing.with the help of
brainstorming we make it less painful for the st
udents . in the brain storming stage,the
students starts thinking about the topic given.
This may be done as a whole class activity or
in groups so the students benifits from each oth
er as well.3the teacher writes on the board
every idea that comes friom the students witho
ut eliminating any.
To initiate thinking and generate possible writi
ng topics,it s important for students to
explore ideas for writing topics using a variety
of pre writing strategies,such as the‐
following :
*word map
*viewing media such as pictures,movies, a
nd television
*interviewing a person knowledgebale abo
ut the topic
*engaging in peer or teacher_student discu
ssion
*reading about and researching the topic
*free writing
*listing
*reflecting upon personal experience
*examing writing models
*role playing
*asking the Ws..who,what,where ,when an
d why. What do u wa

9. 2planning stage : once the ideas are put rando
mly on the board,it is now time to eliminate
some and organize the rest of the ideas as « ma
in support » ; in other words, plan the
writing.
3‐drafting (writing the first draft) : by looking at the plans, the students start writing their
essays.they may change the order of their main supports,or re_arrange their minor supports.i
f you have read myths about people writing a perfect essay on their first try, it is time to face t
he truth : there is always a mistake either in the organization or in the grammar or the choic
e/form of the vocabulary.this leads us to editing.
4‐Editing :what is the editing stage ?
The editing stage is when you check your essay for mistakes and correct them.
Editing steps :

10. *grammar and spelling :
‐check your spelling
‐check your grammar.
‐read your essay again
‐make sure each sentence has a subject
‐«make sure your subject and verb agree with e
ach other
‐make sure that each sentence makes sense
*style and organization :
‐make sure your essay has an introduction.
‐
check that you have a thesis statement that iden
tifies the main idea
of the essay.
‐.check that all your paragraphs follow the para
graph format
‐see if your essay is interesting.

11. 5‐publishing : what is the publishing stage ?
The publishing stage is when you produce a final copy of your essay to hand in.
*publishing steps :
‐make a paper copy of your essay
‐read to group
‐hand in your work to your teacher.
‐ask them for hints on how to improve your writing.

13.
          I .
        
{ C o m p o n e n t s o f t h e c o m p e t e n c y }
E s t a b l i s h c o n t a c t w i t h h i s v i s - a v i s .
S e n d a m e s s a g e
R e a c t t o a m e s s a g e n o n - v e r b a l l y .
M a i n t a i n a n o r a l i n t e r a c t i o n
C o l l a b o r a t e s
E v a l u a t e s
          I I .
         
{ C o m p o n e n t s o f t h e c o m p e t e n c y }
F i n d s o u t t h e g l o b a l m e a n i n g o f a w r i t t e n t e x t .
M o b i l i z e s s t r a t e g i e s t o u n d e r s t a n d a t e x t ;
B u i l d s t h e m e a n i n g o f a t e x t s t a r t i n g f r o m e x p l i c i
i n f o r m a t i o n
M o b i l i z e s t h e a l r e a d y a c q u i r e d k n o w l e d g e t o d e v e
h i s l i n g u i s t i c t r a i n i n g d u r i n g t h e i n t e r p r e t a t i o n o f t
P e r f o r m r e l e v a n t t a s k s .
E v a l u a t e s h i s l e a r n i n g .

















          I .
        
{ C o m p o n e n t s o f t h e c o m p e t e n c y }
E s t a b l i s h c o n t a c t w i t h h i s v i s - a v i s .
S e n d a m e s s a g e
R e a c t t o a m e s s a g e n o n - v e r b a l l y .
M a i n t a i n a n o r a l i n t e r a c t i o n
C o l l a b o r a t e s
E v a l u a t e s
          I I .
         
{ C o m p o n e n t s o f t h e c o m p e t e n c y }
F i n d s o u t t h e g l o b a l m e a n i n g o f a w r i t t e n t e x t .
M o b i l i z e s s t r a t e g i e s t o u n d e r s t a n d a t e x t ;
B u i l d s t h e m e a n i n g o f a t e x t s t a r t i n g f r o m e x p l i c i t
i n f o r m a t i o n
M o b i l i z e s t h e a l r e a d y a c q u i r e d k n o w l e d g e t o d e v e l o p
h i s l i n g u i s t i c t r a i n i n g d u r i n g t h e i n t e r p r e t a t i o n o f t e x t s .
P e r f o r m r e l e v a n t t a s k s .
E v a l u a t e s h i s l e a r n i n g .

















14.           I I I :
       
{ C o m p o n e n t s o f t h e c o m p e t e n c y }
U s e s a p p r o p r i a t e s t r a t e g i e s .
M o b i l i z e s a l l s t r a t e g i e s a t h i s d i s p o s a l t o d e v e l o p h i s l i n g u i s t i c
p r o f i c i e n c y
C o n c e i v e s w r i t i n g a s a t o o l f o r l e a r n i n g a n d c o m m u n i c a t i o n
A d a p t h i m s e l f t o t h e s i t u a t i o n o f c o m m u n i c a t i o n
S t r u c t u r e s h i s t e x t
E v a l u a t e s h i s p r o c e s s .






                   



W i t h h i s t e a c h e r / m a t e s
C o n s u l t v a r i o u s s o u r c e s { d i c t i o n a r i e s , t h e m e d i a , t h e i n t e r n e t … }
           
                             
B y t h e e n d o f t h e s c h o o l y e a r , t h e l e a r n e r s h o u l d b e a b l e t o
e x p r e s s h i s i d e a s , o r g a n i z e t h e m a c c o r d i n g t o l o g i c a n d
c h r o n o l o g y , a n d t a k e i n t o a c c o u n t s y n t a x , s p e l l i n g a n d
p u n c t u a t i o n f o r ( 1 ) d e s c r i b i n g ( 2 ) n a r r a t i n g
H o w ?
T h e p u p i l i s s u g g e s t e d a m o d e l t o f o l l o w .
H e i s g i v e n a c c e s s t o n e w w r i t i n g s t r a t e g i e s .
I n s i t u a t i o n s l i n k e d t o ( 1 ) t h e c l a s s ( 2 ) t h e p u p i l' s i n t e r e s t s a n d
( 3 ) t h e p u p i l ' s n e e d s .
W i t h a u d i o - v i s u a l s u p p o r t
U s i n g p e d a g o g i c a l r e c r e a t i v e a c t i v i t i e s
W i t h c l e a r a n d p r e c i s e i n s t r u c t i o n s
T a k i n g p a r t i n g r o u p w o r k ( n e w s p a p e r s , m a g a z i n e s , c a r t o o n s ,

17. Guide BEM October 2007Guide BEM October 2007
Situation of integration
(Target situation)
authentic documents
a set of instructions
adapted to the
level
of the pupil
in accordance with the
pedagogical objectives
in accordance with
the context of work
integrates the
knows ,skills;
attitudes
conveys
positive
values
in accordance with
the target
competence
significant
should be within reach
readable
formulation
motivating
formulation rather
than a question
illustrations
realistic practice
takes into account
the local means
should be within a
situation of
communication