3. Sentence by sentence
Using the board
Dictogloss
Collaborative writing Rewriting sentences
First lines, last lines
Writing in groups and
pairs
Directions, rules, instructions
Story reconstruction
4. USING THE BOARD
Sentence by sentence
It has the great advantage of creating a clear focus
for everyone in the room, and can create a feeling
of shared achievement.
For example:
Ss can be asked to build up a letter in reply to an invitation
on the board, so each time a new student goes up to the
board to write sentences, the rest of the class can help by
offering suggestions, corrections, or alternatives.
5. Dictogloss
The purpose of this activity is to focus the students’
attention on specific items of language by getting
them to analyze the difference between their
written recreations and the original which they
have heard.
For example:
Ss are asked to re-create a text or story that the teacher reads
to them (using gestures).
6. WRITING IN GROUPS AND PAIRS
Rewriting (and expanding)
sentences
Ss are presented with a stereotypical statement and
asked to amend it to reflect the opinions of the
group. This provokes discussion not only about the
topic but also about how to write a concensus
opinon appropriately.
For example:
The teacher gives students a short sentence and then they
have to expand the sentence with as many words as possible.
7. First lines, last lines
They are used to get students’ imagination going.
For example:
Ss can be given either the first line of a story or the last line.
Then they have to write a story to include one or the other.
After that, they discuss the situation in their groups and
create a story which follows on from the first line or ends
with the last line.
8. Directions, rules,
instructions
Ss can be asked, in groups, to write the four
principal rules of a game they like and know how
to play.
9. Story reconstuction
Each student is given a different piece of a jigsaw
and then they have to reassemble the bits into a
coherent whole.
