presented by Mr Yaddaden Nouredine

1. Hi! Nice to be here with you again.
Hi! Nice to be here again
with you.

2. “The fish trap exists because of the fish.
Once you've got the fish you can forget the
trap. The rabbit snare exists because of the
rabbit. Once you've got the rabbit, you can
forget the snare. Words exist because of
meaning. Once you've got the meaning, you
can forget the words. Where can I find a man
who has forgotten words so I can talk with
him ?”
Zhuangzi : philosopher

3. « Progress is impossible
without change, and those
who cannot change their
minds cannot change
anything. »
by George Bernard Shaw : playwriter

4. « Try not to become a man of
success, but rather a man of
value. »
by Albert Einstein:

5. ‘The teacher’s roles
teaching writing

6. « It’s not our job to cram the pupils heads full of new facts but
to take what he/she knows and help them expand it.»
We can say, is that the pupils will certainly/unavoidably need to
talk or to write in the future about themselves when the
opportunities occur. This is why we should provide our pupils
with the best conditions of learning.
We have specific roles to play at different stages. We must vary
and adjust our techniques to suit the various stages of learning
process. In each lesson, the pupils are expected to listen, speak,
read and write.
As we all know listening and reading are receptive skills. Whereas
speaking and writing are productive skills.

7. My purpose today is to focus on teaching writing. What is writing ?
Writing is tranformation of our thoughts into language. It is a very complex
skill that requires both physical and mental effort on the part of the writer.
Writing is the last and perhaps the most difficult skill students learn if they
ever do.
Problems that make writing difficult are :
1- psychological. (caused by lack of interaction and feedback between
the reader and the writer.
2- Linguistic problems : in speech, grammar mistakes can be tolerated
because of the spontaneous nature of the medium which prevents us from
fully monitoring what we are saying in particular our sentence constraction
and the inter connection of our sentences.
In writing, we have to express ourselves in a clear and more
grammatical manner in order to compensate for the absence of certain
features of spoken language, such as :
- Body langauge
- Prosodic features (stress, intonation….)
- Immediate feedback between the interlocutors.

8. 3- Cognitive problems.
Unlike speech, writing has to be taught through formal instruction.
The organisation of framework for our ideas in written communication has
to be mastered.
All these difficulties make learning to write a sophistacated process,
that combines many interrelated components :
- Purpose ( The reason for writing.)
- Audience ( The readers.)
- The writer’s process ( planning, drafting, revising)
- Content (Relevance, clarity, originality, logic…)
- Word choice (vocabulary, idioms, tone )
- Organisation (paragraphs, topic and support, cohesion and unity )
- Syntax (sentence structure, stylystic choices…)
- Grammar (rules of verbs, agreement, articles, pronouns…)
- Mechanics (handwriting, spelling, punctuation…..)

9. We cannot learn to write well simply by following general prescriptions.
The best way to develop skill in writing is to develop skill in observing how
others write. Reading is an integral part of the process of learning to write.
Before we ask our learners to write something, we have to ask
ourselves these questions :
1- Do learner’s have a good handwriting ?
2- Do they know how to use capitalization, punctuation, linking words,
sequencers and others.. ?
3- Do they know what is coherence, cohesion…?
There are many types of exercises to practise writing ranging from the
habit of note-taking to write summaries and guided or free compositions.
a) Simple copying tasks : matching pairs, putting words/sentences in
order, games ‘anagrams’ decoding messages…..
b) Meaningful copying task : Matching words to pictures, putting words
into categories. …..

10. C- Other copying activities : Writing a similar paragraph, dictation,
crosswords, use of punctuation and capitalisation while copying a
paragraph, dialogue writing, writing jumbled texts, sentences, essays…..
Paragraph types and purposes
1- The descriptive paragraph (of a place, person, physical
appearance.)
2- The narrative paragraph (present and past narration.)
3- The expository paragraph ( Aim is to
inform/explain/clarify something about any subject.
writer appeals to our emotion + moral sense.)
4- The comparison and contrast paragraph.
5- The classification paragraph.
6- The process analysis paragraph.
7- The cause and effect paragraph.
8- The argumentative paragraph.

11. Clear, fluent and effective communication of ideas.
Introduction :
The main idea that helps the reader
to know (predict ) what is coming up.

12. Content/ Development :
This is the main part of a paragraph.
The writer develops his ideas and
adds some details

13. Conclusion :
The writer sums up what he has
already discussed in the content and
finishes the presentation of his idea.

14. Teacher should
take into
consideration:

15. Planning a
lesson

16. Setting clear
objectives

17. Selecting a
context according
to the PP’s
interests

18. Using
appropriate &
explicit visual
aids

19. Using
appropriate
activities

20. Develop the
four skills

21. Organising of
the class

22. The teacher should provide his learners with the best
conditions of learning. At the right beginning of the
lesson, Teacher should find things that can motivate his
pupils. It’s is the most important role. He serves as a
motivator. Here are some of the motivating factors :
a) Personality of the teacher (sensitive,sympthic,open-minded,
flexible)
b) Competence and confidence of the teacher.
c) T’s ability to interest his/her pupils.
d) Pupils’ needs.