ll PowerPoint presenttions 2
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To prepare for the Final Exam download the attached materials and study:
1. All PowerPoint presentations
2. Book by Nation - Chapters: 4,5,7,8,10
3. Book by Johnson - Chapters: 11,12, 17-23
4. Answer the sample questions (midterm materials). However, there might be other questions from the Books mentioned above, this is why read the chapters carefully.
5. In addition, the Final Exam will have the part in which you will have to write or make corrections to a lesson plan for Reading Class and for Writing Class.
6. The final exam will consist of T/F, matching, fill in the gaps and open ended questions. No multiple-choice questions, as usual :)
Midterm2 questions on “Teaching Reading and Writing” course
- Fill in the gaps with the appropriate word(s) from the box below.
|
practice mind experience reasonable language |
independent strategies knowledge shared |
issues repetitive purpose guided |
improves discuss prepared attention |
Helping Learners Write
Meaning-focused Input:
- Learners should bring experience and _____knowledge__________ to their writing. Writing is most likely to be successful and meaningful for the learners if they are well __prepared_____________ for what they are going to write.
Meaning-focused Output:
- Learners should do lots of writing and lots of different kinds of writing. Different genres use different writing conventions and draw on different language features (Biber, 1989) and so it is useful to make sure that learners are getting writing _______practice________ in the range of genres that they will have to write in.
- Learners should write with a message-focused _______purpose________. Most writing should be done with the aim of communicating a message to the reader and the writer should have a reader in ______mind_________ when writing.
- Learners should use writing to increase their _language______________ knowledge.
Language-focused Learning:
- Learners should know about the parts of the writing process and should be able to ______discuss_________ them in relation to their own and others’ writing.
- Learners should have conscious ___________strategies____ for dealing with parts of the writing process.
- Spelling should be given an appropriate amount of deliberate _____attention__________ largely separated from feedback on writing.
- Teachers should provide and arrange for feedback that encourages and ____improves___________ writing.
- Learners should be aware of the ethical ___________issues____ involved in writing.
Fluency Development
- Learners should increase their writing speed so that they can write very simple material at a _reasonable______________ speed. Fluency development can occur through _______repetitive________ activities and through working with easy, familiar material.
Designing Tasks
- ________experience_______ tasks try to narrow the gap as much as possible by using or developing learners’ previous experience.
- shared_______________ tasks try to get learners to help each other cross the gap.
- _guided______________ tasks try to bridge the gap by providing the support of exercises and focused guidance.
- _______independent________ tasks leave learners to rely on their own resources.
- Fill in the gaps with the appropriate words. One gap stands for one word.
- A very effective way of making a task easier is to make sure that the learners are _____familiar__________ with as many parts of it as possible.
- The learners should be encouraged to develop the ___habit____________ of checking their work carefully before giving it to the teacher to be marked. A marking system helps them to do this by showing them their main weaknesses.
- At the editing stage (different from the revising stage) students fix ___organization_,____style, grammatical and lexical correctness, and appropriateness.
- Getting real ________responses_______ to writing makes it come alive and gives it energy.
- The goal in brainstorming is __ to use all their senses to explore a topic _____________ _______________. Students do not naturally know how to brainstorm; thus, you must teach and demonstrate the process.
- Answer the questions below.
- What can the teacher do if learners do not have enough experience to do a task in writing? Give examples.
writing to your students the teacher writes personal letters to each learner and they reply in writing. The only rule is each letter should offer the reader some new bit of information about the writer. This technique involves genuine communication between the teacher and the learners involves genuine communication between the teacher and the learners
Situational composition is a type of free composition. A situation is created using an advertisement, a letter, a table of numbers, etc. The learners must do a piece of writing that suits the situation
Letter writing can be an activity between members of the class. The class can be organised so that some people pretend that they are working in a bank, others are working in shops, a tourist agency, a factory, a building company, and a school.
Brainstorming and quickwriting. These activities could be preceded by relaxation activities where learners are encouraged to use all their senses to explore a topic.The second group consists of systematic searching procedures such as
questioning (who, why, where, when . . .) or filling in an information transfer diagram. In all cases the learners have set steps to follow to make sure they consider all the important parts of the topic.
group brainstorming the learners get together in small groups and suggest as many ideas about the writing topic that they can think of. At first no idea is rejected or criticised because it may lead to other ideas. One person in the group keeps a record of the ideas.
With list making before writing, each learner makes a list of ideas to include in the writing. After the list is made then the learner attempts to organise it and this may lead to additions to the list.
Looping is when each learner writes as quickly as possible on the topic for 4 or 5 minutes. Then they stop, read what they have written, think about it and write one sentence summarising it. Then they repeat the procedure once more.
Cubing is when the learners consider the topic from six angles: (1) describe it; (2) compare it; (3) associate it; (4) analyse it; (5) apply it; (6) argue for and against it.
Using topic type grids. Information transfer diagrams based on topic types (Chapter 9) are a very useful way of gathering information before the writing is done (Franken, 1987). They can also be used as a checklist during writing.
Reading like a writer is when the learner reads an article or text like the one they want to write
- When getting feedback from his peers the writer should get answers to certain questions. List the questions.
(Nation pp.117- 123) writers should receive comments on the ideas in their writing (Are there enough? Are they relevant?), the organisation of these ideas (Are they well organised? Does the organisation make the ideas clear and interesting?), the ways the ideas are expressed in the text (Is the language use appropriate? Is the language use clear?), and so on.
- Describe a marking system when evaluating students writing.
It is probably more useful for the learners if the teacher does not correct their mistakes but shows them where the mistake is and what type of mistake it is. To do this a marking system is needed. Here is a useful one for the most common mistakes. The signs at the side of the page show the type of mistake, and the signs in the sentences show where it is. The learners should correct their mistakes themselves after the teacher has marked them.
- Write the benefits of peer editing in writing.
Learners can be encouraged to edit through the feedback that they get from their classmates, teacher and other readers. Such feedback is useful if it occurs several times during the writing process and is expressed in ways that the writer finds acceptable and easy to act on.
- How can the teacher use positive feedback to motivate his learners to write?
Positive feedback on the content of learners’ writing can do a lot to increase the amount of writing that learners do and to improve their attitude to writing. This feedback includes comments like the following.“The part about the fire was really interesting. Can you tell me more about that?” “You wrote that the end of the movie surprised you. What were you expecting?” Written feedback like this tells the writer that their work is being read, is understood, and interests the reader. Another form of positive feedback is publication. This can take many forms. Reading written work aloud to others is a form of publication. Having your work circulated or posted on the wall of the classroom is another, and having it appear in a printed collection is yet another. Some learners are embarrassed by praise, especially in the presence of
peers. One way of dealing with this is to praise the piece of work not the person. That is, rather than say “You did a good job with the introduction”, some learners may find it more acceptable to hear “The introduction was very clear and well organised”.
- One way of speeding up marking and making sure a balanced range of aspects of writing are dealt with is to mark each learner’s work using a scale. Each part of the scale can be accompanied by a brief comment explaining why that point on the scale was chosen. Draw the scale and say why it is useful for students.
Aspects of writing Comments
Richness of vocabulary
1 -------- 2 ------- 3 ------- 4 ------- 5
Mechanics (spelling, punctuation)
1 -------- 2 ------- 3 ------- 4 ------- 5
Grammatical accuracy and complexity
1 -------- 2 ------- 3 ------- 4 ------- 5
Organisation and coherence
1 -------- 2 ------- 3 ------- 4 ------- 5
Content
1 --------
- Describe the following feedback technique in writing: Conferencing on a Portfolio (Nation, p.142)
Conferencing involves a one-to-one meeting between the teacher and the learner to talk about the learner’s writing. A portfolio is a collection of several pieces of the learner’s writing, some of which may have already been marked and commented on. Conferencing on a portfolio allows the opportunity to look at weaknesses and strengths which appear in several pieces of writing and thus deserve comment. It also allows the opportunity to see improvement across several pieces of writing.
- Describe the following technique in improving the quality of writing: Self-evaluation with a Checklist (Nation, p.144)
_ Is your main argument clearly stated?
_ Is it presented very early in the writing?
_ Are the supports for this argument clearly signalled?
_ Are there enough sub-headings?
_ If you look only at the sub-headings, do they cover the main ideas
in the assignment?
_ Have you checked carefully for spelling and grammar errors?
_ Are all the references in your text also in the list of references?
_ Are your references complete and do they follow a consistent
format?
_ Have you kept within the word limits of the assignment?
- Describe Elley’s the 2 × 3 rule which is applied for the assessment of written work. Tell why it should be done this way. (Nation, p.146)
learners should be assessed on two pieces of writing which are independently graded by three markers, or on three pieces of writing assessed by two markers.
- “Describe a favorite family vacation.” is an example of a poor writing prompt. Why? Give an example of a good writing prompt. (Johnson)
This is a poor writing prompt because you cannot assume that every student (a) has a family, (b) feels comfortable with his or her family, (c) has had a family vacation, (d) wants to go on a vacation, or (e) enjoys family vacations. With this writing prompt you are telling students, “You must have a family you enjoy and you must have enjoyed a vacation someplace. If not, you are abnormal.” Instead, an example of a good writing prompt would be something
like “Describe something you enjoy doing.” Every student, regardless of circumstance, could respond to this prompt. Every student could succeed regardless of ability.
- Put in the correct order: (Johnson)
Brainstorm and Group
- Look for groups or patterns. …………….3
- Generate as many ideas as you can……... 2
- Use groups for sections or paragraphs…………5
- Start with a topic……….. 1
- Organize into groups……….4
Outlining
- Begin writing…………………4
- Use letters to add details……………..3
- List important ideas using numbers………………2
- Look at topic or theme………………….1
Magic Circle (Revising)
- Pass papers out……………3
- Wait for empty desk, respond to another paper…………….6
- When finished, leave it on the desk, move to center of the circle………………….5
- Try to respond to at least three papers…………………7
- Put chairs in a circle…………………2
- Students respond to a paper (write on it)………………….4
- Collect papers (no names)…………….1
- “Once a student has taken a piece to the revision stage, the majority of time should be spent reading, rereading, moving things around, and getting feedback from others. This is where time is spent molding and shaping a piece of writing. Encourage students to read their work out loud to develop a writer’s ear.” What does “a writer’s ear” mean? (Johnson)
Writer's Ear is a new way for students teachers and writers, by working and playing together, to produce superior writing.
- While teaching writing, what should the teacher do if she is not certain about what skills to teach her students?
- What is an Editing Checklist used for? How is it used? (Johnson; pp 194-200)
Teach students how to edit their own work by providing structure by using a simple checklist with three to five specific skills to look for (see the editing checklist below). As they edit have students focus on just one skill at a time. For example, they should first look to see that all sentences begin with capital letters and make a check in the “yes” column when they have done so. Then they should read each sentence out loud to see if it makes sense by itself and is a complete idea.When they have completed the editing checklist they should ask another student to review and edit their work.
Editing Checklist
1. Begins sentences with capital letters: yes ____ no ____
2. Writes sentences with a complete idea: yes ____ no ____
3. Ends sentences with a period: yes ____ no ____
4. Circles words that don’t look
quite right (spelling): yes ____ no ____
5. Uses “isn’t” and “wasn’t” correctly: yes ____ no ____
15. What is Peer Editing? What is it used for?
Peer editing is a way for students to edit each other’s papers. Editing other students’ papers is also an indirect way to learn about spelling, grammar, and punctuation.
- Describe the following Publishing types:
Author’s Chair
Students Books
Student Magazines or Newspapers
PowerPoint Books
An e-Story
Comic strips or comic books
Bulletin board showcase
Online website
Author’s chair. This is where a student reads a piece that she or he has written. If you are in a classroom setting, have one or two students sign up for author’s chair each day. I have found that two students a day generally works best.
Student books. Students love to read each other’s work. Create books for your classroom library that are made up of students’ writing. This is done by having individual students collect their best writings and create book. They would then design and illustrate a cover as well as create picture that might be included with each story.
Student magazines or newspapers. Create a monthly magazine (or twice monthly) that contains student stories along with other articles found in magazines. You could have advice columns, editorials, comics, or information columns based on students’ interests or expertise. Magazines and newspapers don’t have to be limited to a single classroom. They can be gradewide or even schoolwide.
PowerPoint books. PowerPoint books enable students to copy and paste pictures from the Internet to create a visually pleasing story.
An e-story. A variation on the PowerPoint story is the e-story. This is simply a matter of copying and pasting Internet and digital pictures into a word processing document to illustrate or enhance the story. This works better for longer documents. These longer stories would then be printed and read.
Comic strips or comic books. Similar to a PowerPoint book, students must think in visual images when creating a story.
Bulletin board showcase. This classic idea is still effective. Create a place on a bulletin board or wall for showcase stories. These are stories that have been edited and ones you believe to be outstanding in some respect.
Online website. For those of you savvy enough, create a website to display students’ stories. Links can be used to organize stories by topic, date, or student.
- What kind of writing is authentic?
Authentic writing comes from within the student. In this way also, every student can experience success. For example, if you ask a student to describe what he or she likes to do on weekends, every child can do this. Some may need to use more pictures than words, but every child can use print to create meaning.
- What kind of writing is inauthentic?
This occurs when students are asked to write a report on a subject somebody else has chosen for them or to do a book report in order to prove that they’ve read the book.
- Match the writing prompts below to its type: authentic / inauthentic.
- What are the benefits of temporary spelling?
Temporary spelling enhances the flow of ideas. When students are writing and they ask how to spell a word, tell them to use as many letters as they can hear to hold the idea. This is called temporary spelling, a placeholder for the idea. You might want to have students underline their temporary spelling so that they’ll know which words to give attention to during the editing phase of their writing.
- Draw a Writing Assessment Form.
Assessment of any kind should inform our instruction. That is, we assess
to see how students are doing, to see how well we’re teaching, and to get
a sense of what skills need to be taught. The writing assessment form
(WAF) can be used to document students’ growth while inviting them to
experience success.
Writing Assessment Form
Writing prompt or topic:
Key: 4 = outstanding, 3 = very good, 2 = average, 1 = low
• Content, ideas: ____
• Mechanics (spelling, grammar, punctuation): ____
• Met deadlines, fulfilled assignment requirements: ____
• Organization, structure: ____
• Fluency, communication: ____
• Appearance: ____
- What should the teacher do if students write the absolute minimum and are unwilling to add more to what they have already written? (Nation pp 200-210)
- Describe three types of brainstorming.
- What is a topic sentence?
These are the same as adjective sentences, except here students create sentences about a given topic. (It works best to choose topics connected to students’ lives, experiences, or other curriculum areas.) For example, your students may be enthralled with football. They like talking about it, playing it, and reading about it in the newspaper. Ask them to create football sentences using words from one or more word families. In the same way, if students are studying a unit on birds in science, have them create bird-related sentences.
- What is a supporting sentence?
help support main ideas much easier once flexible outline has been written
- Why is it advisory to write at least two drafts before handing the final version of the essay?
The learners could write several drafts. During each rewriting, the learners have the experience gained from the previous writings and preparation.
- What is coherence? How is it important in writing?
flow of the writing, to stimulate further ideas, and to look for errors.
- What is an outline of an essay? Why is it important?
- Look at topic or theme.
2. List important ideas using numbers.
3. Use letters to add details.
4. Begin writing
- How writing is different from speaking?
|
Speech: Universal, everybody acquires it Uses pause,intonation Speaking – mouth Listening – ear |
Writing: Not everyone learns to read and write Uses punctuation Writing – hand Reading - eye |
- How speaking is similar to writing?
- Are the following statements True or False?
- Written work is usually done for a purpose and for a particular audience. T
- While editing, teachers should reinforce the idea that good writing is writing without errors and having good ideas and then communicating them. F
- All writers need and use editors. T
- Real writers edit last. T
- Overemphasizing conventional spelling in the beginning stages can develop writing. F
- Good writing is writing that expresses ideas efficiently and effectively.T
- Learning to spell is not a developmental process. This is why students should learn how to avoid spelling mistakes while drafting or revising. F
bloom's taxonomy
true/false questions
practical questions about demo lesson
lesson plan(example: objectives for warm-up activity)
approaches(content based, task based, participatory)-fiiling the gaps in description of approach, or making decision, while describing the lesson, in the middle of description, Yusuf bey can ask what teacher should do, or what would you do, something like this
classroom management(for example:group work, or "time on task"=what percent of lesson you devote to the activity, or about target language)
a teper' some example questions, kotorye ya uslyshala:
1. In order to increase time on task what kind of teacher's techniques do you know? (che to ne to kajetsya, no vy navernoe ponyali)
2. While working in group how can teacher get students' attention? => better not to interrupt, do sth that everybody can hear:clap, etc.
3. Demolesson needs clear instructions> How can you make sure if they are clear? => "Please raise hands if you understand", or "Do you have questions?"
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