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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
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practice mind experience reasonable language |
independent strategies knowledge shared |
issues repetitive purpose guided |
improves discuss prepared attention |
Helping Learners Write
Meaning-focused Input:
Meaning-focused Output:
Language-focused Learning:
Fluency Development
Designing Tasks
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
(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.
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.
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.
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”.
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 --------
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.
_ 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?
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.
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.
Brainstorm and Group
Outlining
Magic Circle (Revising)
Writer's Ear is a new way for students teachers and writers, by working and playing together, to produce superior writing.
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.
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.
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.
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.
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.
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: ____
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.
help support main ideas much easier once flexible outline has been written
The learners could write several drafts. During each rewriting, the learners have the experience gained from the previous writings and preparation.
flow of the writing, to stimulate further ideas, and to look for errors.
2. List important ideas using numbers.
3. Use letters to add details.
4. Begin writing
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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 |
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?"
eto Aijanka napisala