Effective ways to prepare students for writing exam in English
презентация к уроку по английскому языку (9 класс)

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Effective ways to prepare students for writing exam in English T echniques, methods, approaches by S.G.Zimanova The teacher of English Vysokogorsk а ya Secondary school №2

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Content Introduction Improving students’ fluency and accuracy in writing Enlarging students’ vocabulary The stages of writing process Involving students in doing correction work Useful tips Some activities to use in the lesson to practise writing

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What is writing? Writing is one of the four language skills. Along with speaking, it refers to productive skills. To produce something in written form it is not sufficient to know what to write but also to have someone to communicate a message to. To get a message across students need to learn how to write in a proper way. Writing skills are acquired by constant practice. We should always motivate the ELLs by using various techniques, methods and approaches in the teaching of writing skills, raising their awareness of different aspects such as writing subskills, writing process, marking criteria.

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Writing subskills Accuracy Spelling Forming letters Writing legibly Punctuating correctly Using correct layouts Using grammar correctly Joining sentences correctly Communicating our ideas Using appropriate style Organising ideas in a helpful way Using the features typical of the text type Using appropriate functions to express the meaning

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Fluency prior to accuracy What can discourage students from writing? It’s definitely their fear of making mistakes. That’s why it’s more important to practise writing fluency which can be done at all levels. It can be organized in the form of a competition in response to a reading activity or listening activity. S tudents are given a minute or two to discuss what they can write about in groups. After discussion they write as much as possible. The person who can write the most words is the winner in each group . When the time is up, students swap what they have written and count each other’s words to work out who the winner is .

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To improve students’ accuracy in writing e ncourage them to keep notes of their common mistakes My common mistakes Third person s He like … She want…. don’t / doesn’t He don’t have…. Prepositions At the morning What I should write He likes… She wants He doesn’t have…. In the morning

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Correction code can be an extremely effective tool for encouraging self-reflection and self-guided improvement . WW = wrong word MW = missing word EW/UW = extra word/unnecessary word SP = spelling mistake GR = grammar mistake WP = wrong preposition WO = wrong word order ??? = this is unclear MCM = my common mistake

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Extending vocabulary Students must be aware of different language aspects Synonyms Homophones Words easily confused Opposites Collocations Phrasal verbs Dependent prepositions

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The stages of writing process Prewriting / brainstorming Planning / organising ideas Drafting Editing (correcting and improving the content of the text) Proofreading (checking for mistakes in accuracy and correcting)

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Let the students do correction work in groups You can involve your learners in the revising stage by setting up groups of 4 students. Each one gets a specific job : one looks at spelling , the next at text organisation , one at grammar , and another at vocabulary . Your learners will profit as they realise that constant re-drafting, revising and editing are part of the writing process and cannot be left to the teacher alone.

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Encouraging students to use different grammar structures and discourse markers After students have finished their writing, ask them to highlight and identify grammar structures and discourse markers that they have used in their piece of writing.

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Marking criteria register content accuracy cohesion organisation range Target reader

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Making a distinction between formal and informal style formal Single-word verbs Formal connecting words Impersonal constructions Abstract nouns Complex sentences No contractions in writing informal Phrasal verbs, idioms Informal connecting words Active constructions Modal verbs, adjectives, clauses Simple sentences Contractions in writing

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Useful tips for writing an informal letter (email) Be precise Use the vocabulary you already know Organize your letter Prepare key phrases Use contractions, idioms, colloquial expressions Use simple sentences Avoid repetition Proofread your writing

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Useful tips for writing a formal letter Be precise Use the vocabulary you already know Organize your paper Prepare key phrases Avoid using contractions, idioms, colloquial expressions Vary your sentence structure, use simple, compound and complex sentences Avoid repetition Proofread your writing

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Activities to practise email and essay writing Letter-writing Writing round-about . Students are given a situation and in groups they write an email message to a friend. Writing stops when the teacher signals and the letter is passed onto the next group for peer correction. Layout : An email message is given in a jumbled form and this is sorted into the correct order in groups. E ssays : The question is discussed. A jumbled essay is given with linking words highlighted. This is then taken away. The same model essay is given, with gaps to complete.

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Practising using linking words Use of linking words Split sentences : SS each have half a sentence and match with the partner who has the other half. Discussion on function of linkers in sentences Lots of linkers : Linking words on cards are sorted into groups which have different functions in a text Moving sentences : Each student has a word in a sentence they physically move each other around to make the correct sentence, with the linker in the correct place.

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CATS This technique can be very helpful to enable students to learn how to ask different types of questions. This activity can be done in groups. SS are given some information. They are to ask four different types of questions to get more details. I have just returned from Scotland. C Did you taste any traditional dishes? A Did you travel with your family or friends? T You made new friends there, didn’t you? S How long did you stay there?