tsl3107!6!2 lesson planning
TRANSCRIPT
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COURSE: TSL3107
TEACHING WRITING SKILLS IN THE ESL
PRIMARY CLASSROOM
TOPIC 6 PART 2:
LESSON PLANNING
OPTION: PPG TESL SEM 4
AMBILAN KHAS FEB 2013
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SYNOPSIS
Topic 6 introduces you to lesson planning. It also
provides you with information on the pedagogical
principles for a writing lesson using the Product
Approach, as well as the stages of a writing lesson
using the Process Approach.
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LEARNING OUTCOMES
By the end of Topic 6, you will be able to:
state the pedagogical principles for a writing lesson
using the product approach
describe the stages of a writing lesson using the
process approach
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FRAMEWORK
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PEDAGOGICAL PRINCIPALS FOR A WRITING
LESSON USING THE PRODUCT APPROACH
Controlled Writing:
are tasks that provide practice in writing error- free
sentences or paragraphs on a given topic
is the first step towards writing composition is useful for learners with relatively little knowledge of
English, to gain mastery of sentence patterns
is characterised by maximal teacher input and minimal
learner input
learners neither contribute ideas nor organise the
writing
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PEDAGOGICAL PRINCIPALS FOR A WRITING
LESSON USING THE PRODUCT APPROACH
Techniques for Controlled Writing:
Substitution tables
Parallel writingQuestion and answer technique
Filling in blanks
Dictation
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PEDAGOGICAL PRINCIPALS FOR A WRITING
LESSON USING THE PRODUCT APPROACH
Guided Writing:
It acts as a bridge between controlled and free writing
Theres more learner input in guided writing than incontrolled writing
The context and form of the sentences is not imposed
upon by the teacher, but can be generated by the class
together as a pre-writing activity (i.e. short notes, list
of questions, arguments for/against an issue on the
board)
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PEDAGOGICAL PRINCIPALS FOR A WRITING
LESSON USING THE PRODUCT APPROACH
Guided Writing Activities:
Writing from class generated guidelines
Picture composition with skeleton outlineWriting from short notes
Dicto-comp (combines dictation and composition)
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STAGES OF A WRITING LESSON USING THE
PROCESS APPROACH-3 BROAD STAGES
Stage 1-Prewriting:
The teacher/the class collectively selects a topic
Learners generate ideas through discussion (wholeclass initiated by teacher/pair/small group),
brainstorming, listing, quickwriting and mind- mapping
Learners organise ideas generated to be placed at the
beginning, the middle or the end of their writing.
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STAGES OF A WRITING LESSON USING THE
PROCESS APPROACH-3 BROAD STAGES
Stage 2-Writing:
Learners write the first draft, and make changes as
they progress into the writing stage
Learners need to be reminded of their writing purpose
(e.g. to persuade, to invite etc.) and the audience they
are targetting (their parents, their friends etc.) so that
they can select the most suitable words, style and
sentence construction
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STAGES OF A WRITING LESSON USING THE
PROCESS APPROACH-3 BROAD STAGES
Stage 2-Writing:
Feedback is where pupils receive most guidance on
how to improve their writing skills, through questionsposed by teachers and peers
What is the essay about?
Why are you writing about it?
Who is your audience?
What is your favourite part?
Feedback also includes comments raised by teachers
or peers
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STAGES OF A WRITING LESSON USING THE
PROCESS APPROACH-3 BROAD STAGES
Stage 2-Writing:
Learners rewrite/revise their compositions
incorporating insights from the feedback session.The teacher ideally gives individual oral feedback to
learners in order for them to edit their revised
compositions.
Learners proof read the revised version of their
writing. The teacher collects the work and edits them,
focusing on their content, organisation, grammar and
sentence structure.
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STAGES OF A WRITING LESSON USING THE
PROCESS APPROACH-3 BROAD STAGES
Stage 3-Publication:
Publishing involves sharing learners writing with an
audience. It is pertinent for learners to proof-read theirfinal piece of writing to ensure they are error-free
Learners final writing products are best displayed on
the bulletin board, or published in the class newsletter.
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WHAT IS GENRE?
Genre is:
Anything from a menu to a wedding invitation, from a
newspaper article to an estate agent's description of a
house
Pieces of writing of the same genre share somefeatures
These features are more fixed in formal genre, for
example letters of complaint and essays, than in more
'creative' writing, such as poems or descriptions The more formal genre often feature in examinations,
and may also be relevant to learners' present or future
'real-world' needs
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The stages are:
Generating ideas
Focusing ideas
Focus on a model textOrganising ideas
Writing
Peer evaluation
Reviewing
STAGES OF A WRITING LESSON USING THE
PROCESS APPROACH-BASED ON GENRE
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WRITING CORRECTION CODE
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THE END