using speaking to improve writing
DESCRIPTION
Using speaking to improve writing. Dr Dodie Brooks. The process of writing. Teacher’s role 1: 1 Adding new vocabulary and grammar 2 Analysing a model Students’ role 3 1 st draft check in pairs 2 nd draft Teacher’s role 2: 4 Revise mistakes + suggest new ideas to improve quality. - PowerPoint PPT PresentationTRANSCRIPT
Using speaking to improve writing
Dr Dodie Brooks
The process of writing
Teacher’s role 1:1 Adding new vocabulary and grammar 2 Analysing a model
Students’ role3 1st draft check in pairs 2nd draftTeacher’s role 2:4 Revise mistakes + suggest new ideasto improve quality
Teacher’s Role
Stage 1:
• Improving vocabulary
• Developing sentences
• Organising text
Improving vocabulary 1
1 Collecting more verbs
1.1 for said
“What’s that” she ________.
Finding interesting verbs
• HOW: shout whisper cry gasp
• WHY: explain order add tell ask
1.2 for go He went down the streetHow did he go?He _______ down the street.
Finding interesting verbs
• HOW: run walk skip hop shuffle
meander wander amble scurry
1.3 Play a game “Go across the room”
Find as many ways as you can. Guess the action.
Improving vocabulary 2
2 Collecting more adjectives
2.1 describing light
The sky was ______ as she set
off on her adventure.
Finding adjectives
• LIGHT: dazzling bright clear
murky foggy dim
2.2 describing speed As he passed the castle he
_________ to look at the fish.
Finding adjectives
• SPEED: hurry rush amble
dawdle linger hesitate dash
delay slow race meander
3 Classifying words
• positive / negative; fast / slow
• put them in order
Application 1
3.1 Play a game: “Put these words in order”
• Brainstorm words for fear
• Write them on pieces of paper or card
• Let groups of Ss hold them in the correct order:
Application 2
3.2 Description: Make a poem about an alien
The Zog is:funnier than a cross-talk comedianfaster than the train to Tibetcleverer than Einstein’s father …friendlier than … kinder than …more interesting than …
Improving vocabulary 3
3 Collecting adverbs
• The boy spoke …
• Dogs behave …
• You should think … about that
softly seriously badly carefully sensibly
quietly loudly noisily rudely well fast
calmly well messily beautifully
Types of adverbs
1 HOW (manner)slowly happily merrily well2 WHERE (place)there here away outside inside3 WHEN (time)now soon later yesterday4 HOW OFTEN (frequency)ever regularly often usually never
Applications
1 Ask students to act a sentence as in a play. Guess the adverb.
“Where are you going?” he asked ____.
“Who’s there?” she called ______.
“Why did you do that?” asked mother __.
Developing sentences
1 Expanding sentences
2 Adding connectives
3 Linking two sentences together with conjunctions
4 Making complex sentences
1 Expanding sentences
1 Each add to the sentence in the group
The boy ate
The boy ate lunch
The boy ate a small lunch
The hungry boy ate a small lunch …
Another sentence
Tom found a key.
Expanding sentences 2
2 Completing sentences
The woman with the red umbrella (went into a
shop and bought herself a new red dress.)
George turned round and …
The children took the money and …
2 Adding connectives
1 Using conjunctions after although as as if as long asbefore if in case since unless whenever wherever whereas
It was raining. Fred went for a walk.Although it was raining, Fred went for awalk.
Clause Clause Conjunction
I went to the park
there was no one around
although / so
but / so as to nevertheless
I wanted to be alone
it was sunny when / before
whereas / as
after / unless
I could not eat my breakfast
all my friends came to tea
whereupon
before / as if
since / if
I had to finish my homework
there was a lot to be done
ctd
Adding conjunctions
How many suitable conjunctions can you find?
1 He ate his dinner. He was hungry.
2 Paul played the piano. He wanted to appear cleverer.
3 We went to the library. We wanted the answer.
Linking sentences
1 to make an order• first later on after that nextafter a while then finallyI saw the plane and then it seemed todisappear and then just when I thoughtthat it had gone it came back and then it landed on the lake and then out climbedmy favourite singer.
Sequences in time
meanwhile suddenly later next
at last a few days later after that then
the next day that afternoon finally
by this/that time a few hours later now
1 Put them into order.
2 Use them.
A possible order
1 now
2 meanwhile; suddenly
3 next; a few hours later; after that; that afternoon
4 then; later; a few days later; by this/that time
5 at last; finally
Improve it please!
I saw the plane and then it seemed
to disappear and then just when I
thought that it had gone it came
back and then it landed on the lake
and then out climbed my favourite singer.
Improve it please!
I saw the plane _______ it seemed to
disappear _________just when I
thought that it had gone it came
back ________ it landed on the lake
________ out climbed my favourite
singer.
Complex sentences
4 Joining sentences using who, which, where, when
The man was eating. He had black hairThe man who was eating had black hair.
The boy was playing football. He was as goodas a professional.Susan likes to buy clothes. She is pretty.
Play a game: change the attributive clause
The sentence: The ____ was tall /
large.1 The boy, who _______, was tall.
2 The tree, which ____________, was tall.
3 The house, where ________, was large.
Make other sentences.
3 Organising text (1)
• Brainstorm ideas
A rabbit is down a well. It is sittingon a rock surrounded by water.There is a rope with a buckethanging in the well. How can yousave the rabbit?
Organising text (2)
• Put them into order__ pull up the bucket
__ let the rabbit smell the carrot
__ encourage the rabbit to hop inside the
bucket
__ lower the bucket
__ put a carrot in the bucket
Organising text (3)
• Each stage/idea is one paragraph
• Add extra information1 Put the carrot in the bucket.
• Make sure that the carrot is large and fresh.
• Cut it into small pieces.
2 Lower the bucket.
Stage 2: student’s role
1 Write first try
2 Swap with a partner
3 Correct each other’s work for:
• Grammar
• Punctuation
• Spelling
4 Swap back writing, explain changes and rewrite
Advantages
1 Students take more responsibility for their work
2 Students learn to examine their own work more critically
3 Less pressure on teachers
Stage 3: Teacher’s role Correcting (1)is the moon in the sky. we will see the
moon two hours later. the moon
turns on Axis once day.
The earth takes the day spin. the
moon take twenty-seven days spin
on the acis. Moon takes a time to
circle earth one time. This why we
only see one said of moon.
Correcting (2)
Is the moon in the sky? We will see the
moon in two hours time The moon
turns on its axis once a day. The earth
takes one day to spin. The moon takes
twenty-seven days to spin on its axis.
The moon takes the same time to circle
the earth once. This is why we only see
one side of the moon.