58
3. The teacher may give each pair of students a story and get them to try to find and correct
errors.
4. The teacher can get the students to write the stories up on a computer and then ask them
to add more description and detail to the stories.
This activity is fun and creative and has always worked well for teachers both with adults
and younger students.
Stimulating and motivating factors were highlighted as the main factors in the following
activity too. It deals with writing activity that our class did for a special assembly we had. We
were to write a very simple story that had little detail (it was to be performed by a mime). When
we say about choosing a topic, traditionally students are given a topic to write on by the teacher.
However, with certain classes, students may prefer to nominate the topic themselves. This can
lead to greater interest in the task on the part of the student, as well as, perhaps, greater
knowledge of the topic under study. The mind map strategy can be used to explore almost any
topic.
Activity #3: Short story writing
The aim: to write a short story
Objectives: to teach to formulate the topics for a short story, to teach to complete a graphic
organizer, to teach to write a paragraph.
Visual aids and materials: interactive white board, pictures of winter.
Procedure
I Pre-writing stage:
1. Warm-up: Teacher begins the lesson with asking the question: ‗What is the winter
beautiful with? Do you like snowy weather? How do you enjoy the snowy weather‘ ( A mass of
replies comes from the students)
2. Presentation of the new material. Teacher displays on the interactive board the model of
writing a short story, so the students listen to him very carefully. Teacher presents graphic model
of how the short story should be written (Each story must deal with the setting, characters,
problem and solution).
3. Mind map: Students were preparing a mind map by discussing the theme ‗Winter‘ and
they contributed ideas while the teacher wrote on the board (teacher can suggest or assist
students in formulating the themes for the topics). The students can nominate several topics like
Winter vacation; Snowball fight; Snowman creation; Winter sports; Sledge racing; Winter
holidays; Crash on the road (sleet); Non-stopping ice storm.
The list of topics is prepared in this way. For this activity students are divided into four
groups consisting 3 children each. So the goal is to produce 4 short stories. The students are
given a chance to choose topics for their stories within this linear form (they had chosen
―Snowball fight‖, ―Sledge racing‖, ―Crash on the road (sleet)‖ and ―Non-stopping ice storm‖).
3. Graphic organizer: For writing a short story that tells their reader about winter situations
students must describe in some detail - the more interesting the better - what students did, where,
and how it went. To begin their masterpiece the presented graphic organizer which gives the
directions in writing a paragraph will be helpful. The steps reveal: a) where the story takes place,
b) who was there, and c) what was the funny event that happened (the Scheme 1).
59
Scheme - 1. Graphic Organizer for writing a short story.
4. Discussion: After reaching a consensus on the topic of the stories, the time to formulate
the main idea came. Teacher and students discuss the basic elements of a narrative story, and
make a summary chart. As a class, the students came up with the characters, setting, problem and
solution.
II While-writing stage: The students start writing a paragraph working with each other
within their groups.
III Post-writing stage:
1. Editing: They re-read their story, making sure sentences make sense and ran through the
self-editing.
As is seen from the example of the activities of the lesson, we define post-writing as the
step in the writing process where the written text is shared with other audiences, such as a peer-
editor or the instructor or even with the general public.
2. Publishing: Each paragraph of each group must be published in the class booklet for
further assessment and evaluation.
Activity #4: Writing a composition on the theme ―Life in the desert‖ or ―Life in the tropical
forest‖ [1, 38-67 p.p.]
The aim: to write a composition
Objectives: to develop students‘ writing skills, to teach to generate ideas, to teach to write a
description to the picture, to teach to write paragraphs and to teach to combine the parts of a
composition.
Visual aids and materials: English textbook, pictures, magnet board, a poster wit h a
highlighted phrase, bingo cards.
Procedure
I Pre-writing stage:
1. Initial survey: Teacher sets a task to students to gather some information. This activity is
played like a game and the students are arranged in pairs. This can be used with FSW games.
They use bingo cards to walk around the classroom and to get some information from students
using the questionnaire:
- Do you know anything about life in the desert?
- Is there water?
- What kind of animals live there?
- Do you know anything about life in the tropical forest?
- What animals live there?
- Is there any desert in Kazakhstan?
- Is there any forest in Kazakhstan?
For which students try to answer.
2. Sentence Starter: The teacher sets the Sentence Starter which runs: ―Life in the desert
flows in its turn‖ and ―Life in the tropical forest is exotic‖. The students generate the ideas by
discussing. e.g. Oasis; desert plants and animals are steady for hot climate, etc. and Tropical
fruits and animals; lots of greenery, etc.
• Solution
• Problem
• Setting
• Characters
Достарыңызбен бөлісу: |
