OPTION: PPG TESL SEM 4 AMBILAN KHAS FEB 2013 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.
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
FRAMEWORK 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 PEDAGOGICAL PRINCIPALS FOR A WRITING LESSON USING THE PRODUCT APPROACH Techniques for Controlled Writing:
Substitution tables Parallel writing Question and answer technique Filling in blanks Dictation 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 in controlled 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)
PEDAGOGICAL PRINCIPALS FOR A WRITING LESSON USING THE PRODUCT APPROACH Guided Writing Activities:
Writing from class generated guidelines Picture composition with skeleton outline Writing from short notes Dicto-comp (combines dictation and composition) 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 (whole class 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.
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
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 questions posed 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 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. 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 their final 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.
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 some features 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 The stages are: Generating ideas Focusing ideas Focus on a model text Organising ideas Writing Peer evaluation Reviewing
STAGES OF A WRITING LESSON USING THE PROCESS APPROACH-BASED ON GENRE WRITING CORRECTION CODE THE END