Microsoft Word metod t10. doc

Expanded writing skills
. Proficiency level. High beginners and 
intermediate students. Skills and features of English to learn. Use 
commonly occurring word, phrase, and sentence patterns. Write 
paragraphs with topic sentences and supporting details . Use link words to 
signal organisation of paragraphs. Practice techniques for pre-writing, 
revising, editing. 
Academic writing skills. Proficiency level. High intermediate and 
advanced students. Skills and features of English to learn. 
Use discourse patterns expected in academic writing. Develop a 
thesis with appropriate supporting details. Become more independent in 
the writing process. 
General Lesson Plan for Composing Assignments. It is difficult to 
give a lesson plan which will cover all types of writing tasks. When your 
pupils are composing you should always have a pre-writing phase and 
you should always allow plenty of time for revising. In fact, it is so 
difficult to separate writing and revising that the most appropriate lesson 
format consists of just two main phases: 
1. Pre-writing 
a. Brainstorming in various forms, oral and written 
b. Analysis of models 
c. Reading 
d. 
Notetaking 
2. Writing and Revising 
a. Time for multiple drafts 
b. Feedback from teacher and other
Basic Writing Skills and Reinforcement of Speaking and Listening. 
Your pupils may need writing instructions at the most basic level -
learning to form the letters and other symbols of the English writing 
system. Pupils needing such instruction range from those who have 
neither reading nor writing skills in any language to those who are fully 
literate but who happen not to have learned a language which uses the 
Roman alphabet. 
Here are some general points to consider when teaching writing at 
this very basic level : 
Teaching the printed forms of letters, both capitals and lower case, 
has the advantage that there will be a closer match between the shapes 
which students write and the shapes which they must read. However, 
older learners may feel that printed letters are for children and insist on 
learning the cursive forms which they associate with adult handwriting. 
Choose the forms which work best for your students. 

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- When you began to learn to write in English, you may have learned the 
letters in alphabetical order. A more efficient to their shapes. For 
example, a number of lower case letters in their hand printed form are 
‘ball and stick’ figures: a, b, d, p, q. 
- At the same time that pupils are developing a legible handwriting, they 
can also learn spelling rules of wide applicability, as well as the use of 
common punctuation marks (especially the period, question mark, 
comma, and apostrophe). 
Keep in mind that your students should be able to understand 
everything that they are asked to write. Thus it makes sense to present 
new content first via the listening and speaking skills, and to use reading 
and writing to reinforce what has been mastered in the aural/oral 
activities. 
4. Teaching writing should be based on such methodological principles as 
a conscious approach to forming and developing this skill, visualisation 
and activity of pupils. Pupils learn to write letters, words, and sentences 
in the target language more successfully if they understand what they 
write, have good patterns to follow Dan make several attempts in writing 
a letter (a word, a sentence) until they are satisfied that the work is well 
done. 
Training in penmanship should proceed by steps. 
1. The teacher shows the learners a letter or both a capital and a small 
letter, for instance, Bb. Special cards may be used for the purpose. On 
one side of the card the letters are written. On the other side there is a 
word in which the letters are written. On the other side there is a words in 
which this letter occurs. E.g. Bb bed 
2. The teacher shows his pupils how to write the letter. He can use the 
blackboard. E.g. V and W are made with one continuous zigzag 
movement. Q is made without lifting the pen except for the tail. L is also 
made without lifting the pen. 
Whenever the teacher writes on the blackboard he gives some 
explanations as to know the letter is made, and then how the word is 
written. His pupils follow the movements of his hand trying to initiate 
them; they make similar movements with their pens in the air, looking at 
the blackboard. 
3. The teacher asks pupils to write first the letter, then the word in their 
exercise-book. 
When pupils are writing he walks round looking at the work they 
are doing and giving help to the pupils who need it. Since habits are 
formed and developed through performing actions pupils are told to 
practise in writing the letter and the word (words) at home.

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The teacher’s handwriting and his skill in using the blackboard is 
of great importance. Children learn by imitating. They usually write in 
the way the teacher does, so he must be careful in the arrangement of the 
material on the blackboard because pupils will copy both what is written 
and how it is written. 
Consequently, training in penmanship implies: visual perception; 
observations accompanied by some explanations on the part of the 
teacher; practice under the teacher’s supervision in class, and 
independently at home. 
In spelling instruction the teacher should take into consideration 
the difficulties of English Spelling and instruct pupils how to overcome 
these difficulties. The following exercises may be suggested for the 
purpose: