Universidad autónoma de baja california

√
Reading 
√
X
Watching TV 
X
√
Dancing 
√
X
√ 
= Likes 
X
= doesn’t like 
Example sentences: Tom likes swimming but Linda doesn’t. 
2.
Writing letters, e.g. a letter to a penfriend telling them about your self.
3.
Labeling pictures or objects, e.g. clothes, animals. 
4.
Completing a story, e.g. the teacher gives 
the students the beginning, middle or end of story and asks them to complete the missing part(s).
5.
Copying words from a reading book into an exercise book.
6.
Writing emails to other students in the school.
REFLECTION 
1.
How did you learn to write English? Was it the best way? 
2.
What for you are the easiest and most difficult things about writing English? And four your 
learners? 
3.
Which writing subskills do your learners need to focus on most? 

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DISCOVERY ACTIVITIES 
1.
Go back to the list you made of text types you have written this week. Beside each, note your 
reason for writing and who you wrote to. How did you reason for writing and who you wrote to 
influence what you wrote? 
2.
Write an email or a note to a friend. As you write, decide which of these subskills you use; 
thinking of ideas, ordering ideas, forming correct letters, writing sentences grammatically, 
linking sentences, checking the accuracy of your writing. 
3.
Look a t one unit in your coursebook and find the activities and exercises on writing. Decide 
which subskill(s) of writing they aim to develop. 
4
. Look at these resources to find information, materials and activities on teaching writing: 
http://tqjunior.thinkquest.org/5115/s_writing.htm
 
http://www.hio.ft.hanze.nl/thar/writing.htm
 
5.
Use a dictionary or the TKT Glossary to find the meaning of these terms: 
conclusion, note-
taking, paragraph, process writing, summary.