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girgishannaharoun@yahoo.co.uk



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“Blessed is the man who trusts in


 the LORD, and whose hope is


the LORD.”    Jeremiah 17:7



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51. The Laughing Lady |



When I say I miss school, I mean my friends and the fun. Not the school.

Use the other  language selector on my home page above to go through my whole site using any native language you speak,


then use the video below to see and listen to the same teaching topic in text below.


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selector on my home page above to go to the search engine site or the social media site you like.



My YouTube Channel:    Click: :


( Mr. / Girgis H. H).


منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1



Writing Skill




7 Steps to Teaching Writing Skills to Students with Disabilities - Brookes  Blog




Mr. / Girgis





12 Lesson Plans for Teaching Writing to Secondary Students | LiteracyPlanet




Writing Skill



Definition:


"Writing" is the process of using symbols (letters of

the alphabet, punctuation and spaces) to

communicate thoughts and ideas in a readable

form.



To write clearly it is essential to understand the

basic system of a language. In English this includes

 knowledge of grammar, punctuation and sentence

 structure. Vocabulary is also necessary, as is

correct spelling and formatting.



 


How to help students settle into the new school year | Teacher Network |  The Guardian


A writer may write for personal enjoyment or use,

or for an audience of one person or more. The

audience may be known (targeted) or unknown.

Taking notes for study purposes is an example of

writing for one's self.



Blogging publicly is an example of writing for an

unknown audience. A letter to a friend is an

example of writing for a targeted audience.



As with speaking, it is important to consider your

audience when writing. There are many different

styles of writing, from informal to formal.


 


How to become a secondary school teacher in Australia: careers in teaching



The exercises have been devised to motivate the


 students to use and improve their writing skills. 


Most of them are done as pair work or group work,


 which facilitates communication between the


students.  The exercises usually consist of two or


 three parts, so  that they are not too long and


boring.




The students must do the first part well in order to


 accomplish the second.  Most important of all, they


 require the students to exercise imagination. 


The exercises require the students to establish


relationships between concepts, ideas, and words


 outside of normal use, which forces them to review


 their primary use.




This is a further semantic step.  All these reasons


 can be summed up in one: the exercises are an


imaginative approach to teaching varieties of


writing.


 


Secondary school teacher uk hi-res stock photography and images - Alamy



Writing Skill:


Writing is the fourth language skill we may acquire

in our native language. As with speaking, it is a

productive, or active skill, as it requires us to use

our hands and our brains to produce the written

symbols that represent our spoken language.




Along with reading, it is one of the two artificial

language skills, as not all natural spoken

languages have a writing system:



Stages of writing:


1-Planning.


2-Drafting.


3-Editing.


4-Revising.


5-Proofreading.



 


Learn what it takes to be a secondary teacher | Eteach



(Output productive critical skill)

 


Goal:


Learners use drafts to introduce,  describe, 

compare, contrast and conclude topics.  They

 write a paragraphs, stories, letters, e-mails,

postcards, Faxes.



 

Strategy:



1-Pre-writing


Pre-writing tasks review and build students'

knowledge of relevant vocabulary, relevant grammar

 points and, most importantly, students' background

knowledge, since that is what really generates

thoughtful and interesting written work

In groups, learners study the title, pictures or the

situation to discover  the purpose of the writing task.



 

2-During writing:


1-I give prompts, chunks.

2-Learners plan and set the central idea in a draft.

3-They write the starting sentence.

4-They develop the idea through transitional

expressions.

5-They transit to another idea.

6-They organize information.

7-They conclude the topic.

8-They feedback grammar,punctuation and spelling.

5-They Rewrite the subject.


 

3-Post writing extension:


3 groups present their writings.

The fourth group evaluate each work pf the other 3

groups.I monitor, guide, check and encourage.


 



Make Writing Meaningful




Focusing on the mechanics of writing will often prevent

a student from understanding and accomplishing the

purpose of writing. Think beyond the traditional ways

students have learned to write, and focus on making

writing meaningful.




1-Ask what’s important and potentially reinforcing to

students, and use the answers as engaging topics for

written narratives. Try presenting pictures of characters

 from a book and asking the student, “Whom would you

like to write about?” Let the student select their three

most preferred characters to focus on during writing

instruction.






2-Teach students to request desired objects by

exchanging pre-written words for preferred items. For

example, you might instruct a student to get a cookie

by handing the written word cookie to a partner. Once

the student masters this, he or she can be taught to

combine the written words big and cookie to

communicate a desire for a larger cookie. This is a

powerful way to give students direct control over their

environment as they learn the functional use of written

 words. As a bonus, it allows students to use pre-written

 words without having to learn more complex fine motor

 and cognitive skills first.





3-Deliver reinforcement right away. When your

student displays any type of writing or pre-writing

behavior—holding a crayon, scribbling, pressing keys

 on a computer, drawing on a SMART Board—follow it

up with immediate praise and reinforcement. This will

hopefully increase the frequency of their writing

behavior and improve the fine motor skills they need

for handwriting or keyboarding.

 


Purposeful Playwriting: Teaching Literacy Skills Through Playwriting | Iowa  Reading Research Center


How to Teach Play-writing to Beginners



First, introduce students to the two most important elements

of a play: plot and characters. Discuss why these elements

are important and how they can be clearly communicated to

 the audience.



 Next, instruct students to brainstorm the kinds of issues

 they might like to write about. Mind-mapping, free-writing,

 or group discussion can all be productive instructional

methods for coming up with creative and engaging ideas.

Once students know what they want to write about, with

teacher support, they can start to develop the plot and

characters of their plays.



After outlining, it can be intimidating to start the writing

process. It can be helpful to allow students to warm up with

smaller play-writing exercises before they begin writing their

full plays, especially if they do not have much creative

 writing experience.




 To prepare for dialogue writing, encourage students to

listen to the conversations that happen around them every

day. Perhaps students could be assigned to write down a

handful of interesting sentences they overhear over the

course of a day or two.




 Then, talk about what makes those fragments of dialogue

interesting or exciting. Did one of the speakers use

unexpected word choice or unique syntax? Do they speak

 in long, descriptive sentences or short, surprising

fragments?



After this, students can work up to writing a page or two of

practice dialogue between two characters in the plays they

plan to write. Be sure to explain the conventions of dialogue

 writing ahead of time to alleviate any unnecessary stress.




 As students become more comfortable with writing dialogue,

instruct them to work up to longer chunks of text by assigning

them to write a monologue from the perspective of their

plays’ protagonists. Neither the dialogue assignment nor

 this monologue need appear in the final product of the play.

These are just ways to practice a new style of writing. Stage

directions can be practiced in a similar way.



Ask your students to pick two or three characters from their

plays and write a one-page scene in which those characters

interact without speaking.




Encourage your students to think outside of the box about

what can happen physically on stage. For a short mentor

 text of a scene without dialogue.



 This scene is a great example of how a writer can tell an

interesting story without using any spoken lines. Ask your

students to identify what makes the actions in this piece so

engaging and to discuss how the play would be different if

 the actor were assigned dialogue.




Now, your students are ready to begin writing their plays. It

may be helpful to give a brief overview of how play scripts

are formatted beforehand.




Once students have completed a first draft of their plays,

 they are ready to participate in a play-writing workshop. In

the next post in this series, I will explain the benefits of a

play-writing workshop and provide guidance on teaching

using this method.


 


Day in the life of a Secondary School Teacher | Career Teachers


Feedback



There are other ways of teaching writing like the

following:


1-The teacher can ask learners to write a story ending

with so and so....

Ex: ( ............and this was the end of the thief.).

(.......and this was the end of the film, play, match.)



2-The teacher can ask learners to write a

 composition about :


What would you do if you were a ..........................


3-In a novel lesson, the learners can change

 the events into pictures and write under each picture

 the main sentence about its event.


4- Students can write about their daily routine they do

 every day.


5- Learners can analyze any topic or story through

 using expressions of sequence like:


 First....,secondly,.....,Next,.....,Later,.............,


Then,.....Finally,..................At the end, .......


6-An actual example I saw:  In an English school,

 I saw the British teacher drawing the letters of the

word " Christmas ' in the form of a circle on the

carpet on the ground.



Learners were asked to write verses from the Holy

Book about the birth of the lord Jesus that begin with

 each letter of the word Christmas.  What was that?

 It was writing through composing and critical thinking.



7- Learner can write a feedback for the lesson to to

 each other through e-mails or SMS.


 


Secondary School English Teacher - Key Stage Teacher Supply



2-Writing sub-skills



                         The learner must:


Know the orthography and the writing system of the

second language.

Use appropriate word order.

Use good standard grammar

Know how to express a particular meaning using

different grammatical forms.

Benefit from the use of synonyms, antonyms, and

other literary devices.

Use cohesive devices.

Use writing conventions.

Use writing strategies such as writing drafts or

asking for peer correction.

Be able to structure a text into paragraphs and

use devices such as thesis statement.

Be able to write purposefully and meaningfully.

Be able to produce writing at efficient rate,

 especially during examinations.

know organizational and editing skills in writing.


 


        Common Problems for English Learners in Morocco | ITTT | TEFL Blog      



3-Writing Activities



1-Writing a letter, a letter reply, fax or an e mail.

2-Writing a paragraph.

3-Writing a story.

4-Writing a lingo text or a mobile text"SMS".

5- Writing an essay or a report.

5-Fill in the spaces or fill in the schedule.

6-Read and do an outline as a kind of synthesis.

7-Write the similes and differences between so and

 so as a kind of analysis.

8-Imagine and write the missing parts.

9-Write a feedback or a closure.



 A Point of view story?



It is a matter of choice:


So how do you choose among first person, close

third person, and distant third? Your choice will

depend on the total effect you want your story to

have.



Some guidelines:



If you want to write the entire story in individual,

 quirky language, choose first person.



If you want your POV character to indulge in

lengthy ruminations, choose first person.



If you want your reader to feel high identification

with your POV character, choose first person or

close third.



If you want to describe your character from the

outside as well as give her thoughts, choose

either close or distant third person.



If you want to intersperse the author’s opinions

with the character’s, choose distant third.



If you want low identification between reader and

 character, perhaps because you’re going to make

 a fool of your character, choose distant third.


 


External




Resources:


1-Writing in English:



2-Writing in English (ETS English Skills



3-Idioms in English (ETS English Skills



4-Pronunciation in English (ETS English



5-TOEIC Speaking & Writing Online



6-A Point Of View story




7-Writing in English (ETS English Skills




8-Idioms in English (ETS English Skills



9-Pronunciation in English (ETS English




10-TOEIC Speaking & Writing Online




 11-Oxford Course.

Photo of Forum 39 Cover

English Teaching Forum


2003, Volume 41, 


Number 2



1-Introduction




2-Teacher Professional Development




3-Using Basic Computer Skills




4- Web Resources in a Speaking Class





5-What is English for Specific Purposes?





6-Teaching Weak Forms




7-Language and Life Sciences





8-All That Jazz






9-The Cotton Club



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