Post reading:

T shows picture and asks →  Ss answer

T: This is Trung

(T shows address) What is Trung’s address?

(Floor) Which floor does he live

(Flat) How is the flag?

+ T lets Ss reread the text and answer questions in 2 minutes.
+ T calls 5 students randomly to answer 5 questions respectively.

- Show a picture and ask ss: how many people ? guess where they live? what is the house in the picture like? etc

While reading
- Popcorn reading
- Y/ N exercise

- Comprehension question:

Post-reading
- Writing frame: 

- Draw picture of the place

+ Productive: S - W

+ Receptive: L - R
3. Writing in the subject curriculum

+ Oral commu: S - L

Written commu: W-R

+Writing in E -> express ideas & opinions; tool for language learning, orthography (spelling) -> Basic skil
4. A complex skill

- Skill of forming letters/ finding the right letters on the keyboards

- Skill of finding which words & phrases to use

- Skill of spelling

- Skill of putting words/ phrases logically -> Discourse skills/ Writing coherent

- Skill of organizing ideas -> Transitions from 1 para
5. Writing & literacy skills

+ The concept of literacy: significantly more complex (social contexts - appropriate pictures, images, frames, colors…., increasingly in online world) -> The creation & interpretation of multimodal texts 

+ The concept of genre -> Bound up with literacy, norms of different kinds of writing. Ss should be aware of types of genres: tales, poems

, fairy tales, fictions…. -> Genres will decide the format of text
6. Writing in school: creation of meaning through text or tool for learning of language

+Writing for learning -> Learn & practice language (write 3 sentences: I’m going to…. )

+Writing for writing -> Build writing skills: develop good syntax, genre knowledge, text structure
7. Types of writing activities:

. Present the words BEFORE the dictation. 

. Use different sorts of words

. Read at an appropriate pace

. Present words in context

. Whole sentence divide into chunks

. Challenge Ss to get as many words correctly as possible -> Ss should be intrigued to work persistently and get work right

. Function of the text (informative text/ meant to entertain/ inquire information….)

. How to write a text (outline/ genre…)

. Ideas to write (kinds of thing to put in the text)

. What kind of language (formal/ informal)

6.2 Guided activities

6.2.1 Filling-in activities

6.2.2 Parallel writing

6.2.3 Dictation

7. Writing strategy: 

Examples:

T already made the letters by using dotted lines 
→ Using these dotted lines, the pupils can very easily write the words,  just over  writing those dotted lines.
→ Practice both their orthographic skills (learning the letter) + motor skills (how to physically write them on paper). 
→ The simplest form of writing activity.
1.2. Copying: 
- Students write the letters themselves but they need model words/ model texts
1.3. Visualised words:
T visualizes the word that they are
Ex: “egg” visualized as an egg, the word “long” can be visualized as a long word, “short” as a short, an “arrow” can be visualized by drawing an arrow.
→ Practice spelling skills + vocabulary → help ss to remember.
1.4. Matching text and pictures: 
Ss have to understand, have to copy to see which words which pictures or images do these words match with. 
1.5. Weather reports:
Something T can stick to the whiteboard and write every day (ex: today's Wednesday, the weather is very hot) and can change to the next day.

2. Guided:

2. Writing in the subject curriculum

written communication

ex: write 3 sentences using “going to” 

Ex: how to develop good syntax, genre knowledge, how to structure text well.

6.2.1. Filling-in activities: Adding missing words to a text such as : missing words in songs, rhymes/ picture story/ completing a text/ dictating a half sentence

6.2.2. Parallel writing: a model text is provided, pupils create similar patterns.

Ex: Postcards, letters,  invitations, email, reports. 

→ pupils (may) need information about:

Example:

⇒ very important from a very early stages considering the evidence that focused and systematically learning enhance skills and knowledge

- 3 types of writing activities:
+ Controlled activities: tracing, copying, visualized words, matching text and picture, weather report
+ Guided writing activities: Filling-in activities, Parallel writing (provide a model text, Ss create similar texts)

, Dictation.
+ Free writing activities: express ideas and communicate with a reader
Pupils (may) need information about:

E.g: lists, Same story, different ending, factual texts, making one's own book, digital storytelling (Photo story, iMovie,..)

- Writing strategies:

2. What is writing?
It belongs to the productive skills

3. Writing in the subject curriculum
+ W and R belong to written communication

+ Being able to express oneself in writing in E and being able to express ideas and opinions in an understandable and purposeful manner

+ W is a useful tool for language learning

+ W is a basic skill in the Subject curriculum and shouldn’t be neglected

4. Writing is a complex skill

It requires many sub-skills to master adequately : requires the skill of forming letter when writing by hand, or it can be finding letters on the keyboard

+ Requires finding of words and phrases to use à have a certain vocab to write well
+ Skills of spelling and using punctuation marks
+ Skills of putting the words and phrases logically
+ Skills of organizing ideas into a coherent whole, using appropriate titles/ transitions

Writing and literacy

+ The concept of literacy: significantly more complex, located as it is in social contexts, and increasingly in the online world à the creation of interpretation of multimodal texts like PPt slides, printed numbers, frames, pictures and so on

+ Also related to the concept of genre, which is highly pound up with literacy. Genre is the norms of different kinds of W: poems, tales, fairy tales à the genre will decide how a good text is and should be

5. Writing in school

→ Ss can practice orthographic skills (learning the letters) and motor skills (physically write the words in paper)

6.1.5. Weather reports: stick on the board, T can write and change information every day

6.2. Guided writing activities

(Model: postcards, letters, invitations, email, reports,..)

→ Inspiring for the ss as they are realistic

6.2.3 Dictation

 The function of text

 How to write the text 

 Ideas for how to write the text 

 What kinds of language to use

• Labelling

• Lists 

• Same story, different ending

• Factual texts

• Making one's own book

• Digital storytelling (Photostory, iMovie etc.)

+  Knowing how and when to write a title

+  Checking the spelling of unfamiliar words

+ Considering genre-specific vocabulary

+ Thinking consciously about the purpose and the audience of a text

 Comparing and contrasting differences between English and Norwegian

(e.g. what is the equivalent of the -ing form; noticing differences collocations and idioms, e.g. «a lot of»)

Munden & Myhre stress the importance of working systematically with writing from the very early stages.

→ An important point, considering the evidence that focused and systematic learning enhances skills and knowledge (e.g. Hattie, 2009).

Literacy: 

→ The creation and interpretation of multimodal texts

Intended to help pupils learn and practice the language

eg. “Write three sentences using going to” 

Intended to build the pupils’ writing skills. 

eg. how to develop good syntax, genre knowledge, how to structure a text well, etc.

- Controlled writing: Pupils copy the words

+ Tracing

+ Copying

+ Visualised words

+ Matching text & picture

+ Weather reports

 + Filling-in activities: add missing words to a text

 + Parallel writing: a model text is provided, the pupils create similar patterns (email, letters, postcards…)

 + Dictation:

Pupils express ideas and communicate with a reader. Info considered: 

Eg: Labelling, lists, same story different ending, factual texts, making one’s own book, digital storytelling (photostory, iMovie etc) 

(what is the equivalent of the -ing form; noticing differences in collocations and idioms) 

An important point, considering the evidence that focused and systematic learning enhances skills and knowledge

→ the creation and interpretation of the multimodal texts

A productive skill

→ the creation and interpretation of multimodal texts 

eg: write 3 sentences using “going to”

eg: how to develop good syntax, genre knowledge, how to structure a text well

Controlled: copy words

add missing words to a text:

--> replace picture = words

a model text (postcards, letters, invitations, email, reports) is provided, ss create similar patterns

→ usually motivating inspiring for ss because it can be very realistic

Present ws b4 dictation or use ws that have occurred in a text that has been used recently

→ pupils express ideas and communicate with a reader

ppl need info about:

ie. 

Writing strategies: a plan of action or policy to achieve a major or overall aim 

ie. 

→ important point, considering evidence that focused and systematic learning enhances skills and knowledge

Example: Write 3 sentences using “going to” 

Example: 

3 types of writing activities 
Controlled activities: 
Pupils cop words 

→ Ss easily write the words 

→ Practise their orthographic skills 

→ Motor skills how to physically write letters on paper

→ Help to remember what they are talking about