Category Archives: Writing

All about writing activities

This week has been all about writing activities, with a webinar for British Council Teaching English, and the publication of my ebook for English Language Teacher 2 Writer, on How to Write Writing Activities.

As part of publicising the webinar, the British Council shared an old post, about Process Writing, which, to be honest, I’d even forgotten I’d written. And, there’s some good stuff in there, if I do say so myself.

So, as it’s a writing activities week, I thought I’d round up all the old posts on writing and put them in one place.

Real World Writing Activities

Using a Genre Approach to Writing

Process Writing: Mixing it Up

Collaborative Writing Activities

Just Write: Short, Inspiring Activities to get Students Writing

Responding to Students’ Writing

 

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Filed under classroom ideas, Materials development, Uncategorized, Writing

You’ve got to have a dream: a free downloadable lesson

Photo Credit: Arya Ziai via Compfight cc

Photo Credit: Arya Ziai via Compfight cc

A free downloadable lesson, based around a Russian advertising video for shampoo. Despite what is aims to sell, the video is actually quite inspiring, with the story of a girl who succeeds against the odds through pure grit and determination. Students start by watching the video and trying to guess what it is trying to advertise (so don’t tell them!). They then try to reconstruct the story in pairs, watching the video again to check their ideas.  The lesson then goes on to focus on a range of linkers used to give reasons or results, make contrasts and show when something happened.  Students then work with some vocabulary to describe personality, and then put it all together by writing the story of the video, using the linkers and the vocabulary where appropriate. Finally, there are some quotes about success for them to discuss.

The lesson would be suitable from B1 upwards.

Download lesson plan PDF here:  ELT Resourceful – You’ve got to have a dream

 

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Filed under Downloadable lesson materials, Exploiting authentic recordings and videos, Grammar, Speaking, Vocabulary, Writing

Motivating students, staying motivated as a teacher and other things

Thin on the ground?

Thin on the ground?

As you may have noticed, my posts have been a little thin on the ground lately. I’m planning to remedy this when the project I’m working on slows down enough for me to catch my breath!

In the meantime, here are some posts I’ve written for my British Council blog:

Staying motivated and avoiding burnout as a teacher

Motivating students to write

Thoughts on using a coursebook

An activity I use again and again

I also thoroughly recommend checking out the other blogs in the series. There are some great posts by Lizzie Pinard, Larry Ferlazzo, Sandy Millin, Ceri Jones and many many more..

 

 

 

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Filed under Planning, Teaching methodology, Working with groups, Writing

Gratitude: a free downloadable lesson

A free downloadable lesson, based around an authentic video. Research shows that feeling grateful for what we have and the people in our lives is a key factor in feeling happy. The video shows a group of people carrying out a task designed to increase their happiness in this way. It’s quite moving.

Suitable from Intermediate/B1+, the lesson starts with a short text to introduce the topic and get the students thinking about how people recognise and celebrate gratitude in their cultures. It then moves onto the video, where students watch two people visiting a friend and reading aloud a letter they have written , thanking them for what they have done. There is some focus on vocabulary, and some useful phrases that students could use themselves to say thank you. Finally, the students are asked to write their own thank you letter, which they may or may not choose to actually deliver.

Download lesson plan PDF hereELT Resourceful-Gratitude

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Filed under Downloadable lesson materials, Exploiting authentic recordings and videos, Speaking, Vocabulary, Writing

Real Beauty? Free downloadable lesson

A free downloadable lesson based around the recent Dove advertisement, showing the huge difference between women’s views of their looks and how other see them.  The lesson starts by focusing on collocations to describe facial features, such as thick hair, full lips and so on. Students then watch the video and discuss some of the issues raised, including self -esteem, the role of the media,and differences between men and women. More language to describe physical appearance is ‘pulled out’ of the video, and the lesson ends with students writing detailed descriptions of themselves.

An optional extra that might work well to lighten the class a little  is a very funny spoof video, where some men find out that they are actually much uglier than they think they are! The link is in the accompanying notes.

The lesson is suitable from B1+/Intermediate +

Download PDF here: ELT Resourceful – Real Beauty

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Filed under Downloadable lesson materials, Exploiting authentic recordings and videos, Listening, Speaking, Vocabulary, Writing

Brainshark presentation of my IATEFL13 talk: Of course! Using a coursebook AND dealing with emergent language


of course thumbnail

 

Recently there has been a focus on dealing with ‘emergent language’, rather than following a syllabus. But does this mean that coursebooks are irrelevant? Surely coursebooks are ultimately a collection of topics, texts and tasks- the bedrock of any course.

In this 20 minute presentation, I  look at some ideas for using coursebooks (or any other off the shelf material) while still allowing the teacher to facilitate and engage with emergent language.

 

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Filed under Different ways to use a coursebook, Downloadable lesson materials, Exploiting authentic recordings and videos, Grammar, Teaching methodology, Writing

Taking a genre approach towards IELTS writing part 2: Organising Task 2

Photo Credit: Paco CT via Compfight cc

Photo Credit: Paco CT via Compfight cc

In a previous post I took a look at some ideas for using a genre approach to help students with IELTS writing, Task 1. In this post, I’d like to look at some ideas for Task 2, the essay. This is obviously equally applicable to anyone with students who need to write semi-academic opinion essays.

Taking a genre approach means looking at the key features of a particular genre, and helping to raise students’ awareness of these features, and thus their ability to reproduce them.

Useful headings to consider are:

Content or communicative purpose- Layout- Organisation- Grammatical structures- Lexis/formulae

Broadly speaking, all the tasks in IELTS Part 2 have the same communicative purpose- to express your opinions on a topic of general interest. The layout will also be the same, with an introduction, paragraphs for each key idea and a conclusion.

However, the organisation will vary depending on the specific type of question. It’s really worth familiarising your students with the different types of question and how to approach them.

There are essentially three different types of questions in IELTS

1 Presenting your argument: Often phrased ‘To what extent do you agree or disagree.’

2 Balanced argument: Often phrased ‘Some people think…Others think…Discuss both these views and give your own opinion.’ Or ‘Discuss the advantages and disadvantages….and give your own opinion’

3 Problem/cause and solution: Phrasing varies, but could be ‘What do you think are the causes of these problems and what measure could be taken to solve them?’

Each of these should probably be organised slightly differently. In the first type, I’d suggest a good way of organising it could be:

  1. Introduction
  2. State your opinion
  3. A paragraph for each main point you want to make.
  4. Conclusion

For the second type, you need to be less upfront about your opinion, so:

  1. Introduction
  2. Arguments in favour
  3. Arguments against (or vice versa)
  4. Your opinion
  5. Conclusion

And for problem/solution:

  1. Introduction
  2. Problems
  3. Solutions
  4. Conclusion: summary of the situation and your opinion.

Students need to be very confident about these different types and how to organise them so, rather than writing lots of essays, at least to start with, I’d suggest looking at lots of questions (and model answers).

Some possible activities once students are familiar with the three main types:

1. Look at IELTS questions (there are lots of past questions, or close facsimiles, online) and decide if they are type 1,2 or 3.

2. Take an IELTS question that is a particular type and ask students to rewrite it to make it another type.

3. Give students a model answer, and ask them to guess what the original question was.

4. Give out a model answer and get students to identify the different sections.

5. Cut up a model answer and get students to put the paragraphs in the right order (obviously this works on discourse skills as well)

6. Rewrite a model answer so that there is no paragraphing and ask them to divide it into paragraphs.

7. Rewrite a model answer so that the organisation doesn’t flow anymore, and ask students to identify the problem with it.

8. Ask students to pick out the key idea in each paragraph of a model answer.

In some of these activities we started to look at the internal organisation of the paragraphs by getting students to pick out the key idea. One way of helping students to organise a paragraph is by looking at topic sentences. These are a bit of a blunt tool, because in reality, it isn’t always as simple as any rules we can give them. However, while it may be oversimplified, the recipe  of topic sentence, supporting ideas and examples isn’t a bad start for many students.

You can practice this by:

  1. Getting students to identify the topic sentence, sporting ideas and examples in a model answer.
  2. Giving them the topic sentences for each paragraph and asking them to add supporting ideas and examples.
  3. Removing the topic sentences from a model answer, and asking them to write what they think they were from looking at the further ideas and examples.

As with the post on IELTS Task 1, it’s worth putting in some specific practice on writing a good introduction. Careful analysis of the question will help, as we’ve seen, with organising the essay, but it should also help students to know how to start their essay.

Let’s take an example from IELTS Foundation. A good place to start is always by getting students to underline the key words:

‘People will never be willing to make the dramatic lifestyle changes needed to control climate change. For this reason, governments must force people to do so.’

To what extent do you agree or disagree?

A good introduction should explain what they understand by the question, and might give a little background information. So identifying the key words will help with pulling out what the main idea is.

Then you could ask students to choose the best introduction from a selection. Here are the choices from IELTS Foundation:

1 I think that it is very important that we should all look after our planet. After all, it is the only one we have. There are lots of small actions that we can all take such as switching off computers and televisions, rather than leaving them on standby or walking short distances rather than going in the car.

2 Nowadays, most people are aware of the threat of climate change and are willing to make small changes to the way they live. However, for the majority of people this does not include such things as giving up their car or giving up flying abroad.

3 Governments must force people to make changes or the problem of climate change will never be solved. If necessary, people who continue to pollute the planet should be sent  to prison.

[The answer is 2, because it simply summarises the background situation, and students could then go on to discuss if and whether people should be forced to do these things]

Variations on this activity could include:

1 Giving a question and asking students to just write an introduction as a warmer or change of pace activity.

2 Asking students to compare these introductions in small groups and choose the best one, or make changes together to improve what they have written.

Most students seem to feel that the best way to prepare for IELTS writing is to write lots and lots of essays. However, very often there is no significant improvement from one essay to the next. Students also get very caught up in the accuracy of the language being used, when there are still some serious structural defects. Language is very important as well, and I think there’s another post in that, but getting the structure right can also make a huge difference.

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Filed under IELTS, Writing