Giáo án anh văn lớp 12 - QUESTIONS FOR DISCUSSION pptx

QUESTIONS FOR DISCUSSION

Are you agree or disagree with the following statements:

Agree Disagree
1 The type of writing that teachers get students to do will
depend on their age and their interests.

2 Free Writing enables students to generate their own ideas.
3 A model text should always be provided before students
start to write.

4 Teachers should correct all the errors that students make in
their writing.

5 Students should be provided a Checklist while they are
looking over their writing.

6 It is easier for a student to find out errors in his partner’s
writing than in his.

7 A teacher will not be successful in his writing class if his
students ignore the errors and corrections.

8 With lower level classes, it is possible for the teacher to
redesign writing tasks in textbook so that they will become
easy enough for the students to write.

TEACHING WRITING

 Kind of writing
 Writing correction
 The role of the teacher





Part one:
KIND OF WRITING

 The type of writing teachers get students to do will depend on their age, interests,
and level.

 The writing tasks/activities include writing postcards, letters of various kinds,
filling in forms such as job applications, writing narrative compositions, reports,
play scripts, advertisement, or poems.

 There is no limit to the kinds of text teachers can ask students to write. Teachers’
decision will be based on how much language students know, what their interests
are and what teachers think will not only be useful for them but also motivate
them as well.

Below is the kind of writing teachers use for elementary to intermediate level:
Writing activities as controlled writing Writing activities as free writing
1. Gap-Filling
2. Re-ordering words

3. Substitution
4. Correcting facts
5. Dictation

1. Paragraph writing
2. Letter writing
3. Essay writing




Kind of writing students do
in form 12
 How to develop a paragraph.
 Writing a paragraph
+ narrative
+ descriptive
 Writing a letter
+ formal
+ informal
 Writing a report.
 Writing an agenda.


Note: Problems with Free Writing
 Problem for free writing: When facing a free writing such as writing a paragraph
to describe their own town or village, many students would probably find it quite
difficult and make many mistakes. If so they would find the task frustrating and
probably not learn very much from it.
 Students would probably approach the task in different ways and produce a wide

variety of different paragraphs.


Problems with free writing to Vietnamese students
- Lack of time.
- Some students make many mistakes (grammar, structure, spelling, … )
- Some students have few ideas to write and some have few words to express
these ideas.
- Some students write in Vietnamese, then translate into English:

easy to
make mistakes.
- …

* NOTE TO THE TEACHER
Thus the only way to correct their work would be individually, book by book, this
would be very time consuming for teachers.
Therefore, teachers should help students progress beyond very controlled writing to freer
paragraph writing by guiding their writing:
 Giving a short text as a model
 Doing oral preparation for the writing








a. teaching guided writing

- Teachers give students model texts.
- Students work in pairs / groups to write the outline (students may answer
the suggested questions to find out the main idea of a text)
- Teachers offer students new words, structures, … used in a certain kind of
writing (a letter, a report, a form of application, …)
- Students write (based on a model or an outline).
- Correction.

Note:
1. Teachers may give students a text with many blanks to fill in if students are
not good enough.

Dear Sir,
I’m going to ______ Marseilles with my brother from October 21
st
to 23
rd
. Have you
got a double room with a shower for three days? ______ ______ is the room ?
We would like a ______ facing the sea, if possible. Is there a restaurant in the hotel?
We don’t eat meat ______ we like all other kinds of food.
We’ll arrive ________ Marseilles at about six o’clock ______ Friday evening. We
plan to ______ the hotel on Sunday morning.
I’m _________ forward to hearing from you soon.
____________ ,
Tom Smith

2. Good students should have opportunities that they can be creative with.

EX: (in writing a report, a letter, …)

- Place: beach / countryside / mountain…
- Time: last week / last summer / …
- Activity: go swimming / go hiking/ …
- Feeling: enjoy, have a good time, feel bored,…

b. conducting oral preparation for the writing task
- Teachers & students read the Task.
- Teachers & students work together to find out the outline: what to write
about, how to write, which one to be written first, …
- Teachers discuss structures used in the writing with students.


Part two
WRITING CORRECTION

Correction is worthless if students ignore the mistakes and corrections.
 Teachers have to ensure that students understand the problem and then redraft the
passage correctly.

1. Basic procedure for correcting simple written work in class
 The teacher writes correct answers on the board, or gets students to write them.
 As the teacher gives the answers, students correct their own work.
 Then the teacher moves around the class to supervise what they are doing; or
students can exchange books and correct each other’s work.
2. Techniques for correcting written work
 With more advanced classes and even with lower level classes, it is important for
the teacher to correct students’ work individually.
 Over correction can have a very demotivating effect. One way of avoiding the
over-correction problem is for teachers to tell their students that for a particular
piece of work they are only going to correct mistakes of spelling or grammar, etc.

This will make students concentrate on that particular aspect, and cuts down on
the correction.

3. Ways of correcting students’ work more positively and effectively
 The teacher could only correct the errors that seem most important or only errors
of a certain kind (e.g., items that were taught recently, or just problems with
verbs)
 The teacher could reduce the amount of underlining and write corrections in the
margin; this would make the page look less heavily corrected.
 The teacher could simply indicate where the student has made important errors,
and asks him/her to try to correct them himself/herself. This would encourage the
student to look again at what he/she has written and think about possible errors.

NOTE TO THE TEACHER
 For more advance classes, systems of abbreviations can be used. Teachers
regularly write in the margin to indicate different kinds of error, e.g.,
sp or S = spelling mistake
g or G = grammar mistake
wo or WO = wrong word order
T = wrong tense
W= wrong word
^ = missing word(s)
? = I don’t understand
This way helps students to correct all their own mistakes, and gives good training in
reading through and checking what they have written and makes corrections look less
damaging.
 It is always worth writing a comment at the end of a piece of written work –
anything from “Well done.” to “This is good work but you must look again at
your use of grammar/your spelling/word order,” etc…

Part three
THE ROLE OF THE TEACHER
 Motivator
- Teacher motivates students, creates the right conditions for them to generate their
own ideas.
- Teacher gets students involved in creative writing activity so that students find it
easier to generate ideas.
 Resource
- Teacher should provide information and language where necessary.
- Teacher offers advice and suggestions in a constructive and tactful way.
 Feedback provider
- Teacher should give feedback on students’ writing tasks with special care.
- Teacher should respond positively and encouragingly to the content of students’
written work.
- Teacher chooses the kind of mistakes to focus on when correcting their written
work. Overcorrection should be avoided.

Note: Example of Checklist
It is very important to provide CHECKLIST to students so that they can do
self/peer correction.
Errors may be: S & V agreement, pronoun, antecedent, plural/singular noun, verb
forms, structures, punctuation, capitalization, word-order, …

******