Developing writing skills

Reflection:
Complete the following sentence in as many different ways as you can. Use one of the words in bold below in each sentence.

collaborative communicatiate practice process readership

To teach writing .........


FURTHER READING/RESOURCE BOOKS


Writing Tricia Hedge, Oxford Resource Books for Teachers (Oxford)

Teaching English through English Jane Willis (Longman)

Writing Matters Brown & Hood (CUP)

Writing Games Hadfield & Hadfield (Nelson)

Plus Longman, Nelson and Oxford Skills series.

Reading at Home

Hello All

Today I have given you a couple of 'sections' from Harmer, The Practice of English Language Teaching for you to read. These highlight some of the key isues covered in my last two sessions and indicate future useful reading for anyone thinking of moving on to the DTTLES course in the future.

If anyone has any comments on the sessions or any reading - blog away!

Tina

NATECLA offer

Special offer for your trainee ESOL teachers ....................


Training to teach ESOL? Introductory offer of free one year membership of NATECLA

Free one year initial membership of NATECLA for those studying on a recognised teacher training course. Just download and complete the application and standing order mandate. http://www.natecla.org.uk/content/467/how_to_join/

You may also take the opportunity to subscribe to our journal Language Issues at the same time and receive this at the member subscription rate.
The journal is essential reading for everyone concerned with ESOL and community language teaching. As well as discussing pedagogical approaches and research, it addresses the social and political issues affecting learners.

NATECLA National Centre
South Birmingham College
Room HA205
Hall Green Campus
Cole Bank Road
Hall Green
Birmingham
B28 8ES
www.natecla.org.uk

The Task Cycle

Hello

We've all (the tutors) spoken and agree this is what we would like to see a 'task cycle' look like. The more of this you can put on your lesson plan the more likely you are to follow the procedure in your lesson!

1. Find some way to demonstrate, give example etc for the activity. Try to avoid 'long winded' instructions.
2. Give timing for task.
3. Check understanding - questions are good here.
4. Group students - think about how and why you are going to do this!
5. Monitor - how the students are doing on the task and any problems they have with the language. Give hints not answers. Do not be afraid to stop the whole group to clarify any common difficulties that are preventing task completion. 'SWEEP & ZOOM'
6. Check answers - usually peer checking or some kind of swift feedback method.
7. Feedback - be selctive here. Base feedback or error correction on earlier monitoring. You could choose some good examples to share with the whole group. Not everyone has to contribute at this point.

If you have any question you can ask any of us. Happy task planning!

Tina

1/2 way evaluation - assignments

assignments
What we might change....


What we liked most(!)......

1/2 way evaluation - TP

TP (prep, feedback)
What we might change....


What we liked most......

1/2 way evaluation - input

Input (content, delivery, etc)
What TWO sessions were the least useful in terms on CONTENT?


What else could be changed....



What we liked the most.....