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Handout Tutorial 1 (Tasks 1-3)

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29 views3 pages

Handout Tutorial 1 (Tasks 1-3)

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royomartinez.paula
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Resources for EFL (PRIMARY Ed.) E.

Lafuente
Mª P. Mur

Unit 5. Writing: (Teaching notes for the Lesson)


The following are the teaching notes for our writing Lesson. Reflect about the different activities
and steps we followed and try to identify the key concepts and the aims of the lesson.

Task 1. MIND MAPS & SHARED WRITING (TIGERS)


ACTIVITY AIMS
Step 1. T asks students what things they know about tigers. SS
pool what they know and Teacher writes the ideas on the
board. Ideas are grouped into subtopics.
Step 2. The most significant ideas or subtopics are identified &
circled. Irrelevant information is discarded.
Step 3. T asks SS what information should go first, second, etc
in the text. The different categories are numbered
following that order.
Step 4. T designates a scribe and both SS and T cooperate to
create the text .
Step 5. T questions SS about which forms to use (e.g. Tigers vs
the tigers) in certain parts of the text.

Step 6. Once the text is completed T asks student teachers


which structures have been practiced. He also makes them
reflect about learning outcomes for the lesson.
Step 7. The T asks student teachers to think of a possible
context for this writing assignment.

Task 2. FINDING A PENPAL


ACTIVITY AIMS
Step 1. Write five sentences about someone you know.

Step 2. Read the description below.

Step 3. Fill in the table with words from the text above.

Step 4. Complete the table with words from the five sentences
you wrote.
Step 6. Select the words and expressions you could use to
describe yourself.
Step 7. Now use the words selected to write sentences that
describe you.
Step 7b Share (read) the sentences with your classmates
Step 8. Start writing a description of yourself
a) Choose the aspects you want to write about
b) Number them (1st, 2nd, 3rd, …) based on the order you
want to follow
c) Use the sentences which refer to each aspect and group
them together into paragraphs. Connect them with linkers
Step 9. Write the actual email (including the addressee, the
subject, opening and closing salutations, etc) and send it.
Guided Writing Resources for EFL Primary
Enrique Lafuente & Pilar Mur

Task 2. FINDING A PENPAL


Your school and Richmond Elementary, a school in Melbourne (Australia), are going start a pen pal
program. Students from the two schools will be put in contact and become pen pals.
You need to write an email to the children in Richmond Elementary describing yourself. The Australian
students will receive all these emails and they will select someone they find interesting, fun or just
similar to them as their pen pal.
PROCEDURE:
Step 1: Close your eyes and imagine someone that you know very well. Write five sentences about that
person.
Step 2: Read the description below to your shoulder partner.
He’s quite tall and slim with fair curly hair and blue eyes. He usually wears casual clothes. He
likes wearing jeans and a leather jacket. He’s a lively person, very funny sometimes but he
can be quite serious too. Everyone likes him because he’s very kind.
Step 3: (Class share) Fill in this table with words from the text above.
A. Looks B. Clothes C. Personality

Step 4: (Group work) Complete the table above using words from the five sentences that each of you
wrote in Step 1 related to aspects A-C. If you wrote about other aspects (e.g. hobbies, interests, family,
etc.) complete the table below and provide a name for each of the additional aspects (D-F).
D._____________________ E._____________________ F._____________________

Step 6: Now, select (highlight) the words and expressions you could use to describe yourself.
Step 7: Turn the words that you have selected into sentences that describe you. Share these sentences
with the class/with your group.
Step 8: Finally, turn your sentences into a description of yourself.
(a) Choose the aspects you want to write about (appearance, personality, hobbies, habits, etc).
(b) Number them (1st, 2nd, 3rd) based on the order you want to follow,
(c) Select the sentences which refer to each of those aspects/subtopics and put them together in
paragraphs. Try to connect the sentences using linkers such as: besides, in addition (to add information)
or however, despite this (to show contrast).
Resources for EFL in Primary School
Unit 5. Writing

TASK 3. EVALUATING STUDENTS’ WRITTEN PRODUCTION

1. Read the following writing activity and the outcome of 5 different students. Match the outcomes to the
assessment and commentaries.

Read the email from your friend, Alex.


From: Alex
To:
It’s great you can come to my house this evening to watch a DVD. What time can you come? Which DVD do you want to watch?
What would you like to eat?

Write an email to Alex and answer the questions.

Student’s outcome 1
Hello. I am come to my house last week. DVD is a film. I can you come at 12.30. My favourite eat it’s a pizza and
chips. My favourite drink a cola. Thank you.

Student’s outcome 2
To Alex,
Yes, it’s so great. I arrive at 2.30 and I want to watch Titanic becouse is interesting and nice. I would like the eggs
with potatoe and a hamburgers.

Student’s outcome 3
Hello Alex,
I can’t wait the moment when I will go to your house.
I would like to see a fantastic film like a Star Wars.

Student’s outcome 4
Dear Alex,
I will come to you at 18.00. I want to watch “Fast and Furious”. I would like to eat chips, pizza and fast food, and
drink cola.

Student’s outcome 5
I’m really happy to come to your house. You can choose the film. I like cartoons. We can eat a pop-corns and
kola, and chisp, swindwich, hamburger and mustard.
Bye

5 marks – Commentary: All three parts of the message are clearly communicated.
4 marks – Commentary: All three parts of the message are communicated but there are some non-impending
errors in spelling and grammar.
3 marks – Commentary: Two parts of the message are clearly communicated. Information about what time to
come is not included. There are only minor spelling errors and occasional grammatical errors.
2 marks – commentary: Only two parts of the message are communicated. Information about which DVD to
watch is not included. There are errors in grammar which may require patience on the part of the reader.
1 mark – Commentary: Only one part of the message is communicated.
From KET (Key English Test for Schools. Handbook for Teachers)

OPTIONAL TASK: Work in groups and design a checklist or rubric for revising/ assessing the email in task 2
(Penpals). Your checklist or rubric may be used for peer-assessment, for editing and revision or for teacher
assessment.
The tool must be submitted via moodle by Nov 13th (23:00h). You must be prepared to present it to your peers
in the tutorial of Nov 15th.

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