Find two texts and write them on the mobile phones

Integration with other skills

Dictations

Q Free writing.

Controlled and guided writing tasks often prepare children for free writing. Free writing is usually described as the type of writing that pupils carry out without any support. As was mentioned in the beginning of the chapter free writing is a complex skill, so it is too ambitious to expect young learners to be able to write without any support, so you will find only a few free activities like writing compositions, stories in primary course books.

You might want to engage your pupils in this challenging activity from our practice:

Wow! You’ve got e-mail from your best friend! OOPS! What a mess! It’s all mixed up! Try to read it and write back.

[A picture of a computer with the text of e-mail inside:] Hi, Natasha! I’m Tracy! 10 I’m. I’m UK from the. I like and reading books playing friend with my Steve. We’d like penpals to find countries from different. Write, please. back Love, Tracy.

[A picture of a computer with empty screen]

C

As the situation is close to real life pupils are eagerly involved. The letter the pupils are supposed to restore serves as a model for writing e-mails and illustrates one more genre of writing.

We would like to devote a separate section to dictations as they are widely used as a means for practising and testing spelling. They are also usually associated with fear, irritation, and panic. We believe that dictation can be easily turned into an enjoyable activity (either controlled or guided).

Try out a mutual dictation:

“Mutual dictation” Suggested procedure: · Choose a short story or a dialogue. · Divide each sentence into two parts. · Write each half of the sentences on a separate strip of paper. · Give pupil 1 the beginnings, pupils 2 – the endings. · In pairs pupils dictate bits of sentences to each other writing the complete sentences in their exercise-books. Thus, pupils get the whole text. This activity can be exploited further: Ask children to rearrange sentences in the logical order, read and mime the situation, check each other’s work in terms of spelling.

C

This simple activity has rich potential for developing listening and reading skills, cooperation, and peer-evaluation. It can also be followed up by speaking (acting out the dialogue).

As was mentioned above writing is usually accompanied with other language skills and aspects. No wonder that the same activity serves many purposes especially for older children.

Thank you. Hi, Wendy. Hello, Miriam. We miss you. I feel lonely. Can Steve and I come and see you? Come, I’m waiting for you. Get well soon. I want to be at school with you.
[AW] A picture of a mobile phone screen with the first phrase written and some lines to write the whole message. .... Hi, Wendy................................. ........................................................ ........................................................ ........................................................	[AW] A picture of a mobile phone screen with the first phrase written and some lines to write the whole message. .... Hello, Miriam............................. ........................................................ ........................................................ ........................................................
[AW] A small picture of Miriam pressing buttons on her mobile. // Мириам в школе пишет СМСку для Венди	[AW] A small picture of sick Wendy pressing buttons on her mobile.// Венди лежит больная в постели и держит в руках мобильный телефон

C

This guided writing activity supports developing reading skills. The content of this integrated activity is close to children’s lives and contributes to the child’s emotional development. To add more, it is a piece of communicative writing: it is written with a purpose, to a certain person and there is a response. The activity is challenging, but, we believe, children will not be discouraged as the amount of text they have to write is rather small.

NB!

Starting teaching young learners to write, be patient and tolerant, give your children lots of practice, and give them time to build confidence.

Do not forget to include in your lessons involving and meaningful writing activities stimulating children’s overall development.

Think of useful integration with other skills like speaking, reading, listening, and language work.

Дата добавления: 2015-05-29