Friday, 25 October 2013

Writing Activities for the English Teachers

1.      Jumbled words are given, students will make sentences.
2.      Jumbled phrases are given, students will make sentences.
3.      In a simple sentence, complete subject is given; students will complete the sentences.
4.      In complex and compound sentences, first half is given; the students will write the other half.
5.      In complex and compound sentences, two parts are given; the students will put the conjunctions given.
6.      One part of a sentence is given; students will choose the other part from alternatives.
7.      In a big sentence simple words are used, students will use synonymous difficult words or phrases given.
8.      Brainstorming Activity: Brainstorming types are taught first through sample, Title of the paragraph is given, Ss will brainstorm in groups,
9.      Paragraph structure (Sample is given and Ss will read and understand): Introducer—Developer—Terminator: Title of the paragraph is given; students will write Introducer/Developer/Terminator.
10.  Paragraphs are given, students will give suitable TITLES. [Ss will work group wise and then they will write the TITLE on the board. Whole class will select the BEST TITLE.]
11.  Title of a paragraph is given; KEY words and Phrases are also given. Now students will write the paragraph.
12.  Title of a paragraph is given; sentences are given in jumbled order. Students will rearrange the sentences.
13.  A paragraph is given. Students will rewrite the paragraph. They will change simple sentence into complex or compound, linking verbs into action verbs, simple words into standard words or phrases.
14.  A printed essay is given with paragraph numbers. Title is separately given to Ss. Now the students will sequence the paragraphs.
15.  Types of Essays: Samples are given to read, Ss will find out the sentences with the types of essays. How to develop argument—samples are given.
16.  Writing Quality: Two paragraphs are given on the same topic. Now the Ss will read, analyze, and compare them in terms of quality. (Organizing, word choice, smoothness, completeness of the paragraphs and the essays, cohesion and coherence, use of collocations/idiomatic expressions, sentence types (complex—compound, and other i.e. sentence variety), errors, grammar)

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