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Este Cmap, tiene información relacionada con: TEMA 99, Copying activities students Need to copy words so that they get used to writing. They should have a COPYBOOK in which they can record new words and sentences that they have met., Need to copy words so that they get used to writing. They should have a COPYBOOK in which they can record new words and sentences that they have met. so We can get the class to help us write a text. We write up the sentences they suggest to us. When we have finished, they have to copy the text into their copybook and we can check it. We discuss writing together in more detail in (58)., Need to copy words so that they get used to writing. They should have a COPYBOOK in which they can record new words and sentences that they have met. so We can show the students words, sentences or very short paragraphs. They have to look at them for a short period. We then take the sentences away or cover them up and the students have to try to write them from memory., DICTATE short sentences, especially if they are connected to topics or language which the students are working on. so We can dictate half a sentence, such as The best book I have ever read is... and the students have to complete it., Teachers get young learners write POEMS, STORIES or descriptions (often with pictures and drawings attached), they can keep them in a folder (or PORTFOLIO (59)) Later they can look at this collection in order to EVALUATE the learner's progress over time (88). The portfolios can be given to the parents at the end of the term or year. then Students bring in their favourite photographs (or post iliem on an ONLINE LEARNING PLATFORM). They write a paragraph explaining who or what is in the photograph. We can display these photographs and paragraphs on the classroom walls., DICTATE short sentences, especially if they are connected to topics or language which the students are working on. so We can hold up CARDS with words (accompanied by pictures), such as empty big, hot, etc. and the students have to write their opposites (full, small, cold, etc.)., Need to copy words so that they get used to writing. They should have a COPYBOOK in which they can record new words and sentences that they have met. so Children need help in forming letters and putting letters into words. We can give them special lined paper to help them to do this, and show them what strokes arenecessary to make different letters (57)., Need to copy words so that they get used to writing. They should have a COPYBOOK in which they can record new words and sentences that they have met. so We can get our students to tell us any food words that they know. We then write them on the BOARD (85) and draw a chart with columns for meat, fish, vegetable, fruit and cereal. The students copy the chart and then they write the words in the correct columns, making sure they spell them correctly., DICTATE short sentences, especially if they are connected to topics or language which the students are working on. so We hold up picture cards (with the word for the picture on the back). The students write down the words for the pictures. We turn the cards over and they check whether they have written the right word correctly., 99. YOUNG LEARNER WRITING ???? Copying activities, Teachers get young learners write POEMS, STORIES or descriptions (often with pictures and drawings attached), they can keep them in a folder (or PORTFOLIO (59)) Later they can look at this collection in order to EVALUATE the learner's progress over time (88). The portfolios can be given to the parents at the end of the term or year. then We can give our learners clear models to follow. For example, we can show them a text (with an attached photograph or drawing) such as the following Gloria is my best friend. She's clever and funny. She likes chocolate and hamburgers, and she likes ballet and TV. She lives in Cambridge, in England. She speaks English and Spanish. Now they have to write about their best friend (including a photograph or a drawing), saying what their friend is like, what they like, where they live and what languages they speak., Teachers get young learners write POEMS, STORIES or descriptions (often with pictures and drawings attached), they can keep them in a folder (or PORTFOLIO (59)) Later they can look at this collection in order to EVALUATE the learner's progress over time (88). The portfolios can be given to the parents at the end of the term or year. then We can ask our students to write POETRY (63) using models we give them., DICTATE short sentences, especially if they are connected to topics or language which the students are working on. so Students can do a RUNNING DICTATION (48) with a poem or other short text., Need to copy words so that they get used to writing. They should have a COPYBOOK in which they can record new words and sentences that they have met. so Students can practise writing letters in the air. They can write letters with a finger on another child's back and the child has to guess which letter it is. They can make letters from plasticine or draw them on large pieces of paper., DICTATE short sentences, especially if they are connected to topics or language which the students are working on. so To begin with, the students put their pencils down. We then say a sentence and the students have to listen. When we finish, they try to write the sentence from memory. With very short paragraphs we can use the DICTOGLOSS technique (48)., Teachers get young learners write POEMS, STORIES or descriptions (often with pictures and drawings attached), they can keep them in a folder (or PORTFOLIO (59)) Later they can look at this collection in order to EVALUATE the learner's progress over time (88). The portfolios can be given to the parents at the end of the term or year. then We can give the students cartoon strips with the words in the speech bubbles missing. They have to write words for the speech bubbles. They then compare their versions with the original, Portfolio writing (and other writing tasks) when Teachers get young learners write POEMS, STORIES or descriptions (often with pictures and drawings attached), they can keep them in a folder (or PORTFOLIO (59)) Later they can look at this collection in order to EVALUATE the learner's progress over time (88). The portfolios can be given to the parents at the end of the term or year., Teachers get young learners write POEMS, STORIES or descriptions (often with pictures and drawings attached), they can keep them in a folder (or PORTFOLIO (59)) Later they can look at this collection in order to EVALUATE the learner's progress over time (88). The portfolios can be given to the parents at the end of the term or year. then We can ask our learners to keep a JOURNAL (59) in which they write about such things as what they have been doing and what they would like to do, or write an imaginary entry from a space diary., The value of writing when Students start to write, they find another way to express themselves. Because the WRITING PROCESS (57) is generally less spontaneous than, for example, speaking, students have a chance to think about language, and this helps their linguistic development., Portfolio writing (and other writing tasks) we Discuss writing in general in 57-59.