Teaching

Writing
 Teaching
Writing
Learning Outcomes:
- Define the meaning of writing

- Identify the purpose of teaching writing

- Use the techniques of teaching writing

 Teaching
Writing
Group Discussion
• What is writing?
• Is writing important?
• What is the purpose of writing?
• What do we write?
 Unit 10:Teaching
Writing
What is writing?
- The process of communicating
thoughts and ideas in a readable
form.
- For academic writing, it refers to all written
forms created for the purpose of study.
 Teaching
Writing
- Reid, J. (1993). Teaching ESL Writing.
New York, NY: Pearson ESL.
- Chin, P., Reid, S., Wray, S., & Yamazaki, Y.
(2013). Academic Writing Skills 3
Student's Book. Cambridge University Press.
 Teaching
Writing
Is writing important? What is the purpose of writing?
- to inform
- To instruct
- To explain
- To describe
- To relate with other
- -------ect.
 Teaching
Writing

What do we write?
 Teaching
Writing
WHAT WRITING INVOLVES?
- Know about grammar
- Know a lot of words
- Be able to spell well
- Have reasonable handwriting
- Understand about lay out
 Teaching
Writing
- Know when how to use capital letters
- Be able to put ideas in order
- Think logically and creativity
- Be accurate
- Know how link sentences together to make a
paragraph
 Teaching
Writing
WHAT MAKES WRITING EASIER?
- It is done “little and often”
- It is interesting and fun
- It is relevant to the students 'lives
- It is not too easy or difficult
 Teaching
Writing
WHAT MAKES WRITING EASIER?
- Students are allowed to talk about what they are
going to write
- Students should be cooperative
- T gives a good model writing
- T takes care to build up the students 'confidence
in writing
 Teaching
Writing
MEANINGFUL VS MEANINGLESS WRITING
EX 1: Change these sentences into negative.
a. I like Thai food.
b. He smokes and drinks a lot.
c. Cambodian grow rice four times a year.
 Teaching
Writing
EX 2: Read about John. Change these sentences to make
them true for you.
I live in America. My house is near
the seaside. I eat potatoes every day.
I go to school by car. In my free time
I play basketball.
 Teaching
Writing
CONNECTED TEXT AND UNCONNECTED SENTENCES
EX1:
Bora can swim.
Cats can fly.
I can dance.
Dogs can’t play ping pong.
 Teaching
Writing
EX 2:
Veasna can swim but he can’t drive a car. He can speak
English and Chinese but he can’t speak Russian.
 Teaching
Writing
WRITING IN A PPPL AND WSPL
1. PPPL is usually a few sentences containing examples of
the new TI. It is not a text. In the practice stage 0f
PPPL, students write a few sentences containing the
new target item. These sentences almost the same as
sentences they have already practiced orally in drill, or
in other controlled practice.
 Teaching
Writing
Ex: I can play football but I can’t play volleyball.
I can cook Khmer food but I can’t cook English food.
I can speak English but I can’t speak French.
 Teaching
Writing
Why is it good idea to get students to do a little writing in
every PPP lesson?
- To help students to remember the new structure and
vocabulary.
- To keep a record of the new lesson in their notebooks.
 Teaching
Writing
- Be used for revising.
- To show written work to their parents and siblings.
- To reinforce what the students have just met by
reading, listening and by speaking (when they repeat,
do drills or controlled speaking practice activities)
 Teaching
Writing
2. WSPL is to get students to write a meaningful text
At the beginner level, this will be a very short, simple
text like example 2 above, but they should not just write
unconnected sentences.
 Teaching
Writing
Ex: This is a picture of Sok’ farm. There are two buffalos and three
cows. There’s a cat but there isn’t a dog. There are three big trees
near Sok’s house. There is a car in front of the house.
 Teaching
Writing
PARALLEL WRITING
Students first read a text, and then use it to do some similar writing. The
text is their model and cue. Read the model text about Dara and the cues below.
Then write a new text about Sophal.
Dara goes to school every day by bicycle.
He starts school at 7 o’clock. After
school, he usually helps his mother.
Sometimes he plays football.
Cue: Sophal/work/motorbike/eight
five/meets/friends/cards
 Teaching
Writing
Different Parallel Writing Activities Vuthy Dara
Exercise 1: The teacher asks the students to read Play pin-pong Y N
a model text about Vuthy, look at the cues about Roller skate N Y
Dara, and write a new text about Dara.
Drive a car Y Y
Model:
Vuthy can play ping-pong and Catch fish ? N

Football but he can’t roller-skate. He Ride a Y N

motorbike
Can ride a motorbike but he can’t drive a car.
Speak English Y Y
He can speak English well and he can speak
Chinese, too. Speak Chinese Y N
 Teaching
Writing
Exercise 2: Read the model text, look at the Cambodian map and write
about Cambodia.
Model:
Austria is in Europe. The capital is Vienna.
Austria lies between Switzerland to the west,
Germany to the north, Hungary to the east and
Italy to the south. About seven millions people live
in Austria and they speak German. A big river flows
through Austria. It is called the Danube.
 Teaching
Writing
CONTROLLED WRITING PRACTICE TECHNIQUES
1. Using Substitution Tables
A.Write true sentences about the pictures
tree is blue
ball green
The boy happy
red
trees are
small
boys
round
cats
clever
 Teaching
Writing
B. Write 20 true sentences
20 true sentences

are
elephants kitchen
a lot of trees dormitory
There aren’t any a few plants in the classroom
10/20 desks zoo
beds office
glasses garden
 Teaching
Writing
C. Write a paragraph
Sophy market evening
Ra goes to the shop every morning
store day

He buys vegetable for his family

She rice the
meat her

He never goes by bus because It is Not far

She usually on foot Expensive
often by bike faster
 Teaching
Writing
2. Ordering
Students are given words or
sentences in the wrong order. They
write the words in the correct sequence
to make sentences, or write
the sentences in the correct order
to make texts.
Teaching
Writing
 Teaching
Writing
3. Completing
A.Sentences
If I won a million dollars I ……………………
If I could live in any country …………………….
If students ran the school ……………………..
 Teaching
Writing
B. Stories
The teacher gives students some clues
to a story, these could be the first and
last lines, the first and last paragraph,
the first line of each paragraph, etc.
Students complete the story.
 Teaching
Writing
5. Joining sentences
Students are given pairs of sentences. They join two sentences together and
write them as one sentence.
She is still young. She can’t marry you.
He is tired. He can’t go.
This coffee is hot. I can’t drink it.
I will lend you the book. You wanted it.
 Teaching
Writing
6. Filling in Gaps
(Cloze Technique)
 Teaching
Writing
Free Writing Practice Techniques
1. Describing a Person/Place/Picture
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Writing
2. Making a list
A teacher gives a particular topic
for students and then ask them
to make a list of ideas related to it.
 Teaching
Writing
3. Story Builders
Students need to work in groups. In the groups,
students are asked to take turn to build their story
from a starer. The starter can start a story with one
Sentence, and then pass it on to the next student. The
Second student has to read and write one more sentence,
Then pass to the third student……………………….
 Teaching
Writing
4. Creating Writing Practice.
Create writing practice varies according
to real life written work such as a brochure,
school rules, advertisement……..ect.
 Teaching
Writing
Writing a Paragraph
What is a paragraph?
• A group of sentences that tell about a topic or one
main idea.
• A paragraph should have a topic sentence that states
the main idea and supporting sentences that explain
more about a topic. It may also have a concluding
sentence that restates the main idea.
 Teaching
Writing
A paragraph looks like:
 Teaching
Writing
What is a topic?
A subject or what you learn or talk about.
What you will write about.
Example:
-Favorite food
-Your hobby
-A trip to Siem Reap
 Teaching
Writing
Circle the correct main topic below.
1. Apple mango fruit banana
2. cat animal dog elephant
3. milk coffee tea drink
4. garlic vegetable carrot potato
Answer: 1. fruit 2. animal 3. drink 4. vegetable
 Teaching
Writing

What is a sentence?
• A sentence is a group of words that contains at
least a subject and a main verb and expresses a
complete thought.
• A sentence begins with a capital letter and ends
with a period (.), a question mark (?), or an
exclamation mark (!).
 Teaching
Writing
Example
• It is hot today.
• He looks tired, but he never gets sick.
• I love Kampong Som because it is beautiful.
• Does she like ice cream and chocolate?
• I can’t believe it!
 Teaching
Writing

What is a Topic Sentence?

• Is a complete sentence.
• Tells the main idea of a paragraph.
• Usually is the first sentence in a paragraph.
 Teaching
Writing

Dara is a good student.

Topic Controlling idea

Topic Sentence = Topic + Controlling idea
 Teaching
Writing
What is a controlling idea?
• What you want to say more about the topic
• Tells what the paragraph will say about the topic.
• Can be made up of verbs, adjectives, adverbs, etc.
Example:
My uncle is very good at sports.
Battambang is an interesting place to visit
 Teaching
Writing
Write the topic or controlling idea to make a good topic
sentence.
1. Angkor Wat ………………………………………………..
2. …………………is a very important language for communicating
around the world.
3. …………………………makes me healthy.
4. My favorite …………………………is vegetables.
 Teaching
Writing

What are supporting sentences/details?

• Explain more about the controlling idea stated in the
topic sentence.
• Give the reasons and more examples to support the
topic sentence
• The supporting points and specific details are in the
middle/body of the paragraph
 Teaching
Writing
Think, Pair, Share
Write three reasons to explain why Dara is a good student.

-Topic Sentence: Dara is a good student.

-Supporting sentences:
Reason 1:
Reason 2:
Reason 3:
 Teaching
Writing
Think, Pair, Share
Write the concluding sentence for the paragraph.
Dara is a good student. The first reason is that he never comes to class
late. He always comes early. The second reason is that he gives respect to
the teacher in the class. He usually concentrates on the lessons and
listens to the teacher’s explanation very carefully. The last reason is that
he is good at many subjects. For example, he often receives good grades
in maths, Khmer, arts, and English. So, I
think……………………………..…………………….………........................................
..............................……………………………………………………………………………
………………………………………..
 Teaching
Writing

What is a Concluding Sentence?

• Repeats the topic sentence in different words, but
keeps the same meaning.
• Summarizes the supporting points.
• May state the writer’s opinion.
 Teaching
Writing
• Is usually the last sentence of the paragraph.
• Signals:
– In my opinion, / I think ……..
– In conclusion,……..
– In brief, ……..
– To summarize/ to sum up,……
 Teaching
Writing

Process-Based Approach in Teaching

Writing
Objectives:
- Define the meaning of process writing
- Identify the process-based approach in teaching writing
- Use the techniques in teaching process writing
 Teaching
Writing
What is the Process-Based Approach?
-Process based approach is sometimes called “process
writing”.
-It refers to one of the most common ways to teach writing.
-This approach includes the following stages: prewriting,
drafting, revising, editing, and publication.
 Teaching
Writing
• Five Steps of Process-Based Approach

Pre writing
Drafting

Revising Editing

Publishing
 Teaching
Writing
I. Pre-writing
What type of Pre-Writing do you know?
• Brainstorming ideas
• Planning
• Organizing ideas
• Determining audience and purpose
 Teaching
Writing
Describing Wheel
 Teaching
Writing
Inverted Triangle
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Writing

Mind mapping
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Writing

Clustering
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Writing
Listing
Topic: Favorite food and drink
1.________ 4. _________
2.________ 5. _________
3. ________ 6. _________
 Teaching
Writing
What other types of Pre-Writing do you know?
• Flow chart
• Sequence chart
• Tree chart
• Venn diagram
• Etc.
 Teaching
Writing

II. Drafting
• Putting the ideas into sentences.
• Starting to write the paragraph.
• Do not worry about language errors such as
grammar, spelling, and sentence structures, etc.
 Teaching
Writing
III. Revising
• Editing the content of writing for improvement
• Add: more needed information/ details
• Rearrange: sequence the ideas
• Remove: take out what is not related to the topic or what is not
necessary.
• Replace: rewrite or replace with new words/
phrases/sentences.
 Teaching
Writing

IV.Editing
Checking for errors
– Grammar
– Spelling
– Capitalization
– Punctuation
Sample
Editing
Symbols
 Teaching
Writing
Underline and correct the mistakes in each sentence.
case
1. I Like swimming in the river.
I like swimming in the river.
case sp
2. i don’t like watcing TV.
I don’t like watching TV.
 Teaching
Writing
3. I always ride to school p
I always ride to school.
v-ing/ to infinitive
4. I like cook.
I like cooking
I like to cook.
 Teaching
Writing
V. Publishing
• Finishing and publishing the writing.
• Printing out the writing text.
 Teaching
Writing

Genre-based Approach in Teaching

Objectives:
- Define the meaning of the genre-based approach.
- Identify the genre-based approach in teaching
writing.
- Use the techniques in teaching writing with genre-
based approach.
 Teaching
Writing

What is Genre-based Approach?

• A method of teaching writing by using the model
from a text for students to follow and then produce
their own writing.
• For example, students learn to write a specific text-
type (e.g. postcard, recipe or letter) by being
shown a model, jointly writing with the teacher,
then writing on their own.
 Teaching
Writing

Types of Genre-based Approach

• Descriptive writing:
– with five senses to describe (sound, sight, smell, taste, touch), and
how you feel
• Narrative writing:
– sequence of story, fact/ fiction
• Letters and Journals:
– letters/ emails/ record/ notes
 Teaching
Writing
1. What type of genre-based is it?
Letter
 Teaching
Writing
2. What type of genre-based is it?
Battambang is a good place to live. The local food-stalls are incredible.
They include nice street food, drinks, and sweet juicy fruits.
Moreover, it is also a beautiful place to visit, hang out, and relax.
People are so kind and friendly. They often stop to chat with
foreigners or ask them if they need help. In addition, health facilities
are good in Battambang. It has at least one health center in each
commune, a lot of clinics, and hospitals. These are just some of the
reasons I think Battambang is a great place to live.
Answer: Descriptive writing
 Teaching
Writing

3. What type of genre-based is it?

Journal
 Teaching
Writing

4. What type of genre-based is it?

Answer: Narrative (Telling the sequence of the story)
 Teaching
Writing

Steps of Teaching with Genre-based

Approach
Step 1: Modeling
Step 2: Joint construction of the text
Step 3: Independent construction of the text
Step 4: Publishing
 Teaching
Writing

Step 1: Modelling
• Reading the model text
• Analyzing the language features and structural
patterns
 Teaching
Writing

Model: Paragraph 1
Battambang is a good place to live.
The local food-stalls are incredible.
They include nice street food, drinks,
and sweet juicy fruits. Moreover, it is also
a beautiful place to visit, hang out, and relax.
People are so kind and friendly.
 Teaching
Writing
They often stop to chat with foreigners or
ask them if they need help. In addition,
health facilities are good in Battambang.
It has at least one health center in each
commune, a lot of clinics, and hospitals.
These are just some of the reasons I think
Battambang is a great place to live.
 Teaching
Writing

Analyzing the Text

• What tense is used in the text?
• What adjectives are used in the text?
• How many connecting words are used in the text?
 Teaching
Writing

Step 2: Joint construction of the text

Joint work between teacher and students
– Giving a similar topic
– Teacher does brainstorming together with the students
• Eliciting main ideas and details
• Having student use their own information to add ideas
 Teaching
Writing

Example
Topic: Write about Siem Reap Province
(Brainstorm ideas together)
– What is interesting about it?
– What can people see when they go there?
– What food can people find to eat when they go there?
– How do people go there?
– When is the best time to go there?
 Teaching
Writing

Step 3: Independent construction of the text

Free-writing by students based on the model text.
 Teaching
Writing

Step 4: Publishing
A Sample of student’s writing.
When we have a closer look at the flora of Siem Reap Province we notice
that the biggest part consists out of plain wet areas, especially the main
parts in the south. During wet season they cover the rice fields and other
agriculture plantations and farms. In the north we can still experience
the green forests which their rough jungle.
 Teaching
Writing

• Although it doesn’t have a large width the Mekong river

which flows through Siem Reap Province is very
important for the province its vegetation and daily living
of its population. The river flows from Phnom Kulen,
trought the north of Siem Reap Province where it ends
in Tonle Sap Lake.
 Teaching
Writing

• Snakes, spiders, geckos and other insects are still

around but besides some monkeys running around
the temples that there isn’t much wildlife anymore
in Siem Reap Province. Most of the wildlife is
controlled and preserved in animal parks.
 References
• The Practice of English Language Teaching by Jeremy Harmer
(Fourth Edition).
• Cambridge Advanced Learner’s Dictionary (3rd ed). Cambridge
University Press.
• Baker, A. (1981). Ship or Sheep. Cambridge University Press.
• Kelly, G. (2000).How to Teach Pronunciation. Person Education
Limited.
• Killen, R (2003). Effective Teaching Strategies. Lesson from Research
and practice (3rd ed.) Social Science Press.
 References
• Ministry of Education, Youth and Sport-CAMSET Project
(2000). Pre service Training Course for Secondary English
Teachers. Phnom Penh, Cambodia.
• Ministry of Education, Youth and Sport- Effective Training
Strategies for Lower Secondary School Teachers of English in
Cambodia (2017).
• Practical Methodology in TESOL by Keo Sophal (2019)
• Techer Knowledge Test (TKT) by Mary Spratt, Alan Pulverness
and Melanin Willam (2nd ed.), Cambridge University Press.