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0:04Hi everyone and welcome to writing
0:07skills.
0:08Let's get straight away stuck in. I'm
0:11going to share my screen and oh, got a
0:15lot of things open today.
0:18Here we go. Let's set it into slide
0:21share.
0:22Okay. So by the end of this lesson we're
0:24going to understand why teaching skills
0:26are so important. There's a lot of
0:27resistance to writing skills and we
0:30really want to get you feeling
0:32comfortable using writing skills in the
0:35in the classroom and the two different
0:37approaches that you can use which is a
0:39process and product approach. So let's
0:42have a look.
0:43So it's common for both students and
0:44teachers to avoid practicing writing
0:46skills in the classroom and I'm sure you
0:48can imagine why. So one of the first
0:50reasons is
0:53teachers feel like they may be boring
0:54the students and the second one is
0:56students find it boring. So we've got
0:59this boring problem with writing skills.
1:02It needs a bit of a PR update to make it
1:06slightly more interesting.
1:08>> [snorts]
1:08>> And it really comes down to you finding
1:11ways to connect with the students in how
1:13they use writing. So if they're in a
1:15work context, they may have to do
1:18presentations, reports, emails, etc. But
1:22you might find a lot of your students
1:23never do anything like that and for them
1:26they they maybe comment on YouTube
1:29videos or they have they send slacks or
1:32they're on Snapchat. Whatever it is for
1:35them, they may do they may have an
1:37Instagram account and have to do
1:40um subtitles for it. Those kinds of
1:42things. So try and find ways to connect
1:44with your students in the way that they
1:46use writing and then they'll see the
1:48relevancy of it. If we stick to really
1:51old-fashioned, you know, let's write a
1:53letter. Like who writes a letter these
1:55days? It's just not a thing.
1:57So let's try and connect with our
1:58students, find ways that they use
2:00writing in their native language, and
2:02look at ways that we can make them to
2:04activities in the classroom, which we
2:07will do.
2:08The other problem we have with writing
2:11activities is you feel awkward because
2:13you're, you know, as teachers we're kind
2:14of sat there.
2:16So, but what you've got to remember is
2:18it's only quiet and silent for you. The
2:20students, their brains are on fire, and
2:23everything's kicking off, and they're
2:24trying to find the words, and their
2:25synapses are boop boop boop all over the
2:28place. So, it's only awkward and silent
2:31for you. So, sit there, do some
2:33planning, do a Sudoku, whatever it is
2:35that you need, but just give them the
2:37time and the space to actually complete
2:39the work without you kind of cutting it
2:42short because it feels like it's too
2:44long. It's only too long for you. They
2:46They need every second they can get when
2:48it comes to writing activities.
2:51Um students need to practice their
2:53pronunciation. Speaking and speaking is
2:55more valid, you know.
2:57We've We've looked at this when we did
2:58speaking activity, when we did speaking
3:01skills.
3:02We really want to push students,
3:04especially from Spain, to be using their
3:07fluency and, you know, taking risks with
3:11the language through speaking.
3:13A lot of your students will have come up
3:16with a lot of, you know, issues about
3:18writing because they did so much of it
3:20in school. It is a very old-fashioned
3:23systematic way and controlled way of
3:26teaching English. You know, you've got
3:28to remember a lot of teachers would have
3:30had a very low level and would have been
3:32expected to teach English. So, writing
3:35is a way of controlling that
3:37environment, especially if you use a
3:39more,
3:41you know, fold activity. So,
3:44this is a letter, and I want you to
3:46write a letter. This is a short
3:49dialogue, and I need you to do a short
3:50dialogue.
3:52As students have
3:56become higher levels and they've then
3:58become teachers, they've come back into
4:01the system and now they've got higher
4:03levels and they're increasing the
4:05standard of everyone and those people
4:07will then become teachers. So you can
4:09see the cycle in more mature countries
4:12like Portugal, in northern Europe, in
4:15Germany for example.
4:17They've got much, much higher levels
4:20of English because it keeps being the
4:22the the barrier the barriers are
4:24lessening and the, you know, the the
4:27push is there to increase
4:30the the levels, to increase the quality
4:33of the teaching. And that comes into,
4:36you know,
4:37writing [clears throat] as well. The
4:39there's less emphasis put on writing now
4:41because less control is needed, but it
4:44is still very much a skill that we want
4:46students to be able to use and use well.
4:51Okay.
4:53So why do we use teacher? Because, you
4:55know,
4:56they've um
5:00they get more coin.
5:02So when we're in a conversation
5:04in another language, in your own
5:06language, it's boom boom boom. When
5:07you're in another language,
5:09we tend to go to the basic common
5:11denominator because it's instant. So
5:14someone asks you something, we have to
5:15give them an answer. So our brain goes
5:17off and finds the easiest things it can
5:19find, the things it knows most the words
5:21it says really all the time, the most
5:24common words it can find.
5:26Whereas in writing, you get the space
5:28and the time. So even when I'm sending a
5:31text message, if I get a message in
5:33Spanish and I've got to respond to it, I
5:35can think a little bit. I can give it a
5:37little bit more attention. I can use,
5:40you know, a bigger array of words
5:42because
5:43I've had time to contemplate them. I've
5:45had time to think them through. And
5:48that's the same thing when it comes to
5:52um you know, these kinds of activities
5:54where
5:56the types of activities you're going to
5:57use for writing in the classroom, which
5:58we're going to look at, that they just
5:59have that more time to deliberate. And
6:02that's what's really, really nice about
6:04writing activities.
6:06And as I said, it gives them a more
6:08thorough answer. You can push them for a
6:10thorough answer. You know, if they give
6:12you something that took them seconds to
6:14come up with, you can go, "No, take that
6:16back. I want something better. I want
6:17some richer vocabulary. I want you to
6:20really think that through." And so, it's
6:22a great way to push your students.
6:25And this is where, you know, we talked
6:27in speaking about accuracy versus
6:29fluency. We need accuracy for
6:32comprehension, for it to be understood,
6:34and for everyone to realize the context
6:36of whether it was yesterday, or whether
6:38it's today, or whether it's in the
6:39future, you know, with the grammar.
6:41Vocabulary again, you know, as we talked
6:43about, they can get richer vocabulary
6:46if, you know, if they can really explore
6:48some new words. So, this gives them that
6:51space and that opportunity.
6:53Punctuation's hugely important, and it's
6:56different in every country. In Spain,
6:58you can have these really long um
7:02sentences that just seem to go on for
7:05half a page.
7:06Within English, you can't have that.
7:08It's incorrect. It looks weird. It's
7:11waffly,
7:12um especially with the type of
7:13vocabulary we use. So, it just doesn't
7:16ever seem to get to a point. So, in
7:18English, we need commas, we need
7:20semicolons, we need full stops, we need
7:23shorter sentences. It's part of the
7:25culture of writing. So, those are all
7:27things that you're going to teach within
7:29this. And as I say, there is that great
7:31focus on accuracy, which can be really
7:33useful for your students.
7:35Note-taking
7:37is a great skill to have. It's hard to
7:39do in your own language, let alone in a
7:41foreign language. So, this just is a
7:43practical skill for being able to take
7:45notes here is great. And it means that
7:47they can go back and be in charge of
7:49their own understanding and their own
7:51learning. You know, if they've got their
7:53own notes, they can go back and go,
7:54"What was that that was said today that
7:56we did on that? Oh, yes, this." And that
7:58helps to definitely anchor that
8:01information in the brain so that they're
8:03more likely to be able to recall it in
8:05the future. So, note-taking's a really
8:08important skill.
8:10Um
8:11pronunciation is always an issue.
8:13Students are around the world obsessed
8:16with sounding native, whatever
8:18that means. I'm regularly told when I
8:20get in taxi cabs um in taxis in Madrid,
8:24like, "Oh, you speak Spanish with an
8:26English accent." And I'm like, "I know.
8:29I'm English." You know, when you learn a
8:32language, it's really unusual to sound
8:34native. My son is bilingual cuz he's
8:38grown up in Spain and he sounds Spanish.
8:40But that's cuz he acquired the language.
8:42He didn't learn the language um like I
8:44did.
8:45So, we're not big fans of this idea of
8:49nativeness um but students do really,
8:52really worry about pronunciation
8:54and, you know, communicating
8:56effectively. And you don't have to worry
8:57about that with writing. There is no
8:59pronunciation in writing.
9:02So, there's three areas that we really
9:03want to look at. So, coherence
9:06in that it makes sense. Just because
9:08it's words English words and they are,
9:11you know, we're absolutely sure they're
9:13English words. Just because we put them
9:15in a sentence and put a full stop at the
9:17end or period, doesn't make it make
9:19sense. It doesn't mean that there's
9:21coherence. And you'll often find that
9:23your students use a quite a rambling
9:27way of putting things together and
9:29working on the coherence will be a skill
9:32that you will work on probably
9:35more than any of the others because
9:37there is as I say, you you don't quite
9:38know what they're trying to say, and
9:40that's really important. And cohesion
9:42again is really important, that it
9:44flows, that it sounds nice. You know, it
9:47can be technically correct, but the the
9:50sentence just feels it's all brutal,
9:52it's all it's all edgy, and you know, it
9:56just doesn't feel right. And again, that
9:58kind of flowing cohesion with commas,
10:01semicolons, etc. can be really, really
10:04important. The last is legibility. This
10:08is less of an issue now as we tend to
10:10type things,
10:12but it's important to know
10:14that in most languages, and certainly
10:17Spanish,
10:18an R doesn't look like an English R, an
10:21S doesn't look like an English less S,
10:24and students are brought up using
10:26cursive script. Like, being able to
10:28write in cursive is compulsory in, you
10:32know, from the day that they start to
10:34really learn to write. And so, for
10:38example, when we came back to the UK and
10:39my son went to a British school, they
10:44couldn't always read his writing because
10:46his S's and R's and N's were different
10:50because they looked different, because
10:51that's how he was taught. So, it took
10:53him a while to change that. So, it's
10:55just important for your students to know
10:57that just because an R looks like that
10:59in Spanish doesn't look like that in
11:01English, and they need to be, you know,
11:03just aware of that. Really important for
11:05filling, etc. in other countries, but um
11:09you know, really important for those
11:11kinds of things, but in the wider
11:13context, we don't tend to have so much
11:15so many problems with um [clears throat]
11:18legibility anymore.
11:20So, what students are writing in their
11:22own language um are things that we want
11:24to use then in the classrooms. So, if
11:27they're of that that kind of university
11:29age when they're going to be doing their
11:31CVs and resumes and get them doing
11:34those. It's a really handy skill if
11:36they're applying for international
11:38companies, they're going to need to do
11:40that in, you know, in in English. And
11:44what a Spanish CV looks like, where it
11:46can run on for three or four pages, is
11:49not what you'd expect in the US or the
11:51UK. In fact, what you get in the US as a
11:53resume and a CV in the UK are very, very
11:56different, whether you put a photos,
11:58whether you don't. So, that is all part
12:01of what you teach other than just the
12:03words on the page.
12:05Reviews, everyone loves writing reviews
12:07these days, so they're a great thing to
12:09do. They could, you know, go on a
12:11holiday
12:13um in the class, they will choose where
12:14to go and then they have to write a
12:16review of,
12:17you know, one restaurant and one hotel
12:19that they went to.
12:21If you've got business students, emails,
12:22reports, and presentations will always
12:25be important. Presentations, for
12:27example, in the UK, US, Canada, etc., um
12:32and a lot of Europe, especially northern
12:34Europe, are very short and to the point.
12:36They're there as a a guide, a signpost
12:40through your thoughts and ideas. Whereas
12:43in Spain, for example, you can have
12:45extensive information on one PowerPoint.
12:48It's almost like a little mini essay.
12:50So, again, teaching those kinds of
12:52things within the context of writing
12:55would be really important. WhatsApp,
12:57Slack chats, um very important,
13:00completely different way to communicate,
13:03but it's important because it's much
13:05easier in if you're going short and and
13:08going more informal, it's much easier to
13:11offend people
13:13um in these short-form written styles of
13:16communicating. So, that's something to
13:19definitely teach students, you know, how
13:21do you not offend? How do you make sure
13:24that you're saying what you need to say,
13:27but it's only happening with a few, you
13:29know, lols and emojis and whatever ever
13:32else is going on. Slack again tends to
13:35be used within communication within
13:37communities or within work. We have a
13:39Slack chat. And so, students need to
13:42know how to say what they need to say in
13:45a very concise way, but in a way that
13:47doesn't offend and still explains
13:50precisely what they're trying to to
13:53explain.
13:54Commenting on videos, commenting on
13:56social media, both things can be a great
13:58way, things that they do in their own
14:00language, so a great thing for you to
14:02do. Again, you know, getting them to
14:05read comments and then to replicate
14:08those type comments. Do they cause
14:10offense? Do they not? Are they funny? Do
14:13they use humor? All of those things are
14:15really important for your students to be
14:17able to convey in writing skills.
14:22Okay, some other activities, movie
14:24scripts, a great one, they can be a lot
14:26of fun. Movie scripts, they come up with
14:29all sorts of crazy ideas. Journaling's
14:31very popular at the moment, so you can
14:34use journal prompts where you give them
14:36a short prompt, you know, the best day
14:38of my life, one thing I want to achieve,
14:40etc.
14:41Um can be really really good.
14:43Advertisements and TV commercials, these
14:46can be really good, especially these
14:48days for, you know, these very very
14:51short concise adverts that you get for
14:54like 10 or 15 seconds on
14:57social media, so the adverts you get in
15:00between on, you know, if you're
15:03doom scrolling on Facebook or, you know,
15:05on YouTube, etc. So, these very short
15:08precise ads can be a great way to get
15:10your students to be able to write in a
15:12really cohesive um fashion. Dictogloss,
15:16um weird word, admittedly, but it can be
15:18a really effective
15:21way of doing dictation. Dictation on its
15:24own can often bring a lot of
15:28um
15:29baggage from the past. Dictation is used
15:32all the time in the Spanish educational
15:34system. And so often, you know, when you
15:36mention doing a dictation, your students
15:38can start to, you know, twitch a little
15:40bit cuz it really does bring back bad
15:42memories. But a dictogloss is a little
15:44bit different. So a dictogloss works
15:47where you read out quite a long
15:49sentence. The students are not allowed
15:50to write anything. So you might say,
15:53"Last year, I went on a bus to
15:57France, but it was really overcrowded
16:00and I didn't like it."
16:02Um and they have to they listen to it
16:05and then they have to write down as much
16:07as they can remember about it.
16:09And then you say it again.
16:12And then they get to fill in more of the
16:14answers. You then normally get someone
16:15of the class to go up on the board and
16:19everyone shouts out the bits they
16:20remember with the idea of collectively
16:23they get the whole sentence or phrase on
16:26the board. We normally do it when we've
16:28been teaching grammar, so it might be
16:31you've been doing the present perfect,
16:33so you do, "I've been to Spain twice,
16:36but I've never been to
16:40Galicia." For example. Um and then the
16:44students can pick out the points that,
16:47you know, you're really trying to
16:49emphasize. Like I have been.
16:52Um I've not yet. Yet is something we use
16:55when we're using the present perfect. So
16:58a dictogloss can be a really nice way of
17:01doing dictation, but as a community and
17:04group activity and quite a lot of fun.
17:06And it's, you know, good for grammar and
17:09getting very, very specific about
17:11certain parts of um
17:14of grammar.
17:15Spelling activities. spelling's
17:17interesting because
17:20um Spanish is a phonetic language, so
17:22what you see is what you say.
17:24So basically, Spanish people spend no
17:27time
17:28ever on spelling.
17:31You think of all those hours we spent on
17:33spelling and spelling bees and spelling
17:35competitions and spelling tests at the
17:37end of the week.
17:38And it doesn't exist in Spain.
17:40Um so spelling is really, really
17:42important for them to get the hang of in
17:44English because
17:46what you say um what you see is not what
17:49you say, which is why we can have words
17:51like eight, like eight as in ATE, I ate
17:54um
17:56some chocolate a little while ago, and
17:59eight as in the number eight, EIGHT, um
18:01GHT. So you can have two words that
18:05sound the same but are spelled
18:06completely differently. So they can only
18:09really do that through learning
18:11spelling.
18:13Hugely important and as I say, something
18:16that they've had absolutely no
18:18experience or exposure to whatsoever
18:21because it's completely unnecessary in
18:22Spanish. Yay.
18:24Story writing's, students always love
18:26stories, you can do it using the story
18:28dice, which can work very well.
18:30Um journal writing, blogs can be great
18:34fun, recipes are good. Um they can make
18:36up all sorts of things. Kids
18:37particularly love recipe making. I don't
18:39think they're ever any ones that you'd
18:41actually want to use, but they can be
18:43quite fun.
18:45Um so thinking about the correct
18:47register is important and something
18:49you'll very, very much teach to your
18:52business students. So the difference
18:55between what's acceptable in terms of
18:57informal writing skills, you know, hi,
19:00cheers, etc., to something that's more
19:02formal, you know, yours sincerely, yours
19:04faithfully, I look forward to hearing
19:06from you, kind regards, all those kinds
19:09of things. It's really important that
19:11students understand they may have
19:13learned something
19:14without the correct context and think
19:17it's appropriate to use and it's really
19:19important that you help them separate
19:21that more formal and informal English
19:24and what context it's possible to use it
19:27in.
19:28And lastly, we're going to look at the
19:30product versus process. Just like we
19:32looked at accuracy versus fluency in
19:35speaking, this is a little bit like
19:37that.
19:38So, a product approach is really the
19:42what and the process approach is really
19:45the how.
19:46So, when we look at product price
19:49approach, we're looking at
19:51really getting to a finished product
19:54that is very similar to
19:58So, we show them something and what we
19:59get is very similar to that thing. So,
20:02here you can see teacher finds a model
20:04text. So, it might be a model CV or a
20:06model presentation or a model chat. So,
20:11we expect the student to be able to with
20:15their own words replicate that really,
20:17really closely. So, that's what the
20:19product approach is. It tends to be more
20:22controlled or guided.
20:24I'd say generally controlled, but it is
20:27important because, you know,
20:30PowerPoint presentation is PowerPoint
20:31presentation in in the context of
20:34business. You know, you can't be too
20:36innovative with these things you know,
20:39depending on the industry, but you know,
20:41there's certain conventions that need to
20:43be stuck with and the kind of product
20:47approach is great for more formal stuff
20:49or where you want a definitive
20:52product at the end of it.
20:55A process approach is more the how of
20:59what you're doing. So,
21:02here we've got some ideas rehearsing,
21:03collecting ideas, focusing on audience
21:05and purpose by brainstorming using
21:07pictures, text, role plays, and
21:09discussions. So, it can be the
21:11note-taking, brainstorming, and mind
21:14maps are great.
21:16Um you know, [clears throat]
21:18complete sentences are not really that
21:20important like in this drafting phase
21:22we've put here. So, putting ideas on
21:24paper in a rough form. So, someone's
21:27taken their brainstorm and and and put
21:30some, you know, bit more meat on the
21:31bones in terms of what
21:34what kind of
21:35information is there, but it's still not
21:37product. It's still not a done thing.
21:40It's great for collaborative learning.
21:42It's great for students to do this stage
21:45often before the product stage. So, for
21:47example, if they are doing a
21:49presentation, they might go through the
21:51brainstorming and then a drafting
21:53process before they, you know, move on
21:56to actually creating the model text that
22:00you want.
22:01Revising is another part of a process
22:04approach. So, evaluating, editing,
22:07changing by peer revision. Peer revision
22:10is an absolute winner in the classroom.
22:13Students love to get out red pen and
22:15correct each other's work. Um Juanita
22:17may not be able to see her own mistakes,
22:20but she can certainly see Pablo's next
22:22to her and she'll be like, "No!" Oh, oh.
22:24Um
22:25so, make sure you teach your students,
22:26especially the kids, to be kind about it
22:29because, as I say, they do get a bit
22:31over enthusiastic about revi- um
22:34doing revisions and marking each other's
22:36work. But, it can be a really useful
22:38tool. Um
22:40and that is the basics of
22:43writing. As they don't shy away from it.
22:47It's important. It's everyday. It's
22:50super useful. You just need to find ways
22:53for it to be more interesting and more
22:55engaging in the classroom. So, it's down
22:58to you.
23:00Try and make it as real as possible so
23:02it feels relevant to your students and
23:04you'll have a lot of fun
23:06using writing skills in the classroom.
23:10So now head over to the Google Classroom
23:12and go and find your tasks for writing
23:14activities and I'll look forward to
23:16marking them. All right and make sure
23:18it's good grammar and it's all lots of
23:19punctuation for me. Okay everyone, take
23:22care. Bye-bye.

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