1 Scribble 2 Prephonemic stage 3 Early phonemic

學齡前幼童英語書寫能力發展 六大階段 1. Scribble 2. Prephonemic stage 3. Early phonemic 4. Letter-name stage 5. Transitional stage 6. Conventional (引自Sulzby & Teale, 1985, 1986; Temple, Nathan, & Burris, 1982; Weaver, 1988)

Preparing Students for Writing w 1. Using print in the classroom: Students need to explore the ways that print informs, entertains, displays intentions, and enhances learning. w 2. Writing daily: drawing, creative spelling are acceptable w 3. Promoting discussion prior to writing: various types of lists and labels for objects are an important source for beginning students. w 4. Tapping student interest: strike a balance between curriculum and student needs w 5. Providing reasons for writing

What is a Communicative Writing Activity? w 1) 2) 3) 4) It is a writing activity that is purposeful authentic meaningful contextualized

Recognition & Identification of English Letters w 1. Searching capitals (evaluation) w 2. Examining typographical conventions (g, g, g, g) w 3. Look for signs that show English letters w 3. Coloring & Matching w 4. Remembering & Matching w 5. Punctuation and capitals

Copying w w w 1. Overwriting 2. Delayed copying 3. Making word lists 4. Select & copy 5. Personalizing the course book 6. Creative copying (Who wants to eat like the English teacher? ) w 7. Copy & Correct: find a text which contains a number of examples of obviously bizarre English and ask students to correct them.

Writing Words & Sentences w 1. Spell with a difference w 2. Listing: enabling students to write a fully punctuated text about a topic of interest to themselves. -We want to have good grades. -Then you need to work hard, go to bed late, etc. 3. Consequences:

Writing Words & Sentences (Cont. ) w Ask students to write a story of seven sentences -Dictate This story took place in …. (place) -Dictate It was a …. day (weather) -On one side there was …(name, a famous person) -Nearby was… (name, another famous person) -He said to her, “…” -She replied to him, “…” -The consequence was ….

國中學生應具備之英文寫的技 巧 w Controlled writing (unscramble sentences, fill-in exercise, dictation, ), picture writing w Fee writing: pre-writing activities (talking about the subject, compose word stars, vocabulary charts, topic vocabulary, dialogues) w Communicative writing: e-mail writing, note writing, thank-you note, leave of absence, invitation (communicative writing activities)

Controlled Writing w w 1)unscramble words E. g. , meet/at/we/my house/could 2)substitute pronouns (change “he” into “I” ) E. g. , Yesterday was Bill’s birthday. His mom and dad threw him a birthday party. Many of his friends were at the party. They played games, sang songs, blew candles and ate the birthday cake. Bill got a lot of gifts. He had a great time. w 3)fill-in exercise

Controlled Writing (Cont. ) w w I like_____. I don’t like____. I hate ____. I enjoy____. Question: How can you turn one of the controlled exercises into a contextualized one which is purposeful and meaningful to your students?

Controlled Writing (Cont. ) w 4)dictation w E. g. , Puss is my cat. He is an unusual cat. He likes to play with dogs and run after motorcycles. w 5)poem writing w E. g. ,

Controlled Writing (Cont. ) w 6) picture writing w. E. g. , This is _____. w. He is a(n) _____.

Free Writing w Brainstorming w Clustering w Looping w Outlining w Topic sentence w (talking about the subject, compose word stars, vocabulary charts, topic vocabulary, dialogues)