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Extra Class

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Ezza Najeeha
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13 views

Extra Class

extra

Uploaded by

Ezza Najeeha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Creative Writing (Hardest Q)

Q -If the class have a mixed ability and a mixed level of interest in regards to the subject
taught, how can you deliver a short creative writing class to such a diverse group?

A- I thought about exercises I had enjoyed, and remembered one called 101 Uses for a
Button (or something like that), which I read in The Five-Minute Writer Margaret
Geraghty. It encourages you to think creatively, outside the box, and come up with as
many different uses for the simple button. An interesting task to start a lesson with, I
think. Something easy and fun.

But how could I build on this concept? Thinking outside the box can be interperated in a
different way: avoiding cliche. Cliche often creeps into writing, especially for beginner or
unconfident writers, and it is something that most people are familiar with, even if they
are not a writer. So I would then provide the class with a few examples of cliches, writing
them on a flipchart, and ask them to contribute some more. I might incorporate an
exercise here, asking students to re-write a cliche or two.

I would then develop this theme into a discussion on characters and stereotypes,
including a little theory on flat and round characters (E. M. Forster), which would lead
into the main writing task. I would provide photocopied photos of a variety of different
people and ask each student to pick one. They will have five minutes to write a character
sketch I would provide a handout of prompting questions to help them if they are stuck.
Then I might get the students to pair up and describe their characters to each other, or ask
for volunteers to read out their character sketches to the class Im not sure which, yet.

Perhaps having some adjectives on cards as prompts to help with weaker students. You
could give them one picture and display it then see what different character traits they
come up with.

(Medium Q)

Q- How to get the class actively involved?

A- Card match - match the suffix to the root word


Craft pegs - peg the apostrophes to the part of the sentence where you think they should
be
Cards on the walls - stick different prefixes to the walls around the room then give the
students cards with different root words on. The students then stick the root word to the
wall with the matching prefix
Mini whiteboards - laminate a piece of white paper to create the board. Ask the students a
question e.g what is the missing word. Students write the word on the card and hold up
for you to see - this activity is v.good for inclusion as it involves students who wouldn't
normally shout out answers

(easy Q)

Q- In your opinion, how could you teach the concept of writing?

Medium Q

Q- What are the writing tasks that you could use in your micro teaching?

A- Word Jumble

This activity is useful for those who have just started writing in English. Since
writing whole sentences on their own can be rather challenging, this activity can
help students understand word order, and yet, it gives them the support they
need.

What Happens Next?

Give students the first sentence or beginning of a story, and ask them to
complete the story. To make it fun, they can be given funny or even ridiculous
sentences/situations (It was a clear, starry night when the cow jumped over the
moon or Michael opened his sock drawer, and all his socks had disappeared.)

This helps students use their creativity and understand how sentences relate to
one another to make a cohesive text.
Story with a Twist

(Medium Q)

Q- What is the most suitable approaches for the young learners who are very weak in
writing?

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