1. David Bradshaw
TESOL-Spain, 2012

2.  This talk aims to present different writing
activities which can be used in the Primary
classroom, both in groups and individually.
Each activity will be explained and ideas for
adapting it to different classroom
environments will be provided, paying
particular attention to the CLIL classroom.

3.  David Bradshaw has been teaching in
bilingual schools in Spain for just over twenty
years. He is currently working in the design
and development of a bilingual programme in
a group of private schools in Madrid. His main
interests are in the teaching of writing and
the preparation of students for the
Cambridge exams.

4.  What do we mean by ‘writing tasks’?
 Early Years writing
 CLIL: Science, Arts and Crafts
 More extended writing activities

5.  Creation of written texts
 Communication through written medium
 Self-expression through writing

8.  Writing titles for drawings
 Scaffolding
▪ Teacher acts as scribe
▪ Helps child formulate the title
▪ Encourage child to copy title

9.  Labelling
▪ Pictures
▪ Wall displays
 Jumbled words
▪ Teacher-generated
▪ Student-generated

11. luksl lerdoshu blade
…………………………… ……………………………
cbakbone
preup mra bone
…………………………… ……………………………
laoclr bone rwloe mar bones
…………………………… ……………………………
sbir
dnah bones
……………………………
……………………………
Adapted from
Deller & Price, 2007

12.  Writing puzzles
 Organising texts
 Group activity

14.  Monsters Gymkhana
 Parts of body
 Have got
 Team participation

16.  Penpal project
 Writing letters to pupils of other schools, in other
cultures
 Writing to other classes in the same school

17. INTRODUCE YOURSELF LETTER: LET ME INTRODUCE MYSELF!
_________________ _____________________
(town/village) ( date)
Hello!
My name is ______________________________________.
I’m ________________________ years old. How old are you?
I live in _________________, in ______________________________.
(your country)
Where do you live?
I’m a boy. / I´m a girl.
I like _____________________and ___________________________.
I don’t like __________________________________.
Bye for now!
_____________________________________
(your first name)

19.  Describing processes: The water cycle
Write one or two sentences to explain what is happening at each arrow.

20.  Recipes
 International food festival
 Prepare food from around the world
 Explain recipe to visitors
 Book-making / blog

21.  Exploring other alphabets

23.  Write your name in hieroglyphics. Don’t
forget to put the word in a ‘cartouche’.
 Write a secret message in hieroglyphics. Can
you read the message of any of your friends?
 Copy a message from one of your friends.

24.  Making cards and invitations
 Special days. Father’s Day, Mother’s Day,
Christmas, Easter
 Personal message

25.  For checking comprehension of a story told in
class.
 Combination of drawing and writing to
convey meaning.
 Eight picture stories.

28. (Gray, 2000)

29. (Gray, 2000)

30. (Gray, 2000)

31. Mr Roger and John.
One night a boy called John was studying history in his bedroom until half past
ten. He was very tired.
The next day it was a sunny day. He woke up at half past eight. John dressed up
and left the house.
At 8:45 John was in the bus until he got to school.
When he got to school it was 9:00. The history exam had started. Mr Roger told
him off, but he could do the history exam. The children had already started the
exam.
When they gave him the mark John was surprised because he got an A. His
parents were very proud and congratulated him.

32.  DELLER, S. and PRICE, C. (2007) Teaching Other Subjects
Through English Oxford, Oxford University Press
 GRAY, E. (2000) Skills Builder for Young Learners Flyers 1,
Student’s Book Newbury, Express Publishing
 MORGAN, J. and RINVOLUCRI, M. (1988) Once Upon a Time:
using stories in the language classroom Cambridge, Cambridge
University Press

33. Thank you for your attention
david.modernlanguages@gmail.com