Intro to teaching methodology, including classroom exercises, for ESL middle and high school students in Korea.

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2. Teaching English in English
Writing Skills – First Level Training
Copyright © Douglas Baumwoll, July 2015. Use for educational purposes permitted.

4. Preliminaries:
Where Are You at? (3 minutes)
• Where do you teach? Class size?
• How old are your students?
• Are classes divided by level? Gender?
• Do you have access to a computer lab?
• Do you have a native teacher? How often?
• Do your students do homework?
• Do your students keep a notebook?

5. What Middle- and High-School Public
School Teachers Teach (in order):
• Vocabulary
• Grammar
• Reading
• Listening
• Speaking
• Pronunciation
• Writing

6. Reflective Practice (10 minutes)
• What language skills can we expect Korean Ss to
learn from the age of 8 to 10 years old? 11-15?
• In high school, can language skills learning help
performance on the CSAT?
• Teach: accuracy vs. fluency? Articles? Verb tense?
• Discuss “fun” English classes in Korean context?
• Do games improve language skills? Motivation?
• Do Ss feel “pleasure” with task completion? Does
“pleasure” = “fun”?

8. Discuss with your students:
• Why learn English?
• Intrinsic and extrinsic motivations

10. Lingua Franca:
a language that is widely to communicate among speakers of another language

11. Cosmopolitanism:
free from local, provincial, or national ideas, prejudices,
or attachments; at home all over the world.

12. English Speakers in the World
- English is a main language in more
than 55 countries
- Solve international problems
- When traveling, you can speak English in
almost every country on Earth
- In China, a Korean will speak English with a
Chinese person, and not Chinese or Korean

13. On Wikipedia:
- 5,000,000 articles written in English
- 300,000 articles written in Korean

14. Write in School

15. The Levels of Writing

16. Why write?
11. Become more thoughtful readers

17. CALL

18. Word-Level Writing

19. ESL Games Plus - Concentration

20. Word Shapes

21. Free Rice.com

22. Word Searches
• Word Search Generator
• Crossword Generator
• Handwriting Generator
• Flashcards Generator

23. vs.
Vocabulary

24. Active Vocabulary Activity
Student Output = Written Words
Instructional language (use gestures):
1) I will show you a photo.
2) You will look at it.
3) On your worksheet, write 3 nouns, 3 verbs,
and 3 adjectives from the photo.
4) You have 2 minutes.
5) Have fun!
CCQ: What will you look at? What will you write?
How much time do you have?

25. trees
walk
fit

26. Active Vocabulary Production: Nouns, Verbs and Adjectives
In writing, we use nouns, verbs and adjectives to tell the reader what happens.
A noun is: ______________________________________
A verb is: _______________________________________
An adjective is: ____________________________________
Example: The new teacher helped the young students in the school.
Title: ______________________
Title: ________________________
Title: __________________________

27. Words I Think of in One Minute
…water, stream, swim, waterfall, enjoy, red,
green, clothes, T-shirt, plants, trees, forest,
leaves, hike, walk, weekend, fit, hiking,
friends, talk, relax, stress, people, warm,
clean, sunny, nature, beautiful, peaceful,
exercise, healthy, animals, global warming,
Amazon, happy, healthy…

28. What have we achieved?
• Active language production
• Student-generated vocabulary
– Ss feel involved, empowered
• Do follow-up speaking or writing activities.
Write sentences or a story using 10 of the words.
Write opposites, synonyms
Write short, S+V+O sentences
Label nouns, verbs, adjectives

29. Use Topics Relevant to Your Students

30. Congratulations!
• your students just produced language
• and they engaged in critical and creative
thinking
• they didn’t simply choose words from a
word bank and fill in a blank

31. Writing: Low Order Concerns
• Sentence structure, punctuation
and grammar
• Students can learn about this in
7th and 8th grade
• High order concerns (later) can be
strengthened after that

32. Hello _______ , Goodbye________ .
• Instructional language (use gestures):
1) Write any words you like in the
blanks.
2) Remember, the words must be related
to each other.
3) You have 2 minutes to finish.
CCQ: What will you write? How much
time do you have?

33. Active Vocabulary Activity: “hello,
goodbye”
Hello _______ . Goodbye ________ .
Hello homework. Goodbye StarCraft.
Hello donkkaseu. Goodbye Mr. pig.

34. Dictionary.com

35. Brainstorm – Cluster Diagram

36. Brainstorm – Cluster Diagram

38. Warm-up Writing
Activities

39. Word-level Activities
 Introduction to Parts of Speech (Bingo and video games)
 Listen to sentence, write specific parts of speech
 Hello ____ , Goodbye ______ (game).
 The Top 200 Words in English
 The Top 100 Verbs in English
 Skategories Game
 First Letter, Last Letter Game
 Create Word Banks in the Classroom
 Write Words from Photo Game
 Synonym/Antonym Game
 Word Searches (online generator)
 Word Repeat Memory Game
 Concentration (Words) Memory Game (online or with cards)
 The “I like ____ ” Game
 Circle Writing Game
 Flashcards
 Pictionary
 Whisper Game
 Diamond Poetry

40. Now, before we get to
Sentence-Level Writing
let’s talk about…

41. Parts of Speech & Writing

42. Doug Teacher, did you say parts of speech?

43. Your students can learn basic
grammar in English in a fun way!!!

44. So, can you and your partner
write the 8 parts of speech?

45. Montessori Schools

48. part of speech noun (name) verb noun
words John eats vegetables.
function subject verb direct object
part of speech pronoun verb pronoun
words He ate them.
function subject verb direct object
part of speech article noun verb article noun
words The woman buys the magazine.
function subject verb direct object
part of speech pronoun verb pronoun
words
function
part of speech article adjective noun verb article adjective noun
words The young woman buys the interesting magazine.
function subject verb direct object
part of speech verb
words paints
function

49. Sentence Build by Color
buys

51. Sentence Building (by shape and color)

52. Sentence Building – shape only

53. Use with most used English Words
(page 27 of PDF file)
Top 100 Verbs
Top Academic Words
More Academic Words

54. Grammar
• Parts of speech – online games
• Octopus Game
• Space Invaders

55. Writing Review
• Writing is a productive skill
• Low order concerns, high order concerns
• Instructional language
• Short, direct, S + V + O
• Use gestures
• Parts of speech are the backbone of
language
• Writing starts with knowing the parts of
speech

56. Sentence-Level Writing

57. is the What doing? couple

58. Sentence Combining Exercise:
Skills = Listening + Writing
Instructional language (use gestures):
1) I will read 3 sentences.
2) You will listen.
3) You will write them on your paper.
4) Last, you will combine them into one new
sentence.
5) You have 2 minutes.
CCQ: How many sentences will I read? Where
will you write them? How much time do you
have?

59. • Kim Yu-na is Korean.
• She is a figure skater.
• She is very talented.
Kim Yu-na, the Korean figure
skater, is very talented.
Kim Yu-na is a very talented
Korean figure skater.
The very talented figure skater
Kim Yu-na is Korean.

60. Let’s look at one more!
• A couple lived in a house.
• The house was small.
• They were young and confident.
• Remember – there is more than one
correct answer.

61. Similes: As + Adjective + As + Noun
We use similes to describe things by
comparing them to other things. Here are
some examples of similes:
She's as fast as a horse.
He's as strong as an elephant.
It's as cold as ice.
soft
pretty
big
hard
ugly
tiny
strong
black
cold
weak
white
hot
quick
green
light
slow
blue
heavy
(1)
(2)
(3)
(4)
(5) Original:

62. More Sentence Building Sites
• Sentence Build with Sound – games
• worksheetgenius.com - Sentence
building with teacher input!
–Especially good for sentence scramble

63. Writing Questions
• ITESLJ.org - Written Conversation Questions

64. Sentence-level Writing Activities
 Classroom English for Writing (e.g., “How do you spell _____ ?”
 Subject + Verb + Object
 Chunking Exercises
 Sentence Combining
 Sentence Building
 Sentence Scramble (exercises and online generators)
 Writing Similes Game
 Crossword Generator
 Circle Writing (sentences)
 Story Summary (Two Columns)
 Writing Questions from Simple Statements
 Answering Questions in Full Sentences
 Writing sentences from a photo

65. Paragraph Writing

66. Teach a “tolerance for ambiguity”

67. Well, Doug, what exactly is the
T C E C
Model?

68. Writing Structured Paragraphs:
T opic Sentence
C laim Sentence
E xample/Evidence Sentence
C onclusion Sentence*
( *not always used in essay paragraphs)

69. T C E C*
8-sentence Outline
(more general → more specific)
Outline
I. _____________________________________________________
A. ________________________________________________
1. ____________________________________________
B. ________________________________________________
1. ____________________________________________
C. _________________________________________________
1. ____________________________________________
II. _____________________________________________________
T opic Sentence
C laim Sentence
Claim Sentence
Claim Sentence
E xample Sentence
Evidence Sentence
Example Sentence
C onclusion Sentence
*Organization may vary descriptive
and narrative paragraphs

70. Exercise:
Ordering a
Structured
Paragraph
Note: for “type”
of sentence, write
out the whole
word!
Name: _______________ Student ID No. __________
WINTER CLOTHING
If your head is not covered you will release a lot of your
body heat.
Gloves are important for keeping your hands and fingers
warm and dry.
First, make sure you have a warm hat to cover your head.
Snow boots should help to keep your feet warm and dry.
If you have all of these things, you should be protected well
against the cold!
It’s also important to have warm feet.
Before going outside in the cold winter weather, you should
make sure you have on the right clothing.
Next, make sure you have good gloves.
Finally, make sure you have a good heavy coat.
A warm winter coat will help maintain your body heat.
Sentence
Number
Type of
Support
Sentence

71. WINTER CLOTHING
I. Before going outside in the cold winter weather, you should
make sure you have on the right clothing.
A. First, make sure you have a warm hat to cover your
head.
1. If your head is not covered you will release a lot of
your body heat.
B. Next, make sure you have good mittens.
1. Mittens are important for keeping your hands and
fingers warm and dry.
C. It’s also important to have warm feet.
1. Snow boots should help to keep your feet warm and
dry.
D. Finally, make sure you have a good heavy coat.
1. A warm down coat will help maintain your body heat.
II. If you have all of these things, you should be protected
well against the cold!

72. Adaptability: Low-Level Outline
I. Zoo animals
A. Birds
1. Eagle
B. Cats
1. Tiger
C. Snakes
1. Python
II. Cool animals
I. Zoo animals
A. Africa animals
1. Elephant
B. Antarctica
1. Penguin
C. South America
1. Python
II. World animals
I. Zoo animals
A. Fly animals
1. Eagle
B. Run animals
1. Cheetah
C. Swim animals
1. Penguin
II. Move animals

73. Writing Structured Paragraphs:
T opic Sentence
C laim Sentence
E xample/Evidence Sentence
C onclusion Sentence

74. Some kinds of development of medical technologies
makes people today live longer. First, the specific
medicines have been discovered. For example, the
discovery of penicillin reduced the death of bacterially
caused diseases. Next, medical equipments have been
developed. For instance, a respirator help patient to be
recovered. Lastly, transplantation skills have been
grown. Transplant operations such as heart, lung or liver
give patients new life. All in all, with such advance in
the medical field, we can live more healthier and longer
than before.
I. Topic Sentence
A. Claim Sentence
1. Example/Evidence
II. Conclusion Sentence

75. Many students will need to include:
• why things are important
• “because”, “in order”
• what the result of some action or quality is
• “so that”, “as a result”
• Examples by name within the same sentence
• “such as”, “like”, “including”

76. Student
Brainstorm
(Cluster
Diagram)

77. Student Outlines

78. T C E C
Outline
I. _____________________________________________________
A. ________________________________________________
1. ____________________________________________
B. ________________________________________________
1. ____________________________________________
C. _________________________________________________
1. ____________________________________________
II. _____________________________________________________
T opic Sentence
C laim Sentence
Claim Sentence
Claim Sentence
E xample Sentence
Evidence Sentence
Example Sentence
C onclusion Sentence

80. but wait…now it’s your turn to write!