Unit 12 Teaching Writing 1.Teaching Aims: To discuss the nature of writing in reality.Analyze problems in writing tasks and to introduce a communicative approach to writing 2.Teaching Content: 1)The nature of writing in reality 2)A communicative approach to writing 3)Problems in writing tasks 4)A process approach to writing 5)Writing through e-mail 6)Conclusion 3.Teaching Hours::4 periods 4.Teaching materials: 1)Textbook 2)Falsh cards 3)CAI 5.Teaching Methods: 1)Lecture Computer-aided Instruction) 2)Demonstration 3)Students Practice 6.Teaching Procedures: Part One About Teaching Writing Strategies
Unit 12 Teaching Writing 1.Teaching Aims: To discuss the nature of writing in reality. Analyze problems in writing tasks and to introduce a communicative approach to writing. 2.Teaching Content: 1) The nature of writing in reality 2) A communicative approach to writing 3) Problems in writing tasks 4) A process approach to writing 5) Writing through e-mail 6) Conclusion 3. Teaching Hours:: 4 periods 4. Teaching materials: 1)Textbook 2)Falsh cards 3)CAI 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 3) Students Practice 6.Teaching Procedures: Part One About Teaching Writing Strategies
The most important factor in writing exercises is that students need to be personally involved in order to make the leaming experience of lasting value.Encouraging student participation in the exercise.while at the same time refining and expanding writing skills,requires a certain pragmatic approach.The teacher should be clear on what skills he/she is trying to develop.Next,the teacher needs to decide on which means (or type of exercise)can facilitate leaming of the target area Once the target skill areas and means of implmentation are defined,the teacher can then proceed to focus on what topie can be employed to ensure student participation.By pragmatically combing these objectives,the teacher can expect both enthusiasm and effective leaming. Choosing the target area depends on many factors.What level are the students?.What is the awerage age of the students.Why are the students learming English.Are there any specific future intentions for the writing (ie school tests or job application letters ete.)Ocher importan questions to ask oneself are:What should the students be able to produce at the end of this exercise?(a well written letter.basic communication of ideas.etc What is the focus of the exereise?(structure. tense usage,creative writing)Once these factors are clear in the mind of the teacher,the teacher can begin to focus on how to imvolve the students in the activity thus promoting a positive, long-term learning experience. Having decided on the target area.the teacher can focus on the means to achieve this type of learning.As in comection.the teacher must choose the most appropriate maner for the specified writing area.If formal business letter English is required,it is of little use to employ a free expression type of exercise.Likewise.when working on descriptrve language writing skills,a formal letter is equally out of place. With both the target area and means of production,clear in the teachers mind,the teacher can begin to consider how to imvolve the students by considering wha type of activities are interesting to the students Are they preparing for something specific such as a holiday or test?,Will they need any of the skills pragmatically?What has been effective in the past?A good way to approach this is by class feedback.or brainstorming sessions.By choosing a topie that imvolves the students the teacher is providing a comext within which effective leaming on the target area ca be
The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implmentation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning. Choosing the target area depends on many factors; What level are the students?, What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing (i.e school tests or job application letters etc.). Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise? (a well written letter, basic communication of ideas, etc.) What is the focus of the exercise? (structure, tense usage, creative writing). Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience. Having decided on the target area, the teacher can focus on the means to achieve this type of learning. As in correction, the teacher must choose the most appropriate manner for the specified writing area. If formal business letter English is required, it is of little use to employ a free expression type of exercise. Likewise, when working on descriptive language writing skills, a formal letter is equally out of place. With both the target area and means of production, clear in the teachers mind, the teacher can begin to consider how to involve the students by considering what type of activities are interesting to the students; Are they preparing for something specific such as a holiday or test?, Will they need any of the skills pragmatically? What has been effective in the past? A good way to approach this is by class feedback, or brainstorming sessions. By choosing a topic that involves the students the teacher is providing a context within which effective learning on the target area can be
understaken Finally,the question of which type of correction will facilitate a useful writing exercise is of utmost importance.Here the teacher needs to once again think about the overall target area of the exercise If there is an immediate task at hand,such as taking a test,perhaps teacher guided correction is the most effective solution.However,if the task is more general (for example developing informal letter writing skills).maybe the best approach would be to have the students work in groups thereby learning from cach other.Most importantly.by choosing the comrect means ofthteacher cannorather discourae students Part Two Writing Activities 1)Role-play writing Writing can be much more motivating if you give the writer a chance to play a role In this activity the students will have the chance to write to an imaginary romantic partner. Preparation Photocopy the role cards for the students Procedure .Draw three pictures on the board of three people (two women and one man)Sue,Jane and Paul域apay Read the situation from the role play to your students to explain how they all met. Divide the elass into four groups and tell them that it is now two weeks after the party and that the people have started to write letters to each other. .Give out role cards to cach group for them to read.or ask each group to leave the classroom one by one and show them a role card.Explain to them that they have to write a letter (they can do this alone,in pairs or in groups).Make sure that the different groups don't talk to each other. Give the students time to write the letter but be sure to give them a firm time limit Remind them that they must finish the letter with the last line prowided
understaken. Finally, the question of which type of correction will facilitate a useful writing exercise is of utmost importance. Here the teacher needs to once again think about the overall target area of the exercise. If there is an immediate task at hand, such as taking a test, perhaps teacher guided correction is the most effective solution. However, if the task is more general (for example developing informal letter writing skills), maybe the best approach would be to have the students work in groups thereby learning from each other. Most importantly, by choosing the correct means of correction the teacher can encourage rather discourage students. Part Two Writing Activities 1) Role-play writing Writing can be much more motivating if you give the writer a chance to play a role. In this activity the students will have the chance to write to an imaginary romantic partner. Preparation Photocopy the role cards for the students Procedure • Draw three pictures on the board of three people (two women and one man) Sue, Jane and Paul at a party. • Read the situation from the role play to your students to explain how they all met. • Divide the class into four groups and tell them that it is now two weeks after the party and that the people have started to write letters to each other. • Give out role cards to each group for them to read, or ask each group to leave the classroom one by one and show them a role card. Explain to them that they have to write a letter (they can do this alone, in pairs or in groups). Make sure that the different groups don't talk to each other. • Give the students time to write the letter but be sure to give them a firm time limit. Remind them that they must finish the letter with the last line provided
When they have finished the letters you can either ask them to read the letters aloud or you can re-group them (if they have written letters alone)imo groups of four The important thing is that they must read the letters in the correct order to tell the story. When the letters have been read you can take them in to mark or you can follow this up by getting a different partner to respond to the letter so that the students keep exchanging the letters. Variations You can change the role to suit your learners by perhaps having two men and one woman at the party or if you follow the same format,you can sct the role-play in a variety of situations (e g.two people applying for a job). 2)Creating a framework for writing This is a creative writing exercise in which the teacher moulds the story but allows plenty of scope for the students creative expression Procedure The students work in pairs or groups of three.The teacher dictates a part of a story and then gives instructions on how the students should continue the next part of the story in their pairs (This usully imvolves adding description or dialogue). Once the students have added a part to the story,the teacher once again dictates the next part and asks them oece again to add more. .This process can continme for 5 or6 paragraphs or until the students loce concentration You can use this procedure with any short story.but it works best when you dictate the mowement of events and your students add description or dialogue.Students do generally like to decide on the end of the story themselves.so if you semse they are getting tired.just tell them to finish the story. Follow up activines If you have access to computers,get the students to traresfer their stories orto disks This can also be set for homework.The teacher can then edit the stories and correct the
• When they have finished the letters you can either ask them to read the letters aloud or you can re-group them (if they have written letters alone) into groups of four. The important thing is that they must read the letters in the correct order to tell the story. • When the letters have been read you can take them in to mark or you can follow this up by getting a different partner to respond to the letter so that the students keep exchanging the letters. Variations • You can change the role to suit your learners by perhaps having two men and one woman at the party or if you follow the same format, you can set the role-play in a variety of situations (e.g. two people applying for a job). 2) Creating a framework for writing This is a creative writing exercise in which the teacher moulds the story but allows plenty of scope for the students' creative expression. Procedure • The students work in pairs or groups of three. The teacher dictates a part of a story and then gives instructions on how the students should continue the next part of the story in their pairs. (This usually involves adding description or dialogue). • Once the students have added a part to the story, the teacher once again dictates the next part and asks them once again to add more. • This process can continue for 5 or 6 paragraphs or until the students lose concentration. You can use this procedure with any short story, but it works best when you dictate the movement of events and your students add description or dialogue. Students do generally like to decide on the end of the story themselves, so if you sense they are getting tired, just tell them to finish the story. Follow up activities • If you have access to computers, get the students to transfer their stories onto disks. This can also be set for homework. The teacher can then edit the stories and correct the
mi过akes In a subsequent class all the stories are read by all the students.Each group will also receive their original story to oompare their version with the teacher's version.All the stories should be displaryed on a claxsroom poster. The students record their stories onto audio cassettes Allow the students time to practise their parts and to use sound effects The students then all listen to all the stories To focus your students attention during the listening activity you camn ask your them to write a few comprehension check questions for their stories. 3)A Perfect story The present perfect is a tense that many students have problems with.Most course books provide only controlled grammar sentences where students choose the correct tense.This activity leads students into writing a short story using the past simple,present perfect simple and continuous,but in a more creative way Procedure Tell the students they are going to write a short story. Get the students to read the following questions and decide,with a partner.what the missing words are.but not answer the questions now. Monitor well to check they understand the activity.There are no 'correct'answers,they should use their imagination. 1.What is his /her name? 2.What isabout them?(e.g.strange/unursual nice...) 3.What was their--problem last year? 4.What happened? 5.Why have they become so 6.How many have they. 7.Who have they been. _recently? 8.What have they been for the last five years? Now the students,working in pairs still,have to answer the questions.The answers should link the questions together to form the basis of a story
mistakes. • In a subsequent class all the stories are read by all the students. Each group will also receive their original story to compare their version with the teacher's version. All the stories should be displayed on a classroom poster. • The students record their stories onto audio cassettes. Allow the students time to practise their parts and to use sound effects. The students then all listen to all the stories. To focus your students' attention during the listening activity you can ask your them to write a few comprehension check questions for their stories. 3) A Perfect story The present perfect is a tense that many students have problems with. Most course books provide only controlled grammar sentences where students choose the correct tense. This activity leads students into writing a short story using the past simple, present perfect simple and continuous, but in a more creative way. Procedure • Tell the students they are going to write a short story. • Get the students to read the following questions and decide, with a partner, what the missing words are, but not answer the questions now. • Monitor well to check they understand the activity. There are no 'correct' answers, they should use their imagination. 1. What is his / her name? 2. What is __________ about them? (e.g. strange / unusual / nice...) 3. What was their --problem last year? 4. What happened? 5. Why have they become so __________ ? 6. How many __________ have they -__________ ? 7. Who have they been __________ recently? 8. What have they been __________ for the last five years? • Now the students, working in pairs still, have to answer the questions. The answers should link the questions together to form the basis of a story
Next ask students to draw their characters.This is fun and brings the character to life Students can laugh at each others draings Using the notes above,students put the story together.They can add more information if they wish but they should not make it complicaled Students then swap their story with another pair to edit They read the story and underline any errors they notice,or question amy word or phrase they don't understand. The stories are returned to their owners who make changes as necessary depending on the comments that were made by the editing pair By slowly guiding them through the stages the end result is their own and uly grammatically correct.Don't forget to ask students to read each others stories,they are sure to be amusing. 4)Note writing This is an activity which is really useful for helping learners to write more fluently and can also help you to diagnose problems with your students written work and abillity to formulate questions You can use it at the beginning or end of a class as a fun filler.or as an integral part of your lesson. Give out a sheet of A4 pauper (219mm x 297mm)to cach student and ask them to walch and follow your instructions. .Hold up your paper and fold it in half.Then fold it in half again and then again Press hard on the paper and then open it out The folds should have divided the paper into eigh rectangles Use the fold lines to tear the page into eight rectangular pieces of paper. Ifyou prefer,you can already have this prepared before class,but I have found that students really enjoy doing this themselves and it does engage their interest and curiosity. Once they all have their eight pieces of paper.ask the students to write their names in the bottom right-hand comner of each piece. Next ask the to think of another person in the class and to think of a question they would like to ask them. Tell them to write the name of the person on the top left-hand comner and then to write the question on the piece of paper. Once they have done this.tell them to pass the paper to the person the question was
• Next ask students to draw their characters. This is fun and brings the character to life. Students can laugh at each others drawings. • Using the notes above, students put the story together. They can add more information if they wish but they should not make it complicated. • Students then swap their story with another pair to edit. They read the story and underline any errors they notice, or question any word or phrase they don't understand. • The stories are returned to their owners who make changes as necessary depending on the comments that were made by the editing pair. By slowly guiding them through the stages the end result is their own and usually grammatically correct. Don't forget to ask students to read each others stories, they are sure to be amusing. 4) Note writing This is an activity which is really useful for helping learners to write more fluently and can also help you to diagnose problems with your students' written work and ability to formulate questions. You can use it at the beginning or end of a class as a fun filler, or as an integral part of your lesson. • Give out a sheet of A4 paper (219mm x 297mm) to each student and ask them to watch and follow your instructions. • Hold up your paper and fold it in half. Then fold it in half again and then again. Press hard on the paper and then open it out. The folds should have divided the paper into eight rectangles. Use the fold lines to tear the page into eight rectangular pieces of paper. If you prefer, you can already have this prepared before class, but I have found that students really enjoy doing this themselves and it does engage their interest and curiosity. • Once they all have their eight pieces of paper, ask the students to write their names in the bottom right-hand corner of each piece. • Next ask the to think of another person in the class and to think of a question they would like to ask them. • Tell them to write the name of the person on the top left-hand corner and then to write the question on the piece of paper. • Once they have done this, tell them to pass the paper to the person the question was
imended for Students then read amy questions they got and start to write replies Students who didn't get a question can start writing another question for someone else. Get the students to keep writing and answering questions until all their pieces of paper are ued up. You may in the early stages need to prompt the students to keep writing and also to make sure they are using English,but try not to inerrupt ones who are busy writing or to correct anything at this stage.You may actually like to get involved yourselfand start writing a few notes to your students This is also a good way of diagnosing problems with your students writing You can collect up all the pieces of paper at the end and look rough them for common mistakes to focus on next lesson It is important however to respect your students privacy and anonymity as some of the communications between them could be quite personal. This activity is one of the few that I have found that has kept my students writing silently for up to 25 mines after which they s havent wanted to stop.It has a similar fascination to SMS text messaging and online chat and you could find that,with students who are familiar with those mediums,that some of the more common abbreviations creep in. 5)A creative writing activity:A dark and stormy night This is an idea I leamed when I first started teaching and still use to this day.The main focus of the activity is on developing writing skills,but it's also good for developing listening and reading skills and also for practising past tenses and descriptive vocabulary. The activity should work at most levels abowe elementary,as long as your students have some knowledge of past tenses but it works best when they aso know past continuous/progressive too All you need to get things started is a sheet of plain paper for each pair of students The listening part等 Ask the students to draw the face of a person in the top right-hand corner of the page. .Once they've done this ak them to give the person a name. Then on the top left of the page ask them to write five adjectives to describe the person's appearance
intended for. • Students then read any questions they got and start to write replies. Students who didn't get a question can start writing another question for someone else. • Get the students to keep writing and answering questions until all their pieces of paper are used up. You may in the early stages need to prompt the students to keep writing and also to make sure they are using English, but try not to interrupt ones who are busy writing or to correct anything at this stage. You may actually like to get involved yourself and start writing a few notes to your students. This is also a good way of diagnosing problems with your students writing. You can collect up all the pieces of paper at the end and look through them for common mistakes to focus on next lesson. It is important however to respect your students privacy and anonymity as some of the communications between them could be quite personal. This activity is one of the few that I have found that has kept my students writing silently for up to 25 minutes after which they still haven't wanted to stop. It has a similar fascination to SMS text messaging and online chat and you could find that, with students who are familiar with those mediums, that some of the more common abbreviations creep in. 5) A creative writing activity: A dark and stormy night This is an idea I learned when I first started teaching and still use to this day. The main focus of the activity is on developing writing skills, but it's also good for developing listening and reading skills and also for practising past tenses and descriptive vocabulary. The activity should work at most levels above elementary, as long as your students have some knowledge of past tenses, but it works best when they also know past continuous / progressive too. All you need to get things started is a sheet of plain paper for each pair of students. The listening part comes first: • Ask the students to draw the face of a person in the top right-hand corner of the page. • Once they've done this ask them to give the person a name. • Then on the top left of the page ask them to write five adjectives to describe the person's appearance
Next ask them to write five more adjectives to describe the person's character. After they've done this ask the students to write three things that the person likes doing. Then ask them to write who the person lives with In this way they build up a character profile for the person they are going to write about. The writing purt: Now dictate the following sentence to your students 'It was a dark and stormy might and'.Stop at this point and ask them to write in the name of the person they have drawn and followed by the word 'was'. Then ask the students to complete the sentence from their imagination and add one more senlence. Once all the students have added a sentence to their stories,get them to stop and pass the paper to the pair on their right (this means that every pair of students now has a new character) The students then read through the information and the beginning of the story and then add one more sentence to it Once they've done this you ask them once more to pass the paper to the next pair on their right.Continue to do this with each pair of students adding a sentence to each story. gradually building up each story as the papers are pased around the class Continue with this until you decide that the students are starting to lose interest or have written enough and then tell them to finish the story. Follow wp: .Once alll the stories are complete there are a number of follow up options you can try. Put the stories up around the class and get the students to read them all and decide which is best. Give each pair of students a story and get them to try to find and correct errors. Get the students to write the stories up on a computer and the ask them to add more description and detail to the stories
• Next ask them to write five more adjectives to describe the person's character. • After they've done this ask the students to write three things that the person likes doing. • Then ask them to write who the person lives with. In this way they build up a character profile for the person they are going to write about. The writing part: • Now dictate the following sentence to your students: 'It was a dark and stormy night and'. Stop at this point and ask them to write in the name of the person they have drawn and followed by the word 'was'. • Then ask the students to complete the sentence from their imagination and add one more sentence. • Once all the students have added a sentence to their stories, get them to stop and pass the paper to the pair on their right (this means that every pair of students now has a new character). • The students then read through the information and the beginning of the story and then add one more sentence to it. • Once they've done this you ask them once more to pass the paper to the next pair on their right. Continue to do this with each pair of students adding a sentence to each story, gradually building up each story as the papers are passed around the class. • Continue with this until you decide that the students are starting to lose interest or have written enough and then tell them to finish the story. Follow up: • Once all the stories are complete there are a number of follow up options you can try. • Put the stories up around the class and get the students to read them all and decide which is best. • Give each pair of students a story and get them to try to find and correct errors. • Get the students to write the stories up on a computer and the ask them to add more description and detail to the stories
This activity is fun and creative and has always worked well for me both with adults and younger students 6)Eliciting vocabulary before writing narratives This is an idea to help students with their writing of narratives.It gives all the students some essential (and some superfluous)vocabulary. Before giving the students the title (or first line)of the story,play a game of word association. The teacher gives one word and the student on the left must sy the first word she can think of which is associated with it Then the student on her/his left says the first word which she can think of which is associated with the previous word .This can be repeated around the class a few times The teacher writes all the words on the board as they appear. Eventuallly you should have 20 or 30 words on the board,the latter ones bearing no relation to the original. .Here is a typical collection:tree,forest,countryside,city,buildings offices work,leisure. holidays,beach.sun.moon.night.dark.black.reggac,music.piano.jazz ete. The teacher then gives the students the first line of the story using some of the vocabulary on the board (e.g.I'll never forget the night I went to my first reggae club while I was on holidy in a strange city. The students (individually or in pairs)continue the story,drawing on the vocabulary on the board for ideas 7)Improving paragraph writing This activity can be used with students of English and also traince teachers.It is a way to make your opinion or discursive essay writing lessons more interesting and learner-centred. The activity focuses on mistakes made paragraph level in a text I have tried this with my university students and they hanve found it useful. First.ask your students to provide sample paragraphs (introduction,body paragraphs.o conclusion).or choose paragraphs from their last essary that they wrote for the class
This activity is fun and creative and has always worked well for me both with adults and younger students. 6) Eliciting vocabulary before writing narratives This is an idea to help students with their writing of narratives. It gives all the students some essential (and some superfluous) vocabulary. Before giving the students the title (or first line) of the story, play a game of word association. • The teacher gives one word and the student on the left must say the first word s/he can think of which is associated with it. • Then the student on her/his left says the first word which s/he can think of which is associated with the previous word. • This can be repeated around the class a few times. • The teacher writes all the words on the board as they appear. • Eventually you should have 20 or 30 words on the board, the latter ones bearing no relation to the original. • Here is a typical collection: tree, forest, countryside, city, buildings, offices, work, leisure, holidays, beach, sun, moon, night, dark, black, reggae, music, piano, jazz, etc. • The teacher then gives the students the first line of the story using some of the vocabulary on the board (e.g., I'll never forget the night I went to my first reggae club while I was on holiday in a strange city. • The students (individually or in pairs) continue the story, drawing on the vocabulary on the board for ideas. 7) Improving paragraph writing This activity can be used with students of English and also trainee teachers. It is a way to make your opinion or discursive essay writing lessons more interesting and learner-centred. The activity focuses on mistakes made at paragraph level in a text. I have tried this with my university students and they have found it useful. First, ask your students to provide sample paragraphs (introduction, body paragraphs, or conclusion), or choose paragraphs from their last essay that they wrote for the class
Second,study these samples carefully and try to give comments on two or three problems within one paragraph. Next,design a handout in which there is a copy of the paragraph with a table including two columns,comments and excamples.Leave the"ecamples"column blank.Put your comments for the chosen paragraphs in the comments column For example,Wrong word-register'or'use a conjunction here or'spelling'o poor topic sentence.. In class give out the handouts and ask students to work in pairs to find examples to support the comments made by the teacher This activity aims to help students and trainee teachers to recognise their own problems with paragraph comstruction and to identify errors,which improves their own re-drafting skills. It also helps them to practise the (teacher's)skill of grving comments and examples 8)Songs and storytelling I like using songs in the classroom as I knowthe students enjoy it a lot!This activity is really good and imvolves group work and the four main language skills.The students respond to musie and write a siory ·Fir以，choose different types of songs(rock,pop,country musi.e4cl Divide the the class in groups (of 4.for example)and give cach group a bank piece of paper Ask them to make a cross on it diniding the paper into four equal parts.Tell them to number the parts from I to 4 (in this case). Explain that each student in the group will use one part of the paper. Play the CD/tape with the first song and ask student number I to draw something on it according either to what helshe feels or something related to the lyrics Change the song and follow the same procedure with the others After they finish drawing sy that they are supposed to make up a story following the sequence of their drawings.Give them time to prepare it then ask everybody to present their story to the class.Explain that each student is going to tell his/her part of the story
Second, study these samples carefully and try to give comments on two or three problems within one paragraph. Next, design a handout in which there is a copy of the paragraph with a table including two columns, comments and examples. Leave the "examples" column blank. Put your comments for the chosen paragraphs in the comments column. For example, 'Wrong word - register' or 'use a conjunction here' or 'spelling' or 'poor topic sentence'… In class give out the handouts and ask students to work in pairs to find examples to support the comments made by the teacher. This activity aims to help students and trainee teachers to recognise their own problems with paragraph construction and to identify errors, which improves their own re-drafting skills. It also helps them to practise the (teacher's) skill of giving comments and examples. 8) Songs and storytelling I like using songs in the classroom as I know the students enjoy it a lot! This activity is really good and involves group work and the four main language skills. The students respond to music and write a story. • First, choose different types of songs (rock, pop,country music..etc). • Divide the the class in groups (of 4,for example) and give each group a blank piece of paper. • Ask them to make a cross on it dividing the paper into four equal parts. Tell them to number the parts from 1 to 4 (in this case). • Explain that each student in the group will use one part of the paper. • Play the CD/tape with the first song and ask student number 1 to draw something on it according either to what he/she feels or something related to the lyrics. • Change the song and follow the same procedure with the others. • After they finish drawing, say that they are supposed to make up a story following the sequence of their drawings. Give them time to prepare it then ask everybody to present their story to the class. Explain that each student is going to tell his/her part of the story