This book was written for teachers of students who plan to further their
education at a community college or univerity or any students who want
to improve their writing skills. The activities in this book were used with
an intermadiate level class but could be adapted with very little modifi-
cation for use at any level. The activities require minimal preparation,
e. g. gathering realia from home or pictures from magazines, and each
unit includes a reproducible instruction sheet for distribution to the
students. In addition, the units are autonomous and can be used in any
order or combination.
The appendix contains four reproducibles that should be handed out at
the beginning of the course. Each unit consists of :
1. A teacher's page : For each unit, this page outlines:
- the focus of each unit (e.g.descriptive writing, personal letters)
- the objective
- the marerials needed (e.g. realia, magazine pictures)
- the procedure : the procedure is presented in step-by-step outline form,
and each unit included convesation (group or paired) before writing as a
means of brainstorming.
2. A student handout : This page can be copied for student use as is.
Each page consists of an explanation of the writing focus for the
students, an example of good writing drawn from classic literature
or one composed for this activity, and directions clearly stating what
the composition topic is. An effort has been made to keep the hand-
out to one page.
3. Examples of student writing : Taken directly from our classes, these
examples serve as modeols of what teachers can expect from their
students. They can also be copied and given to the students after
their own compositions have been completed.They make enjoyable
reading, and as the students are familiar with the topic, they can also
be a reinforcement of the original writing assignment.
Each activity is intended to be done in one class session of approximately one hour and thirty minutes. We ask students to self-edit before handing in their papers. We read and correct each composition by using a correction guide (see the appendix). When we return the composition to the students, they use the guide to correct their errors themselves. We then check their corrections for accuracy.
The activities included in this book are those which we and our students have enjoyed. We have found that students who love to write in their own language find that they can experience that same delight in English.At the same time, we have had students who "hate to write" at the beginning of
the year find their "writer's voice" and experience pleasure in the creative writing process.
[ Contents ]
02. What's your name?
03. Personification 1
04. Chocolate Chip Cookie Day
05. Cooperative Writing 1, Boo!
06. Writing to the Outside World 1
07. Writing to th Outside World 2
08. Voyages and Thanksgiveing
09. Cooperative Writing 2, The Writing Process
10. Culture Encounters
11. Snow !
12. Cooperative Writing 3, What Happens Next?
13. What's in the Package ?
15. The Character Sketch
16. Cooperative Writing 4, Who Are They? What Do They Do?
17. An Imaginary Trip to an Art Museum.
18. Personal Memories in Small Bags
19. Writing from the Heart
20. Queen of King For a Day
21. Cooperative Writing 5, Picture Books in the ESL Classroom
22. Folktales and Storytelling
23. My place
24. What Can We Do Today?
25. Cooperative Writing 6, New By You
26. Chilhood Memories for Publication
27. A Day for Moms
28. Take a Look at Shakespeare !
29. Cooperative Writing 7, Poetry Overview
30. Personification 2, Shoes
32. My First Day of School
33. Keep Your Reader at the End of Your Pencil
How a Composition Should Look
A Brief Guide to Punctuation
[ 아래의 내용은 본 교재의 P15 ~ P17 내용의 일부입니다. ]
Unit 6 Writing to the Outside World 1 - teacher's page
Focus : Business Letters
Objective: Students will identify the proper business letter format and
write a business letter.
1. On the board, writhe the words : request, apply, complain. Ask the students what each word means.
2. Expand the words as follows :
- request information
- apply for a job
- complain about a bill
Ask the students how they can do each these things.
Answers you want to elicit are:
- in person
- by phone
- in writing
Ask the students which one is the most effective method for them. Then
ask which way is most important. The anwer you want from them is " in
writing because then you have a record of what action you took, and
when you took it."
3. Divide the class into groups of three,
and tell them to discuss the following:
* a time they wrote or received a business letter
* what type of letter it was, i.e., what it was about
* what they did in response to the letter
(These letters could have been written in English or in their native language.)
After 10-15 minutes, ask the groups to report on who wrote or received
a letter of requests, application, or complaint. Most students will say that
they have requested, applied, or complained in person or by phone.
Point out again that writing is another way to these things and in addition,
there is a record of the action.
4. Distribute handout #1, #2. Review the business format, pointing out:
* senders adress / date / inside address / salutation / body /
closing / signature
5. Distribute hand out #3. The students will choose one situation and compose a business letter following the correct format.
Student handout 1
Student handout 2