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Why is it that the same teenagers who make themselves heard, who openly express their views maturely, the moment they are confronted withawritingtask,claimtohavenoideas,feeltheirmindsgoblank?Why is it they are reluctant to get involved in the writing process? What happens when, after convincing them about the importance of giving writing a try in order to succeed, we notice their final productions lack risk?Or,whatisevenworse,theirvoicescannotbeheard! Aware of this reality, I decided writing would be conceived as a collaborativetask,theresultofjointeffort. Once a task is introduced and analyzed by the whole class together, a skeletonisplannedbearinginmindtheconsiderationsforeachtexttype format. Then, the class is divided in groups and each group sets out to write the beginning within a set time limit. Whether it is an article, an essay,areportorastory,theprocessofpainstakinglydecidingonideas, choosing vocabulary or monitoring grammar is highly enriching and motivating. After that, each group appoints a volunteer to read their paragraphs aloud. The whole class votes for the piece which best responds to the statedcriterion.Itiswrittenontheblackboardbydifferentmembersof thewinninggroupandcopiedbytherest. Thesameprocedureisfollowedwiththedifferentparagraphsofthebody andtheendingorconclusion. By the end of the year students have a collection of their own pieces of work which are unique varied and imaginative. Students feel a strong senseofachievementandtheirselfesteemisboosted.Preparingforthe FCEwritingcomponentisnolongerasolitaryenterprisebuttheresultofa sharedprocess.
Thesearesomeexamplesofreportswrittentogether! Asoneoftheunitsinourcoursebookdealswithenvironmentalissues,our teacherinvitedustolearnmoreaboutplacesintheworldwhich,because oftheiruniqueness,havebecomeWorldHeritagesites. First,wereadaboutUNESCOsmissionintheworldandlearntaboutthe legacywereceivedfromthepast.Then,weprocessedinformationrelated todifferentplacessuchastheChineseWall,ChichenItza,TheGrand CanyonandTheStateofAmazones.Whilelearningaboutthem,wewere askedtospotandwritedownusefulexpressionsandinteresting vocabularywhichwethoughtwouldhelpusdescribeotherplacesand improveourEnglish. Afterthat,wehadaclassdiscussionaboutthecharacteristicsofthese WorldHeritagesites,andexchangedideasabouttheimportanceof protectingandpreservingthem.Wealsoanalysedthevocabularyand expressionswehadhighlightedandtriedtoexplaininourownwords whattheymeant. Oncewehadexploredthesesitesintheworld,wefocusedonWorld HeritagesitesinArgentina.TheteachershowedusphotosofDeLaLuna Valley,PeritoMorenoGlacier,TheIguazuFallsandHumahuaca.Then, sheaskedustogetingroupsand,usingthevocabularyandthe expressionswehadjustlisted,writeashortdescriptionabouttwoofthe placeswefoundthemostimpressive.Then,wereadourdescriptions aloud.Wewereveryproudofourproductionssincewewereabletouse mostoftheexpressionswehadpreviouslylearnt. Followingthisactivity,wewerepresentedwiththewrittentask.Thisis theresultofexchangingideasandjoiningeffortstoaccomplishthetaskin acollaborativeway.