Claire's presentation was a report on a Europe-wide project for accelerating literacy by making teachers and students more aware of the generic structure of texts. The scope of the talk was not confined to ELT, but education in the broader sense, and the idea of 'learning to read' and 'reading to learn'.
María, who is a professor at the University of Alicante, began by asking the participants whether they had had explicit instruction in genre during their schooling. The answer for everybody was no. At school, we tend to have experience only of essay writing, with no awareness that there are many different genres of text, nor of how context and purpose shape the structure of these.
A pairwork activity in which students and their partners describe their pictures and find the differences. The pictures are so designed as to contextualize and elicit the present perfect tense, such as 'I've failed my exam'.
This picture story is from Pen Pictures 2. It helps students learn to structure their writing - each Part of the story corresponds to one 'step' in the classic narrative structure situation-problem-solution-conclusion.
This activity is based on one of the lessons in our book Pen Pictures 3 (Oxford University Press). In this version, the picture story has been made into a video to help insipire the students before they do the writing task.
IATEFL young learners sig journal CATS, Spring 2000
Writing has a bad reputation in many schools, for both teachers and students. For the teacher, it means marking a pile of compositions and they are almost always worse than expected. For many students, writing is a boring chore and an “opportunity” to make a lot of mistakes.However, we believe that writing can be a very interesting and involving activity for students of English.
Each level of Pen Pictures is accompanied by a Teacher's Book which provides detailed teaching notes, answey keys, ideas for mixed ability classes, suggestions for follow-up activities and photocopiable tests.
In Pen Pictures 3, pupils are encouraged to add their voice to what they write. They present opinions and make complaints, and begin to look at formal and informal language.
In Pen Pictures 1, pupils are given attractive visuals to fire their imagination and support them in writing a variety of different texts. These include writing a dialogue, a poem, a notice, an advert, a postcard and a short composition.
