Tec󰈊󰈞󰈎q󰉊e󰈻 󰈎󰈞 Us󰈏󰈝󰈈

Al󰈗 La󰈞g󰉉󰇽󰈇e S󰈕󰈎l󰈗󰈼

By: Alia, Umie, Sze Min, Lin ling & Min Xuan
 Tab󰈗󰈩 O󰇿 C󰈢n󰉃e󰈞t󰈻

01 02
LI󰈠󰈙󰉋N󰈽󰈰󰉁 S󰈪E󰉝󰈵󰈽N󰉂

03 04
RE󰉝󰉍󰈽󰈯G W󰈤I󰈙󰈾N󰉂
 01
LI󰈠󰈙󰉋N󰈽󰈰󰉁
Dev󰈩󰈗󰈢󰈦in󰈇 󰉓r󰈎󰉃󰈏󰈞g 󰈻󰈕il󰈗󰈼 t󰈊󰈹o󰉉g󰈊 󰈘󰈏s󰉃e󰈞󰈎n󰈇 󰇽󰇸ti󰉏󰈎󰉄󰈏es
★ Dictation
1. Teacher takes a short text and make two or three copies of the
text and stick them to the notice-board or on the classroom wall.
2. Teacher divides pupils into groups and ask each group to
nominate a messenger.
3. The messenger has go up to the text, read it and memorize a
chunk of the text. He/she then returns to his/her group and
dictates the chunk. The others write it down.
4. Each pupil in a group take turns as a messenger. The messenger
then repeats this process until the whole text has been written
down.
5. The group who has finished dictating first wins.
 Dev󰈩󰈗󰈢󰈦in󰈇 󰉓r󰈎󰉃󰈏󰈞g 󰈻󰈕il󰈗󰈼
t󰈊󰈹o󰉉g󰈊 󰈘󰈏s󰉃e󰈞󰈎n󰈇 󰇽󰇸ti󰉏󰈎󰉄󰈏es
Podcast.
This activity could be done easily for
individual or group learning.

1. Teacher can put the podcast on speaker

in class and let the students to listen the
podcast together.
2. Jot down interesting things or useful
informations based on the podcast in a
mind map.
3. Based on the note, students are asked to
write a short review on the podcast.
 02
Spe󰈀󰈔󰈏󰈞g 󰈻󰈕il󰈗󰈼
 Spe󰈀󰈔󰈏󰈞g
Speech has some distinct characteristics that don’t translate well to the
page:
● When speaking, we are prone to repeating ourselves. On the written
page, needless repetition stands out.
● Speech is often filled with very long sentences that can still be
understood because of tone and pacing. Writing is visual, and a wall
of text looks intimidating.

When writing, remember that you are not transcribing a speech. You are
adapting it for text. You will need to break up sentences. You will need to
use punctuation and whitespace to bring out the article’s structure.
Speaking helps you with structure and flow, but can produce poorer
sentences. Bring out your inner writer and editor to fix those problems
 01. Ski󰉃󰈼 󰈡r R󰈢󰈗e 󰈦l󰈀󰉘
1. The teacher will divide different roles to students, and the students act not as
themselves but in an assigned roles.

2. This activity can be either as a whole class or a small group activity.

3. After the performance ends, writing can then follow as an outside report or
summary of what the other students have said and done.
 02. Sto󰈸󰉙t󰈩󰈗󰈘󰈏n󰈇
1. Storytelling is the interactive art of using words and actions to reveal the
elements and images of a story while encouraging the listener’s imagination.

How it works in writing?

● Teacher will divide the pupils in groups

● Then, each group has to present a storytelling on the story in textbook.
● Presenters have to stop at the point where is likely to want to know how it
continues
● Pupils continue the story by writing the story based on creativity.
 03
Re󰈀d󰈏󰈝󰈈 Ski󰈗󰈘s
 Re󰈀d󰈏󰈝󰈈 & Wri󰉃󰈎󰈞g S󰈔󰈏󰈘l󰈻 A󰇸ti󰉏󰈎󰉄y

Grocery Shopping List

- The teacher will provide a conversation text between a
mother and her children. In the text, the mother will inform the
items to be bought.
- After reading the text, pupils have to write and create a
shopping list of the items to be bought.
 04
W󰈤I󰈙󰈾N󰉂
 Wri󰉃󰈎󰈞g A󰇹󰉄iv󰈎󰉃󰈏e󰈼 t󰈡 󰇷󰇵󰉐el󰈡󰈥 W󰈹󰈏ti󰈝󰈈 Sk󰈎󰈗󰈘s
Fre󰈩 󰈌󰈸󰈏󰉄in󰈇 A󰈦p󰈸o󰈀󰇸h
When children learn to write well they are not just cultivating
academic skills, they’re also opening up a new avenue for
self-expression. Creative tasks foster positive associations with
writing, so children see it not just as an activity for learning and
reporting information at school, but a way of getting their thoughts
across. It doesn’t matter who reads what they are writing or even
what it is about, it’s just a good idea if it becomes a regular activity.
Parents might suggest keeping a personal diary with a journal entry
a day resulting in a special treat at the end of the week. It’s also
important for teachers to encourage any and every opportunity for
writing, as the more kids write, the more they will improve and hone
their skills.
 Wri󰉃󰈎󰈞g A󰇹󰉄iv󰈎󰉃󰈏e󰈼 t󰈡 󰇷󰇵󰉐el󰈡󰈥 W󰈹󰈏ti󰈝󰈈 Sk󰈎󰈗󰈘s
Not󰈩-󰉃󰇽󰈕in󰈇
Copying or memorizing favorite poems, quotes or any other
pieces of written language can help children focus their
attention on form, use and meaning and incorporate new
structures into productive use. While no parents or teachers
would advocate plagiarism, borrowing sentence structures for
your own ideas is how children learn to write and improve their
writing. They will lift phrasing from everything they read and you
can help encourage the process by providing them with specific
materials to work with.
 Wri󰉃󰈎󰈞g A󰇹󰉄iv󰈎󰉃󰈏e󰈼 t󰈡 󰇷󰇵󰉐el󰈡󰈥 W󰈹󰈏ti󰈝󰈈 Sk󰈎󰈗󰈘s
Bra󰈎󰈝󰈼t󰈢󰈸󰈛in󰈇
Brainstorming, putting ideas down on paper, ensuring the
language and thoughts flow and revising for typos and errors
are all different steps in the process of writing. Children need to
understand that a perfect sentence doesn’t just come out of
nowhere, it develops through a back and forth process as the
writer writes, reviews and revises his or her text. This is one
reason it’s helpful for kids to write on a computer as it saves
erasing and allows children to make multiple attempts at
getting their thoughts down, until they find the phrasing they
want. Word processors also make it more efficient to reorganize
longer pieces of writing, to help information flow better.
 Res󰈡󰉊󰈸󰇸es
Website
● https://www.readandspell.com/how-to-improve-writing-skills-for-kids