Training

time table:
Aims of the session 5 minutes
Warm-up discussion 5 minutes
Do we need to teach handwriting? 10 minutes
Handwriting objectives in English For Palestine 10 minutes
curriculum.
Legibility and handwriting 10 minutes
Handwriting terms 10 minutes
Handwriting teaching techniques 20 minutes
Talking pencils 15 minutes
Micro teaching Demonstration 20 minutes
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In- service- English language Training Program

Teaching writing
Aim of the session

What do you think the aims of this session are?

_________________________________________________________
_________________________________________________________
_________________________________________________________

Warm-up discussion

Mark the following statement as “true”, “false’ or “debatable”

.N Statements T.F.D
.Writing
1 is the same as speaking but in letters
.Writing
2 requires the knowledge of a writing text format
.Writing
3 is done with the reader in mind
.Written
4 test has a number of conventions which separate it
out from speaking
.Letters,
5 words and texts formation are all manifested by
hand-writing, spelling and punctuation.

Do we need to teaching handwriting?

Exploratory Task one
In the world we live; the word of technology, more and more written
communication takes place from computer keyboard, some might argue
that mastery of handwriting should not be an issue in teaching/learning
language. Do you agree? Why? Why not?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Handwriting objectives:
Exploratory task two:
* Explore English for Palestine textbooks grades 1-3 and try to extract
the objectives of handwriting tasks:
1. write the key vocabulary of the course in isolation and in simple
phrases and sentences
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________

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How far do the writing activities in the syllabus help students to

achieve each of the above mentioned objectives?
_________________________________________________________
_________________________________________________________

Work book activities include the following types of handwriting

experiences. Examine them to find the specific objectives of each
exercise.
1- Trace and write
2- _____________
3- _____________

English For Palestine grades 4,5 and 6 don’t include handwriting

exercise. It is supposed that pupils have learnt the mechanical skills of
handwriting and that handwriting practices are now to develop and
improve this skill.

Do you agree with this assumption? Why? Why not?

_________________________________________________________
_________________________________________________________
_________________________________________________________
Exploratory Task Three
1- There are four basic English letters shapes:
1. line letter: e, g. I, l, t
2. circle letters: e, g. c, o
3. line and circle letters d, g, o
4. Letters of unusual shapes x, y, w
Which letters need most your guidance? How should this guidance be
given?
_________________________________________________________
_________________________________________________________
_________________________________________________________

2- Legibility is one of the most important handwriting it includes:

1. uniformity of slant
2. uniformity of size
3. Alignment
4. suitable spacing
5. Spacing of words
6. Spacing of letters
7. Neatness
8. Formation of letters

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A- Rank these aspects according to their weight in determining legibility

(Give a percentage weight)
_________________________________________________________
_________________________________________________________

B- should speed be stressed at the expense of quality at initial stages?

Explain
_________________________________________________________
_________________________________________________________

C- In groups of three try to match the following writing terms with their
definitions.

Writing Terms Definition

Script A Capital letters
Print B Not all the letters of the word are joined
Joined script C Where the letter begins
Unjoined script D Letters are not connected
Entry of a letter E Hand-writing (opposite of print)
Exit of a letter F Marks, letters in printed form
Horizontal ligature G The letters are not connected
Lowercase letters H Small letters
Uppercase letters I Where the letter ends
Cursive J The letters are joined together
Semi cursive K Joining two letters together

Hand writing Teaching Techniques:

In teaching handwriting the following sequencing can be followed:
1- Showing a model. Tow steps here are important:
a. presentation to introduce the task
b. demonstration to show how
2- controlled practice
a. student practice the task. Teacher observes, monitor and interferes
to correct wrong practices
b. students practice for sufficient time on their notebooks. Again
teacher must follow students’ production and provide immediate
and spontaneous correction
c. student practice on their WB
d. teache corrects and gives feedback.

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3- Free practice
Teachers might ask student to further practice the task on their
notebooks. Sometimes this can be done as a homework assignment.

Exploratory task 4:
1-Choose a writing task from English For Palestine and run the
technique above. Teach the task to your neighboring group. Be ready
for public demonstration.

2- because of the nature of writing skilling where imitation and

drilling can be very boring, teachers should think of two things at one
time:
1- how to involve the students cognitively and
2- how to bring about enjoyment and fun.

A- What activities do you suggest to help engage student cognitively

in a handwriting task?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

B- What activities do you suggest to bring about fun and enjoyment?

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Talking pencil
Read the phrases below. They can all be used for fun and more
pupils involvement (Module, 2000)
Talking Pencil

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a All the way round down and flick

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b
Top to bottom .. up and all the way round
c Round and round
d All the way round up and down and flick
e Straight across and round
f Round and all the way down and then across
g All the way round down and around
h Top to bottom up down and flick
i All the way down and around then dot
J All the way down and around then dot
K Top to bottom in out and flick
L Top to bottom and flick
M Top to bottom up and over up and over and flick
N Top to bottom up and over and flick
O All the way round
p Top to bottom, bottom to top and all the way round
q All the way round down and flack
r Top to bottom up and around
s Round and back again
t Top to bottom and flick then across
u Down round up and down and flick
v Down and up
w Down and up – down and up
x Top down and across then top down to cross over
y Down round up and all the way down and around
z Top all way across and back again
What is necessary for student before sitting to write?
_______________________________________________________
_______________________________________________________
_______________________________________________________
What other things still problematic for you and you wish to discuss
_______________________________________________________
_______________________________________________________
_______________________________________________________

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Micro-teaching Demonstration
Work in 4 groups and prepare a hand-writing task to demonstrate to
your colleagues:

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References:
1. Milloord, R. 2001. Modular course in ELT Methodology.
2. Riddle, David, 2005. Teaching English as a foreign/second
language.
3. Teaching English a second language (2005) British council
workshop. Ministry of Education.
4. Doff Adrian, 2005: Teach English: A training course for teachers
Cambridge.