Marina Terterovi Gvantsa Palelashvili Writing is easy. All you have to do is cross out the wrong words. Mark Twain

 The visual demonstration of language is valuable for learners.  It helps students to develop language learning.  It can be a quiet reflective activity for intrapersonal learners.

 The title of the story “ Spring”  Create a story about spring  Each sentence should begin on each letter of the word SPRING,e.g. S P R I N G

Snow starts to melt. People are enjoying the warmth of the sun. Rivers are running quicker. In the fields and gardens flowers are blooming. Nobody feels bored. Girls and boys enjoy playing out.

 Raising the students awareness about the words that sound the same but have different meanings, spellings.  Material-suitable homophone sets  Write the homophones (1-4) on the board.  Students write them in groups  T writes other four words  The group which finishes first is the winner  T checks ( can give the key list)

I meet our dear their mail sail sum

I eye meet meat our hour dear deer their there mail male sail sale sum some

 Helps in producing descriptive language. Preparation  Bring old newspapers or magazines.  Students select the picture of a person, place, or thing  Students glue them on a piece of paper  Students produce a descriptive poem according to the following set of instructions:

 Choose a noun that describes the person, place, or thing you have selected. E.g. Fireman  Describe this noun with two adjectives joined by the word and or but( strong and fearless)  Use a verb form and adverb to show this noun in a typical action (Fighting courageously)  Think up a comparison beginning with the word as or like (as brave as a gladiator)  Use a phrase beginning with if only to express a wish regarding this noun.

Fireman. Strong and fearless. Fighting courageously. As brave as a gladiator. If only I could be a hero!

 Writing is one of the best ways to assess students at the end of the lesson.  Fun and interesting writing activities increase students’ motivation.  At my ELCE lessons I often had writing assessments.  For example:

 Give students your own example. Draw your profession on the board and write: “ I want to be an English teacher. I like this profession because I like children and foreign languages.”  Use the new vocabulary which they have taught at this lesson.  Ask students to draw and write: “My future job.”

 Charts are also very good for writing tasks.  For example: When I did Diversity and Multiculturalism the students filled the chart about wedding traditions in the world.  They saw a video about American, Indian and Georgian weddings, read a short text and then filled the chart.

Wedding Clothes Food Traditions American Indian Georgian

 Show the poster.  Ask questions about the poster, for example:”Where are they? What are they doing?”  Show the pairs of speech bubbles you have prepared and read them in turn: “Do you want a sandwich? Yes, please. Is the fish good? No. it’s horrible.

 Divide the class into pairs.  Give each pair two more empty speech bubbles.  Ask to choose two characters in the poster and write an exchange between them.  Invite them to take turns to stick their speech bubbles by the characters and read them to the class.

Thank you!