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Making the Transfer handout


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Making the Transfer handout

  1. 1. Making the Transfer: Grammar Into Writing<br />Erin C Wynn<br />Anne Shaw<br />Emily Spitzman<br />TESOL 2011<br />New Orleans, LA<br />Lesson: Cause and Effect Connectors<br /><ul><li>This worksheet is used as a communicative activity.
  2. 2. The students get into groups and organize the connectors with the topics.
  3. 3. Each student creates sentences using the words.
  4. 4. One person in the group records the sentences.
  5. 5. Each group writes a sentence that they’ve written on the board. All of the connectors that were used are shown on the board. Together we look at punctuation and placement of the cause and effect connector words.</li></ul>Lesson: Cause and Effect Connectors<br />SoCommunication with your friendsConsequentlyCommunication with your familyThereforeFood (in the US and at home)BecauseLiving in Rhode IslandBecause ofRoommate situationDue toTravelling in the USDue to the fact thatUniversity Cultureyour choiceThe way your are treated as a person who speaks English as a second language<br />New Orleans Practice<br />SoTravellingThereforeTESOL in New OrleansBecauseStaying at a hotelDue toFood in New OrleansBecause ofBourbon StreetConsequentlyThe day after St. Patrick’s day in NOLADue to the fact thatTeaching ESLYour choiceStreet performers<br />Lesson: Group Essay and Modal Review<br />Provide students with two sample introductions. <br />Each student writes one body paragraph. (Body A, B and C for each essay are divided up equally among students)<br />After writing the paragraphs, each student exchanges his paragraph with another student to be corrected.(Students correct as many grammar and structure errors as possible.) Each student types up his corrected version of the paragraph and brings it to class the next day.<br />In the following class, students analyze the modal use in the paragraphs by answering the attached questions about modals and by peer-editing the modals in the paragraphs.<br />Students then present their findings about modals to the class and the entire class discusses whether the student’s findings are accurate. <br />GRAMMAR WRITING<br />Modal Review<br />Find and write down the modals that are used in this paragraph.<br />Circle certainty modals. Underline necessity modals. Are the modals used correctly or should the author have used a different modal? Explain.<br />Write two sentences from the paragraph. One sentence should use a certainty modal and one sentence should use a necessity modal. Explain why each modal was used in each sentence. (If there are not both in the paragraph, make up your own sentences to add to the paragraph.)<br />1.<br />2.<br />Lesson: The English Verb System Collaboration<br /><ul><li>Each student writes a narrative paragraph about the first day in Rhode Island. They are to include a topic sentence, supporting detail and a conclusion.
  6. 6. The students are to use as many tenses that we’ve practiced and learned in grammar class. The students should be thinking about this assignment in regards to the past, present and future.
  7. 7. After the students write their paragraphs, they switch paragraphs read and edit paragraphs for verb forms.
  8. 8. The students will answer the questions on the work sheet.
  9. 9. As a big group, the students will choose 2 sentences and discuss why they chose them and explain their answers to the group.</li></ul>Verb Review<br />How many different tenses can you identify in this paragraph? List them here.<br />Write five of the sentences below. (Make sure there is tense variety) <br />Name the verb tense and determine why they used it and if it is correct.<br />3. Pick two sentences to share with the group and explain your answer to the previous question. <br />