The document discusses various techniques for developing writing skills at different proficiency levels. At the intermediate level, activities focus on guided description and narration to practice vocabulary, grammar structures and basic writing functions. Tasks include describing photos, filling in forms, and responding to prompts. Pre-writing activities like analyzing photos help generate ideas. For more advanced levels, tasks add complexity through combining sentences, elaborating details, and writing longer compositions like thank you letters or news reports. The goal is to scaffold instruction and move students to increasingly sophisticated writing.
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
The document provides information about the Keystone Exams being administered in December 2012 at the school. It outlines the exam subjects and dates, describes the exam format and time allotted, and notes accommodations for students needing extra time. It also provides sample exam questions and constructed response prompts, details scoring guidelines, and offers testing advice and security reminders for students.
1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments.
2) The themes cover topics about people, environment, health, social issues, and science/technology. Learning outcomes focus on interpersonal, informational and aesthetic uses of language.
3) A variety of activities are planned like discussions, interviews, readings and writings. Assessments measure students' ability to understand texts, communicate effectively and apply grammar.
This document provides a scheme of work for English lessons at SMK Tun Haji Abdul Malek for Form 4 students in 2014. It outlines 6 chapters to be covered from weeks 1-30, with themes including People, Environment, Science and Technology, and Social Issues. Each chapter lists learning outcomes, activities, and educational emphasis, including grammar, thinking skills, and sound systems to be taught. Activities involve discussions, readings, presentations and more to work on interpersonal, informational and aesthetic uses of language.
Rancangan pelajaran bahasa inggeris tingkatan 1 new1siti barirah
The document outlines an English language curriculum for Form 1 students in the second term of 2014. It includes 12 chapters to be covered from weeks 22 to 43, with objectives, language content, and assessments for each chapter. The objectives focus on developing students' interpersonal, informational, and aesthetic communication skills. Language content includes vocabulary, grammar structures, sounds, and other language elements. Assessments range from writing descriptions, to identifying main ideas and drawing conclusions. The curriculum aims to develop students' thinking skills, values, and ICT skills through the study of family, friends, health, safety, and other social themes.
This document provides a scheme of work for English language lessons for Form 4 students at SMK Lahar over 15 weeks from January to August 2015. It includes the weekly themes and topics to be covered, learning outcomes, grammar and language skills to practice, activities and educational emphasis. The lessons cover chapters on people, the environment, health, science and technology, and social issues. Students will develop their language skills through interpersonal, informational and aesthetic uses of English, practicing discussion, reading comprehension, writing and analyzing poems/stories.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
The lesson plan template outlines a two-day lesson to teach students how to write descriptive paragraphs about book characters. On day one, students will discuss how authors describe characters and learn about descriptive techniques like adjectives, phrases, similes and metaphors by analyzing examples. They will identify these techniques in additional descriptions. On day two, students will review similes and metaphors, learn new vocabulary words to describe characters, and look up definitions of unfamiliar words to expand their vocabularies. The goal is for students to apply what they learned to write high-quality descriptive paragraphs about a character of their choice.
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
The document provides information about the Keystone Exams being administered in December 2012 at the school. It outlines the exam subjects and dates, describes the exam format and time allotted, and notes accommodations for students needing extra time. It also provides sample exam questions and constructed response prompts, details scoring guidelines, and offers testing advice and security reminders for students.
1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments.
2) The themes cover topics about people, environment, health, social issues, and science/technology. Learning outcomes focus on interpersonal, informational and aesthetic uses of language.
3) A variety of activities are planned like discussions, interviews, readings and writings. Assessments measure students' ability to understand texts, communicate effectively and apply grammar.
This document provides a scheme of work for English lessons at SMK Tun Haji Abdul Malek for Form 4 students in 2014. It outlines 6 chapters to be covered from weeks 1-30, with themes including People, Environment, Science and Technology, and Social Issues. Each chapter lists learning outcomes, activities, and educational emphasis, including grammar, thinking skills, and sound systems to be taught. Activities involve discussions, readings, presentations and more to work on interpersonal, informational and aesthetic uses of language.
Rancangan pelajaran bahasa inggeris tingkatan 1 new1siti barirah
The document outlines an English language curriculum for Form 1 students in the second term of 2014. It includes 12 chapters to be covered from weeks 22 to 43, with objectives, language content, and assessments for each chapter. The objectives focus on developing students' interpersonal, informational, and aesthetic communication skills. Language content includes vocabulary, grammar structures, sounds, and other language elements. Assessments range from writing descriptions, to identifying main ideas and drawing conclusions. The curriculum aims to develop students' thinking skills, values, and ICT skills through the study of family, friends, health, safety, and other social themes.
This document provides a scheme of work for English language lessons for Form 4 students at SMK Lahar over 15 weeks from January to August 2015. It includes the weekly themes and topics to be covered, learning outcomes, grammar and language skills to practice, activities and educational emphasis. The lessons cover chapters on people, the environment, health, science and technology, and social issues. Students will develop their language skills through interpersonal, informational and aesthetic uses of English, practicing discussion, reading comprehension, writing and analyzing poems/stories.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
The lesson plan template outlines a two-day lesson to teach students how to write descriptive paragraphs about book characters. On day one, students will discuss how authors describe characters and learn about descriptive techniques like adjectives, phrases, similes and metaphors by analyzing examples. They will identify these techniques in additional descriptions. On day two, students will review similes and metaphors, learn new vocabulary words to describe characters, and look up definitions of unfamiliar words to expand their vocabularies. The goal is for students to apply what they learned to write high-quality descriptive paragraphs about a character of their choice.
Rancangan pengajaran tahunan bahasa inggeris tingkatan 2 2014Shida Rosidah R
This document provides a teaching plan outline for an English course for secondary school students in Malaysia. It includes:
1) An overview of the topics, themes, language skills, and assessments that will be covered over 30 weeks from January to August.
2) The topics include people, village life, the environment, health, friendship and more.
3) Each week outlines the language skills, activities, readings and assignments that will be the focus of instruction.
4) Assessments include quizzes, compositions, projects and exams to evaluate students' language development.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
The document provides a lesson plan for an English class at SMPN 2 Demak. The plan covers 12 meetings and focuses on developing students' understanding of functional texts, including signs, messages, invitations, letters, announcements, and songs. Each meeting involves pre-reading, whilst-reading, and post-reading activities using the three-phase technique and total physical response method. Assessment includes tests of students' ability to understand implicit and explicit meaning from the texts and provide verbal responses about songs. The goal is for students to gain competency in comprehending social and academic English contexts.
This document provides a scheme of work for the English Language Form 5 course at SMK Lahar for 2014. It outlines 13 weeks of lessons covering various themes and topics. Each week focuses on developing language skills for interpersonal use, informational use, and aesthetic use. Specific learning outcomes are identified for each week along with related activities, educational emphasis on thinking skills and multiple intelligences, grammar lessons, and sound system work. The document is intended to guide English panel head Umagowrie Supramaniam in preparing lessons for the Form 5 students at SMK Lahat in 2014.
This document contains a scheme of work for English language lessons for Form 4 students at SMK Lahad over the course of 2016. It outlines the weekly themes, learning outcomes, activities, and grammar/language focus for each lesson. The lessons cover a range of topics including people, the environment, social issues, science and technology. Learning outcomes involve developing language skills for interpersonal communication, obtaining and presenting information, and analyzing aesthetic texts. Activities include discussions, presentations, reading comprehension, and composition exercises.
1) The document provides a scheme of work for English language lessons for Form 4 students over 38 weeks covering 12 chapters addressing various themes including people, social issues, environment, science and technology, and values.
2) The lessons focus on developing language skills for interpersonal use, informational use, and aesthetic use through activities such as discussions, presentations, reading comprehension, and analyzing poems/stories.
3) Each week covers learning outcomes, activities, educational emphasis on thinking skills and other areas, and the grammar and sound system covered.
This document outlines competencies and content standards for mother tongue development in grades 1-3. It covers oral language skills like listening comprehension, sequencing events, relating stories to personal experiences, and discussing texts. It also covers phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, and composing. The standards progress from basic skills like identifying letters and sounds in grade 1 to more advanced skills like inferring characters' feelings and predicting outcomes in grades 2-3. The overall purpose is to develop students' competency in their mother tongue across multiple literacy domains.
This document provides a scheme of work for an English language class in SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities and educational emphasis for developing students' language skills. The themes cover topics from novels, environmental issues, social issues and health. Learning outcomes focus on developing students' ability to use English for interaction, obtaining information and aesthetic purposes. Associated activities include group discussions, summarizing texts, character descriptions and role plays. The educational emphasis is on thinking skills, multiple intelligences and developing various grammar and sound system rules.
The document is a scheme of work for English language lessons at SMK Lahar for Form 4 students in 2019. It outlines the weekly themes, learning outcomes, activities and educational emphasis for each week. Some of the key topics covered include people, social issues, environment, science and technology. Learning outcomes involve developing language skills for interpersonal communication, obtaining and presenting information, as well as appreciating language aesthetically through poems, stories and drama. Grammar, sounds and thinking skills are integrated into the lessons each week.
K to 12 mother tongue complete objectives and subject matterAlcaide Gombio
1. The document outlines a curriculum guide for teachers with objectives, subject matter, and lesson plans for various weeks.
2. Lessons focus on developing language arts skills like writing, reading comprehension, spelling, grammar, and following directions.
3. Each week covers a theme and genre, with daily activities targeting skills like identifying story elements, using different parts of speech, and following writing conventions.
File two travel 3rd am atf & aef - competenciesMr Bounab Samir
This document outlines a lesson plan for teaching English to third-level students. The lesson focuses on planning future travel arrangements and uses a telephone conversation as an example. Key points covered include:
- Introducing vocabulary related to transportation and travel schedules. Students interpret pictures of different modes of transportation and a departure board.
- A listening activity where students answer questions about a phone call discussing travel plans to London.
- Highlighting the use of expressions like "is coming", "we're coming", and "we're taking" to talk about future arrangements. Students perform a drill reading a script.
- The objective is for students to practice discussing travel plans using the present continuous tense and understanding inton
The document provides a scheme of work for Form 5 English at Sekolah Menengah Kebangsaan Gunung Rapat, Ipoh for the 2015 school year. It is divided into two terms, with Term 1 spanning from January to May 2015 over 20 weeks, and Term 2 from June to November 2015 over 22 weeks. Each week covers a theme, with associated learning outcomes, language content, activities and educational emphases. The themes include people, environment, social issues, health, science and technology. Learning outcomes focus on developing students' interpersonal, informational and aesthetic uses of English through activities such as discussions, reading comprehension, writing summaries and essays, grammar exercises, and analyzing literature.
This document provides a yearly scheme of work for an English class in Year 2. It outlines the topics, content standards, learning standards, and evidence for assessment over 18 weeks from January to May. The major topics covered include back to school, Chinese New Year, places, stories, houses, people, hobbies, and the local town. For each topic, the document lists the content and learning standards as well as examples of evidence that could be used to assess whether students have met the learning standards. The purpose is to guide English instruction over the given period.
This document provides a scheme of work for an English language class in Form 5 at SMK Lahad for the year 2016. It outlines 11 topics to be covered from weeks 1 to 16, with learning outcomes, activities, and focus on grammar and language skills for each topic. The topics include chapters from novels, environmental issues, social issues, and health. Learning outcomes involve developing language skills for interaction, obtaining information, and responding to literature. Associated activities emphasize group work, reading, writing, and discussion. Grammar focuses include tenses, nouns, adjectives, reported speech and modals.
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
Sdo navotas creative_writing_q2_m3_elements of drama (one - act play).fv(26)DepEd Navotas
The document provides guidance on conceptualizing the elements of a one-act play, including characters, plot, setting, and structure. It discusses that a one-act play tells a single story within one act through a limited number of characters and events. Examples are given of linear and non-linear plot structures as well as techniques for developing believable characters.
This document contains a term plan for an English language course covering several months. It outlines the learning objectives, tasks, grammar and vocabulary topics to be covered each week. Some of the weekly topics include greetings, introductions, numbers, countries and cultures. It also includes details of a school library contest where students will work in groups to create informational brochures about locations around the world.
These documents summarize 3 English lessons for a Year 6 class with the theme "World of self, friends & family". Each 60-minute lesson focuses on building vocabulary, sentence construction, and reading skills related to the topic "Wonderfully Made". Activities include shared reading, discussing vocabulary, and creating simple and compound sentences. Moral values of respect and thankfulness are emphasized along with reading, generating ideas, differentiating, and comparing. Teaching aids used are the Year 6 textbook and worksheets.
1. Listen to a talk.
2. Give important details.
3. Read an article.
4. Scan for details.
5. Spelling.
6. Respond to comments and
questions orally.
7. Identify main ideas.
8. Identifying supporting details.
9. Write a simple report based on
itinerary given.
10. Relate values in the novel to
one’s life.
B4 DL1 E1
Able to understand
and respond to
questions based on a
non-linear text (e.g.
tables, graphs,
diagrams, charts)
Language For Interpersonal Use
b
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
This literacy lesson plan teaches 5th grade students about concrete poems. Students will read examples of concrete poems, understand their purpose, and learn to use sensory details and shape on the page to convey meaning beyond just words. They will write their own 10-12 line concrete poems on a self-selected topic, putting the poem into a shape on paper using markers and glue. The final poems will be displayed for all to see and share, if time allows. The teacher will assess understanding through the completed poems and provide modifications or extensions as needed.
Rancangan pengajaran tahunan bahasa inggeris tingkatan 2 2014Shida Rosidah R
This document provides a teaching plan outline for an English course for secondary school students in Malaysia. It includes:
1) An overview of the topics, themes, language skills, and assessments that will be covered over 30 weeks from January to August.
2) The topics include people, village life, the environment, health, friendship and more.
3) Each week outlines the language skills, activities, readings and assignments that will be the focus of instruction.
4) Assessments include quizzes, compositions, projects and exams to evaluate students' language development.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
The document provides a lesson plan for an English class at SMPN 2 Demak. The plan covers 12 meetings and focuses on developing students' understanding of functional texts, including signs, messages, invitations, letters, announcements, and songs. Each meeting involves pre-reading, whilst-reading, and post-reading activities using the three-phase technique and total physical response method. Assessment includes tests of students' ability to understand implicit and explicit meaning from the texts and provide verbal responses about songs. The goal is for students to gain competency in comprehending social and academic English contexts.
This document provides a scheme of work for the English Language Form 5 course at SMK Lahar for 2014. It outlines 13 weeks of lessons covering various themes and topics. Each week focuses on developing language skills for interpersonal use, informational use, and aesthetic use. Specific learning outcomes are identified for each week along with related activities, educational emphasis on thinking skills and multiple intelligences, grammar lessons, and sound system work. The document is intended to guide English panel head Umagowrie Supramaniam in preparing lessons for the Form 5 students at SMK Lahat in 2014.
This document contains a scheme of work for English language lessons for Form 4 students at SMK Lahad over the course of 2016. It outlines the weekly themes, learning outcomes, activities, and grammar/language focus for each lesson. The lessons cover a range of topics including people, the environment, social issues, science and technology. Learning outcomes involve developing language skills for interpersonal communication, obtaining and presenting information, and analyzing aesthetic texts. Activities include discussions, presentations, reading comprehension, and composition exercises.
1) The document provides a scheme of work for English language lessons for Form 4 students over 38 weeks covering 12 chapters addressing various themes including people, social issues, environment, science and technology, and values.
2) The lessons focus on developing language skills for interpersonal use, informational use, and aesthetic use through activities such as discussions, presentations, reading comprehension, and analyzing poems/stories.
3) Each week covers learning outcomes, activities, educational emphasis on thinking skills and other areas, and the grammar and sound system covered.
This document outlines competencies and content standards for mother tongue development in grades 1-3. It covers oral language skills like listening comprehension, sequencing events, relating stories to personal experiences, and discussing texts. It also covers phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, and composing. The standards progress from basic skills like identifying letters and sounds in grade 1 to more advanced skills like inferring characters' feelings and predicting outcomes in grades 2-3. The overall purpose is to develop students' competency in their mother tongue across multiple literacy domains.
This document provides a scheme of work for an English language class in SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities and educational emphasis for developing students' language skills. The themes cover topics from novels, environmental issues, social issues and health. Learning outcomes focus on developing students' ability to use English for interaction, obtaining information and aesthetic purposes. Associated activities include group discussions, summarizing texts, character descriptions and role plays. The educational emphasis is on thinking skills, multiple intelligences and developing various grammar and sound system rules.
The document is a scheme of work for English language lessons at SMK Lahar for Form 4 students in 2019. It outlines the weekly themes, learning outcomes, activities and educational emphasis for each week. Some of the key topics covered include people, social issues, environment, science and technology. Learning outcomes involve developing language skills for interpersonal communication, obtaining and presenting information, as well as appreciating language aesthetically through poems, stories and drama. Grammar, sounds and thinking skills are integrated into the lessons each week.
K to 12 mother tongue complete objectives and subject matterAlcaide Gombio
1. The document outlines a curriculum guide for teachers with objectives, subject matter, and lesson plans for various weeks.
2. Lessons focus on developing language arts skills like writing, reading comprehension, spelling, grammar, and following directions.
3. Each week covers a theme and genre, with daily activities targeting skills like identifying story elements, using different parts of speech, and following writing conventions.
File two travel 3rd am atf & aef - competenciesMr Bounab Samir
This document outlines a lesson plan for teaching English to third-level students. The lesson focuses on planning future travel arrangements and uses a telephone conversation as an example. Key points covered include:
- Introducing vocabulary related to transportation and travel schedules. Students interpret pictures of different modes of transportation and a departure board.
- A listening activity where students answer questions about a phone call discussing travel plans to London.
- Highlighting the use of expressions like "is coming", "we're coming", and "we're taking" to talk about future arrangements. Students perform a drill reading a script.
- The objective is for students to practice discussing travel plans using the present continuous tense and understanding inton
The document provides a scheme of work for Form 5 English at Sekolah Menengah Kebangsaan Gunung Rapat, Ipoh for the 2015 school year. It is divided into two terms, with Term 1 spanning from January to May 2015 over 20 weeks, and Term 2 from June to November 2015 over 22 weeks. Each week covers a theme, with associated learning outcomes, language content, activities and educational emphases. The themes include people, environment, social issues, health, science and technology. Learning outcomes focus on developing students' interpersonal, informational and aesthetic uses of English through activities such as discussions, reading comprehension, writing summaries and essays, grammar exercises, and analyzing literature.
This document provides a yearly scheme of work for an English class in Year 2. It outlines the topics, content standards, learning standards, and evidence for assessment over 18 weeks from January to May. The major topics covered include back to school, Chinese New Year, places, stories, houses, people, hobbies, and the local town. For each topic, the document lists the content and learning standards as well as examples of evidence that could be used to assess whether students have met the learning standards. The purpose is to guide English instruction over the given period.
This document provides a scheme of work for an English language class in Form 5 at SMK Lahad for the year 2016. It outlines 11 topics to be covered from weeks 1 to 16, with learning outcomes, activities, and focus on grammar and language skills for each topic. The topics include chapters from novels, environmental issues, social issues, and health. Learning outcomes involve developing language skills for interaction, obtaining information, and responding to literature. Associated activities emphasize group work, reading, writing, and discussion. Grammar focuses include tenses, nouns, adjectives, reported speech and modals.
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
Sdo navotas creative_writing_q2_m3_elements of drama (one - act play).fv(26)DepEd Navotas
The document provides guidance on conceptualizing the elements of a one-act play, including characters, plot, setting, and structure. It discusses that a one-act play tells a single story within one act through a limited number of characters and events. Examples are given of linear and non-linear plot structures as well as techniques for developing believable characters.
This document contains a term plan for an English language course covering several months. It outlines the learning objectives, tasks, grammar and vocabulary topics to be covered each week. Some of the weekly topics include greetings, introductions, numbers, countries and cultures. It also includes details of a school library contest where students will work in groups to create informational brochures about locations around the world.
These documents summarize 3 English lessons for a Year 6 class with the theme "World of self, friends & family". Each 60-minute lesson focuses on building vocabulary, sentence construction, and reading skills related to the topic "Wonderfully Made". Activities include shared reading, discussing vocabulary, and creating simple and compound sentences. Moral values of respect and thankfulness are emphasized along with reading, generating ideas, differentiating, and comparing. Teaching aids used are the Year 6 textbook and worksheets.
1. Listen to a talk.
2. Give important details.
3. Read an article.
4. Scan for details.
5. Spelling.
6. Respond to comments and
questions orally.
7. Identify main ideas.
8. Identifying supporting details.
9. Write a simple report based on
itinerary given.
10. Relate values in the novel to
one’s life.
B4 DL1 E1
Able to understand
and respond to
questions based on a
non-linear text (e.g.
tables, graphs,
diagrams, charts)
Language For Interpersonal Use
b
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
This literacy lesson plan teaches 5th grade students about concrete poems. Students will read examples of concrete poems, understand their purpose, and learn to use sensory details and shape on the page to convey meaning beyond just words. They will write their own 10-12 line concrete poems on a self-selected topic, putting the poem into a shape on paper using markers and glue. The final poems will be displayed for all to see and share, if time allows. The teacher will assess understanding through the completed poems and provide modifications or extensions as needed.
Simplified Characters Versus Traditional CharactersLee Kerk
Simplified characters and traditional characters in Chinese co-exist in the Chinese world. Simplified characters are mainly used in China, Singapore and Malaysia and traditional characters are mainly used Taiwan and Hong Kong. In the United States, both character systems co-exist in different schools, communities, and media. To be an effective Chinese user, one should master either one character system or both. In order to deepen the learning of the lesson, “simplified characters and traditional characters” in the textbook, a series of tasks and assessments will be given to ask students to think and to demonstrate their learning through justification of the choice of using simplified or traditional characters.
The artifacts reflect the teacher's philosophy of having high expectations for students, responding flexibly to their needs, and providing real-world skills. The lessons used complex texts and academic vocabulary while allowing peer support. Assessments measured student skills and allowed revision. Future teaching will maintain high expectations, focus on real-world skills, and use artifacts as learning tools to continually improve instruction for all students.
The document discusses using abstract painting to enhance students' creativity in writing descriptive texts. It aims to investigate the benefits of using abstract painting in teaching descriptive writing and understand students' responses. The study examines whether abstract painting can improve students' creativity in writing descriptions and what students think about using it. The researcher hopes the study can contribute to language teaching, especially in writing instruction.
The document provides a daily lesson log for an English teacher covering grades 7-10 over a one week period from January 16-20, 2023.
It outlines the objectives, content standards, and performance standards for lessons on Anglo-American literature, Philippine literature, listening strategies, grammar, and writing.
Specific lesson plans and activities are detailed for each day, including tasks, readings, and assessments. Formative and summative assessments are used to evaluate student learning and mastery of concepts like literary devices, grammar, and writing skills. Reflection on teaching effectiveness and opportunities for improvement are also included.
This document contains a series of lesson plans and activities for teaching English to students of various proficiency levels. The activities focus on skills like writing summaries, describing favorite music bands, speaking about favorite people, discussing summer travel plans, reading comprehension, book reviews, pronunciation practice, comprehending information about famous places and people, understanding grammar tenses, and comprehending phrasal verbs. Each activity provides the purpose, stage of learning, and target proficiency level. Rubrics are included for assessing students on the activities.
This document summarizes a teacher work sample from Polaris Elementary school which has a very small student population across multiple grades in one classroom. The teacher created a language arts unit on the story "Follow the Drinking Gourd" about the Underground Railroad. Students took pre- and post-tests and completed writing assignments from the perspective of slaves or conductors. While some activities like learning about constellations were effective, the writing assignments did not match students' skills. The teacher reflected on using additional stories and activities to better teach about slavery and increase engagement, as well as finding professional development to improve instruction for their isolated student population.
Microsoft word ud a-small_world_in_my_classroomLaura Bernabe
This document outlines a didactic unit on countries and nationalities for 6th grade primary students. The unit has 6 lessons with activities to help students learn vocabulary, understand texts, talk about other cultures, and respect diversity. Key objectives include learning country and nationality names, comprehending oral and written texts, producing writing about partners, and using language appropriately. Lessons include listening, reading, speaking, and writing activities using maps, recordings, worksheets and group work. The unit aims to promote meaningful, cooperative learning and cultural understanding.
This document outlines an English activity for 8th grade students focusing on past and present tense. It includes 4 tasks: 1) copying and filling in a passage with correct tenses, 2) writing a paragraph highlighting tenses, 3) preparing a short story in groups highlighting tenses, and 4) underlining and identifying tenses in a given text. It also discusses characteristics of authentic activities, noting how this activity provides real-world relevance, allows students to work collaboratively and use resources, and creates a polished final product. The activity aims to help students understand and identify tense usage in writing.
C:\Users\User\Documents\Pismp Sem3\Pk English Learning Pn Sharina\Writing P...lynaatika Yusof
The document discusses various strategies for teaching writing skills to students with perceptual problems. It describes approaches for developing a written vocabulary through copying words, making picture dictionaries, and word boxes. Methods are provided for teaching sentence formulation, such as the language experience approach, sentence completion exercises, and sentence combining drills. Principles for teaching writing are outlined, including providing writing opportunities, establishing a writing community, and differentiating personal and functional writing. Specific remediation techniques are proposed for auditory and visual perception problems, such as the Fernald and multisensory methods.
This lesson plan is for an 11th grade English class. The lesson focuses on teaching students to understand analytical exposition texts. Students will identify the content and synonyms in example texts, mention the main ideas of paragraphs, and answer comprehension questions. The lesson involves exploration of materials, class activities in pairs and individually, and assessment of students' understanding through a scored assignment. The goal is for students to be able to comprehend analytical exposition texts by the end of the lesson.
ELL writing faces several challenges. While students may understand grammar rules, they struggle with the cognitive processes required for good writing. They focus only on form, not content or ideas. Writing is an important skill that allows students to communicate, but ELLs need direct instruction to develop composition abilities. Controlled activities that start simply but allow individual responses can help lower-level ELLs practice writing. These include writing short paragraphs about themselves, friends, or pictures. Gradually increasing the complexity of prompts and responses helps students build writing skills.
This document provides a scheme of work for an English language class at SMK Taman Johor Jaya 2 over 19 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The lessons cover topics such as family, jobs, city life, health, and environment. Learning outcomes involve interpersonal, informational and aesthetic uses of language. Activities include discussions, readings, descriptions, interviews and writing assignments. Assessments evaluate listening, reading, and writing skills development according to several descriptors. Each week focuses on different grammar and sound systems.
This lesson plan outlines a two-part lesson for a group of 10 Italian teenagers studying English in the summer. In the first part, students worked in pairs to create their own versions of Little Red Riding Hood based on two versions provided. In this second lesson, students will act out their stories for their classmates using props. Their performances will be filmed and later peer-reviewed using a rubric created by the students and teacher. The goal is for students to practice their writing, speaking, and storytelling skills while working creatively.
You're right, upon further reflection the activities in this task could be improved to better meet the goals of an output-based interactive task. Here are some suggestions:
- For activity A, have students work in pairs to quiz each other on the comprehension questions instead of answering individually. This adds an interactive element.
- For activity B, have students discuss their opinions in pairs or small groups instead of as a whole class. Give them a time limit to come to a consensus on 1-2 of the discussion questions to present to the class.
- For activity C, have each student pair create a new ending to the story. Then have them take turns presenting their version to another student pair, who provides feedback.
This document contains a dossier for a language teaching training lesson plan. The lesson plan focuses on teaching occupations and articles "a" and "an" through various activities and exercises. The lesson begins with identifying famous people's occupations from pictures. Students then match pictures of occupations to job titles and discuss which seem interesting or dangerous. Pronunciation of two-syllable occupation words is practiced. Students ask and answer questions about famous people's jobs in pairs. The teacher evaluates the lesson as promoting student participation and motivation through the use of varied activities and visual aids.
This document provides information about teaching writing in Greek, including:
1. An overview of the Greek alphabet and features of Greek grammar like nouns and verbs.
2. Methods for teaching writing to young students, from individual letters to syllables and sentences.
3. Techniques for older students to produce written works like descriptions, interviews, and narratives. These emphasize planning, drafting, and revising.
4. Accommodations for students with dyslexia or dysgraphia, like experimenting with different pens and organizing thoughts before writing.
Building Academic Language in the ESL ClassroomElisabeth Chan
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Rivers: “Many who know how to “write things down” in
their native language avoid expressing themselves in
writing almost completely, even in personal letters. To write
so that one is really communicating a message, isolated in
place and time, is an art which requires consciously directed
effort and deliberate choice of language. The old saying, “If
you can say it, you can write it,” is simplistic in its concept
of the communicative aspect of writing.”
3. Composing:
- reflection about the topic;
- gathering information, taking of notes;
- working on a series of drafts;
- revising.
Writing:
- transcription of the material
itself.
In order to capture the complexity of the writing process, various
scholars have suggested the use of more precise terminology to
clarify the distinction between the mechanical aspects of writing
and the more sophisticated processes involved in written
communication.
4. Skill- getting Skill- using
activities: activities:
- writing down
- writing in the language
- flexibility measures
- expressive writing
(the understanding of the
way the language
operates)
(the use of code for
expressive writing and
purposeful
communication).
5. Written practice in the skill- getting phase includes 2
categories of activities:
writing down, or exercises involving copying or
reproduction of learned material, concentrating on the
conventions of spelling, punctuation, grammatical
agreements;
writing in the language, in which students engage in a
variety of grammar- practice activities of a controlled
nature in order to reinforce their growing knowledge of
the linguistic system.
6. Set of activities under skill- using that take students
beyond linguistic manipulation. Such activities are
designed to develop flexibility and creative language use
and include:
flexibility measures, in which students begin writing
within a framework;
expressive writing, which includes guided and free
compositions that fulfill the normal purposes (letter
writing, getting and giving information) for which we
write in the real world.
7.
8. Content: objects in the room.
Functions: identifying and listening, simple description.
Students’ task: students who have just learned vocabulary for the rooms of the
house and some of the furnishing describe a simple picture in their text.
Simple description with visuals
9. Content: personality traits/ physical description.
Functions: describing a person, talking about likes/ dislikes.
Students’ task: students are asked to draw a picture of someone they know.
Then they write one sentence telling whether they like or dislike this person,
followed by a number of sentences using the target grammatical feature to
describe the person.
Guided description with student- generated visual
10. Content: Foods.
Functions: Naming and listing.
Students’ task: Students are provided with the incomplete menu. They are told
that they have just opened a restaurant and that it is up to them to decide what
dishes they would like to offer. Categories of foods are given, but no specific
foods are named. Students are also asked to make up a name for their
restaurant.
Filling in forms
11. Content: A short message of several sentences based on familiar
themes/topics.
Functions: Writing a postcard, using connected discourse.
Students’ task: Students are also asked to write a brief message to their
instructor using a target-language site that offers free electronic greeting cards
or postcards.
Sending an electronic postcard
12.
13. Content: Summer leisure activities.
Function: Simple narration in the present.
Students’ task: This activity directs students to write a short narrative from the
sentence cues given. The story is about the LeBlanc’ s summer activities.
A summer in the Country. Make complete sentences according to the model.
Model: The LeBlancs/to spend/ summer in the country
The LeBlancs spend the summer in the country.
1) In the morning/ all/ family/ to get up/ around/ 8 o’clock
2) Mr. LeBlanc/ to go downstairs/ the kitchen/ to prepare/ coffee
3) His/ wife/ to make/ breakfast/ then/ to go outside/ in/ the garden
4) Mr. LeBlanc/ and/ his/ son/ to go/ fishing
5) Natalie/ to take a walk/ in/ hills/ near/ house…etc.
Follow- up Task: (Preparing for Advanced level)
Students directed to write the paragraph in the past, talking about the way this
family used to spend summer vacations. They are asked to embellish the story,
adding details about the surroundings, weather, etc. The exercise focuses on
practicing past- tense narration and adding some elaborative detail, preparing
students for writing at the Advanced level.
Slash Sentences
Sample(Intermediate)
14. Content: Current events.
Function: Reporting facts of a story.
Purpose: Telegraph sentences also provide the essential elements to be
incorporated into a story, but the format of the stimulus material looks more like a
set of notes than a grammatical exercise, thus more closely simulating an authentic
task. As an Intermediate- level task, students are asked to describe the events using
the present tense. As a preparation for advanced- level writing, students narrate the
events as a reporter would, using appropriate past tenses as they tell the story
presented in the telegraphic cues.
Students’ task: You are a journalist who has just interviewed a witness to a UFO
incident. The notes you made during the interview are given below. Write out your
report in as much detail as you can, recounting the events in the past.
Notes: Henry Stewart, in field, working, about 10 a.m., June 13. Hears strange
noise, looks up. Sees blinding light. Distinguishes three objects. Gets frightened.
Drops everything and runs for farmhouse. Calls wife to come see. Objects
disappear as quickly as they came. Wife doesn’t believe story.
Telegraphic sentences
Sample (Intermediate;
preparing for advanced level)
15. Content: A visit to Spain as an exchange student.
Functions: Writing a thank- you letter.
Purpose: this activity encourage students to use recently learned vocabulary and
grammatical structures in a context that is appropriate to the Intermediate level- writing
a letter to family, friends.
Students’ task: Patrick has just returned from studying abroad in Granada, Spain, and
is writing a thank- you letter to the family with whom he stayed. Complete the letter on
Spanish, using the translation that follows it as a guide to the missing words.
Partial translation
Sample (Preparing for Advanced level)
16. Content: Story in a film.
Function: Narrating a story.
Purpose: To help students link simple prepositions into more complex sentences.
In set-combining activities, a set of simple sentences or prepositions are
consolidated through the embedding of words, phrases and clauses, so that the
meaning of the whole set is conveyed in one sentence. E.g. the following set of
simple propositions is combined below:
1) The man is tall.
2) The man has dark hair.
3) The man is standing by the counter.
4) The man looks suspicious.
Combination: The tall, dark- haired man standing by the counter looks
suspicious.
Students can be asked to produce a story several paragraphs in length. E.g. a
description of a film or other narrative could be broken down into simple
propositions. Students then try to combine those propositions into more complex
sentences. This technique can be used to teach principles of sentence and
paragraph construction and to help students recognize the importance of
connectors, qualifiers, and other discourse features.
Paragraph completion
Sample (Intermediate)
17. Content: Personal appearance
Function: Description
Purpose: This task is designed to aid writers at the Intermediate level in
improving their ability to describe someone in detail.
Student task: Students use their imagination to complete the description of the
person in the photograph.
Mr. Duval was a ___, ___ man with ___, ___ hair. He had ___ eyes and wore a ___,
___ beard. He was a very ___ man who thought a lot about ___. That morning, he
seemed ___ because he ___ . …
18. Scanlan(1980) suggests that
compositions might be based on
the analysis of a photograph, where
students practice extensive
description and narration and react
personally to the elements in the
picture. He advises the students be
asked not only to describe the
picture in detail but also to imagine
what might have happened before
or after it was taken or visualize
themselves in the scene interacting
in some way with the people
depicted.
19. Raimes(1983) also suggests developing a sequence of writing tasks around a
culturally authentic picture, such as a wedding photo, with each task selected to
move students to a slightly higher level of difficulty as they add vocabulary,
structural sophistication, and organizational skills. In the series of tasks given
below, a number of these ideas are put into practice, using the picture as a point of
departure and a stimulus for creativity.
Ann Raimes
20. Task 1. Prewriting (Intermediate)
Students in small groups look at the picture and write as many words and expressions that
come to mind as they can. In addition, students can write down words and expressions
depicting feelings that the picture evokes.
Task 2. Prewriting (Intermediate)
Task 3. Description (Intermediate)
An alternate task involves small groups writing down questions that the picture evokes in their
minds. Each group then shares its list of questions with the rest of the class to provide a further
stimulus for writing.
Using the voc. generated from Task 1, students write a brief composition describing the
photograph in as much detail as they can. After they share their notes with 1- 2 students
they can be asked to write a second more complete draft.
Task 4. Narration (Intermediate)
Using the question sets generated from Task 2, one group of the class write a narration about
the man in the picture, answering the questions given to them by another group. Afterwards
stories can be read aloud, shared or compared with others
Task 5. Narration in the Past(Preparing for Advanced l.)
Students are asked to imagine that the man in the photograph
is thinking about the first time he visited Paris as a young
man. In small groups, they develop a list of possible events,
places visited, and people he might have met in his travels.
After discussion various possibilities, students create a story,
individually or in groups, and recount events in the past, with
as much imaginative detail as possible.
21. Content: A trip to Paris.
Function: Narration and description.
Purpose: Students learn to write fuller descriptions and narrations through the use
of cues supplied by the teacher on their first draft. E.g. the teacher might take a
student’ s composition and insert an asterisk at every point in the narration where an
elaboration could be made. Elaboration might include the addition of adjectives,
adverbs, relative clauses, or whole sentences.
Student task: The student has written an imaginary description of the trip to Paris.
The teacher asks students to rewrite the opening paragraph in the second draft as
follows:
Using the cues in the paragraph below, write a new paragraph that is more detailed
and interesting than the original.
My first trip to Paris was very interesting. I went with my roommate. We rented a
car, but it was very difficult to drive in Paris…
Notes: - add a few details about when you took this trip. Also try to use another
word for the word “interesting”, because it doesn't’ t give us much information.
- Describe you roommate and tell why did he want to go with you.
- Add some adj. to your description of a car.
- Instead of telling that it was difficult to drive, try to describe the traffic, and let the
reader conclude that it was difficult from your description.
Elaboration
Sample (Intermediate)
22. Content: Varied topics relating to personal life and preferences.
Function: Narration and description in past, present and future time.
Purpose: To encourage students to practice skills needed at the Advanced level, both orally
and in writing.
Student task: Students are asked to interview a partner by choosing one topic from each of
several categories, such as those listed below:
Present:
- Talk about yourself and your family.
- Talk about why you are at this University and why you are taking this course.
- Talk about what you like and dislike about life at the University.
- Talk about things that bore you (interest you, make you happy/angry).
Past:
- Describe a recent Christmas (summer/ spring) vacation.
- Describe what your life was like last year.
- Talk about a memorable event in your life.
Future:
- Describe your career goals and plans.
- Talk about what you’ d like to do with the French(Spanish, etc.) language you know now.
- Talk about your plans for the end of the semester.
- Describe your plans for the coming weekend.
Sample (Preparing for Advanced Level)
Guide Composition
Based on oral
Interview
23. Teachers might expect short essays of 2- 3 paragraphs on themes with which they are
familiar. Most appropriate for these students are topics that elicit personal information
and simple statements about preferences, concrete experiences, such as following:
Intermediate level
Guided and free Composition: Writing
letters and notes
1) Imagine you are on vacation at your favorite resort. Write a
postcard explaining what are you doing, what you like about the
place, who you are meeting, etc.
2) You are writing a letter home to your parents about college
life. Give them a description of your typical day at school.
Include a short paragraph about your roommate and some other
details.
3) Write a description of your friend/a member of your
family/teacher you like or dislike/ or your roommate. Give as
many details as you can
4) Your best friend at another school has a new roommate who
comes from France (Spain, etc.) Write a letter to your friend,
including a list of questions you would like him to ask this
exchange student about life in his country.
24. Here are few topics that indicate the type of composition that might be
assigned when learners are in the Intermediate range but need to develop
skills to progress to the Advanced level:
Preparing for Advanced level
1) Write a Christmas card to your teacher telling
her what you plan to do during vacation.
2) Write a page in your personal diary describing
your activities during the last semester.
3) You are planning on getting married(getting a
new job, etc.) and anticipate some major
changes in your life. Describe what will be
different after you do it an how you think you
will feel about these changes.
4) You just had a very exciting weekend, and you
can’ t wait to write to your friend in
France(Spain, etc.) to tell about it. Recount the
evens and give as much detail as possible.
25. Is one form of free composition that seems particularly appropriate for
beginning and intermediate students.
Peyton and Reed(1990) recognize the importance of responding to this
concern and suggest that teachers talk to students about the purposes of the
journal as opposed to the purposes of other writing tasks where corrective
feedback is given more systematically.
Leki(1991) adds that “… we do well at least to become aware of student’ s
perceptions of their needs and their sense of what helps them progress”.
Perhaps best solution is to offer students options and teach them different
perspectives or strategies for approaching a writing task, but ultimately
respect their right to choose the kind of feedback they believe will enhance
their learning most effectively and try to provide it for them.
26. In the past decade, there has been a significant increase in the number of
conference presentations and publications advocating the use of the computer
to support the teaching of various language skills, from Novice to Advanced
levels. Different language texts also have associated Web pages that offer
students links to Internet sources that can be explored in connection with
chapter themes. Many of these computerized materials can support the goal of
learning to write in the target language.
27. Pen and paper writing Synchronous conferencing
- Formal accuracy
- Global coherence
- Reinforcement of canonical
written discourse conventions
- Uninterrupted exploration of one’ s
own personal voice.
- Fluency of self- expression
- Interactive responsiveness
- Blend of “orate” and “literate”
forms of communication
- Juxtaposition of multiple voices,
perspectives
The use of new technologies, such as e-mail and computer- mediated
communication can be particularly helpful, not only as a way to practice writing,
but also as a support skill for speaking. With the advent of local area networks
(LANs), students can more comfortably interact and discuss various issues among
themselves an with their instructor. Kern(1998) points out the different features of
more traditional forms of written communication on the one hand and synchronous
conferencing on the other.
Both types of writing fall under two of the three communicative modes-
interpersonal and presentational.
S. c. is the written equivalent of interpersonal communication in which the interlocutors
Can negotiate meaning since they are in personal contact, although not face- to-face.
28. Smith(1990) describes an experiment in which fourth- semester Spanish
students were given an opportunities to us 2 types of computer- based writing
tools for the writing component of the course:
A computer- conferencing system A word- processing program.
- Enabled students to engage in
discussions and collaborative writing
activities with others in the course.
- Each new message that was added
to a particular discussion became
automatically available to all
participants.
- Students using this system engaged
in lively debates and creative self-
expression, devoting an average of
three hours per week for computer-
meditated conversational writing.
They paid more attention to meaning
than to accuracy, since the computer-
conferencing was not used for editing
or revision in this study.
- Students who used this program as
a composition tool, worked primarily
on composing and rewriting
compositions with a view to
producing more accurate writing
samples.
- They averaged 90 minutes per week
on computer- assisted composition
work, brainstorming or peer editing
one another’ s work.
A third group of students in the study
had no computer- assisted writing
opportunities but did write
compositions at home.
29. Kern(1998) also recommends that synchronous conferencing be used as one of a
number of tools in the teaching of writing.
He also compares pen and paper writing with writing via e-mail.
Pen and paper writing Electronic mail
- Normally limited audience(teacher)
- Often limited communicative
purpose(display of competence)
- Tends to be perceived as relatively
permanent and “on record”
- Intensive, recursive process that fosters
elaboration and development of ideas.
- Adherence to formal norms(language,
genre, style) generally pays more important
role.
- Contact with real people outside the
classroom
- Wide range of communicative
purposes(informing, persuading, etc.)
- Tends to be perceived as relatively
ephemeral and disposable.
- Emphasis on speed and succinctness of
expression
- Adherence to formal norms tends to be
relaxed(e.g., mixed of oral/ written genres,
grammar/spelling mistakes)
Advantages of using e-mail: 1) its relative simplicity in bringing a language learner into
contact with native speakers;
2) Its dialogic structure that helps learners predict meaning through the normal give-
and- take statements, questions, responses.
3) Its contribution to the learners’ metacognitive awareness.(participants have recourse
to a written record that can help locate the source of misunderstanding)
4) Its direct support of cultural learning by providing new and alternative perspectives.
30. He also mentions 3 major challenges associated with the use of e- mail in
foreign language instruction:
1) Finding a partner class that has internet access;
2) Meeting technical requirements for those languages using non- roman
scripts or that use accents and diacritical marks;
3) Recognizing that e- mail can obscure important sociocultural differences,
such as the emphasis in each culture on social distance, perceptions of
the appropriateness of topics and registers, and the like.
31. The use of word- processing programs in teaching composition can provide a
number of benefits to both students and teachers.
Writers at the Novice and Intermediate levels can also profit from using word-
processing programs, particularly if they asked to prepare multiple drafts of their
work.
In addition, writing assistant programs, such as systeme-D, Atajo, and Quelle are
designed to facilitate the writing process in another language, so that students and
teachers “can interact with a written text in new and useful ways”. These
programs offer:
1) A bilingual dictionary that includes reference notes, examples.
2) Three references- a vocabulary index that contains topical vocabulary lists, a
grammar index that contains fundamental explanations of grammar points, and a
phrase index that is essentially a listing with examples of language functions.
According to Scott and Terry(1992) writing assistant programs are unique writing
tools that lend themselves to a systematic developmental writing program:
1) They provide resources for students at all levels of language study
2) They help students develop critical thinking skills through reading, analyzing
and choosing appropriate items from information screens.
3) They build a bridge between skill-getting and skill- using when students
request information and then use it in their writing task.
32. Scott(1992) and Scott and Terry(1992) advocate using task- oriented writing,
especially for students in beginning- and intermediate level language courses.
In this type of writing activity, students are given:
1) A general situation or context that describes the function and the purpose
of the writing exercise;
2) Several specific tasks that describe explicitly the steps the students must
take to achieve the purpose of the assignment;
3) A specific directive for each task asking students to find the functional,
lexical, and grammatical information necessary to carry out the task.
These guidelines provide an organizational framework that allows the
students to communicate a comprehensible message without being distracted
by trying to express their more sophisticated ideas with limited ability in
target language.
33. Kroll(1990) suggests that writing in a second language is more complex,
given that the problem native speakers have with composing are compounded
in the foreign language context by difficulties with the new code.
Within the context of second language writing, Novice and Intermediate
writers may approach tasks and use feedback far differently than Advanced
writers, with whom most of the research in second- language writing has been
done.
An additional consideration is that most of the research on second- language
writing has been done, to date, on writing in English as a second or foreign
language rather than on writing by English- speaking learners in a foreign
language.
34. Reichelt examined the 81 articles published in the Journal of Second
Language Writing, which first appeared in 1992, and found only 3 articles
dealing with writing in a language other than English. Her review of research
and theoretical literature in second- language writing revealed the same
imbalance between English and foreign language writing, although she does
point out that there has been an increase in articles on writing in FL other than
English since the early 1990s.
Her point is well taken when she maintains that differences between ESL and
FL writing instruction are understandable and appropriate, given these
different purposes and levels of instruction:
While FL writing may do well to borrow some concepts and
practices from English-language writing instruction, it is
important for FL writing to forge its own identity by delineating its
own research agenda and pedagogical practices
35.
36. “Good writing in any language involves knowledge of the conventions of
written discourse in that culture as well as the abilities to choose from near
synonyms the precise word that conveys one’ s meaning, select from variety
of syntactic structures those that transmit one’ s message most precisely, and
adopt a style that will have the most positive rhetorical effect”.
Rivers(1975)
37. In landmark study of the composing process of high school students
Emig(1971) found that the twelve seniors she interviewed, most of whom had
been identified as “good” writers by their teachers, did not typically follow
the process that the composition manuals were suggesting. Most of them did
have a kind of plan for the writing in mind before beginning to write,
although it usually wasn’t down on paper. Emig’ s study further revealed that
student writing was evaluated most often on criteria that emphasized “the
accidents rather than the essences of discourse-that is, spelling, punctuation,
penmanship, the length rather than thematic development, rhetorical and
syntactic sophistication, and fulfillment of intent”.
38. Krashen(1984) reviewed research on the composing process in the native
language and concluded that good writers differ from poor writers in at least
three ways:
1) Planning. Good writers seem to plan more than poor writers do. That does
not mean that they use an outline in the prewriting stage, but they do show
some evidence of planning or organizing before they sit down to write the
first draft. They also tend to take more time before beginning to write and
tend to have flexible plans.
2) Rescanning. Good writers stop rather frequently to reread what they have
already written before continuing to compose. Krashen maintains that
rescanning helps good writers maintain a sense of the whole composition and
that by rereading, planning what to write next, and then rescanning to see if
the plan fits, writers invariably end up with better products.
3) Revising. Good writers tend to revise more than poor writers do, and they
revise somewhat differently. Whereas poor writers tend to pay attention more
often to surface form in their revisions, good writers make more changes in
content and try to ascertain the logic of their argument in the finished draft in
order to see if revisions are necessary.
39. Krashen adds that highly proficient writers often write
recursively- that is, many use a nonlinear approach to the
composing process. While writing a draft, for example,
good writers may interrupt their writing because they have
made some discovery that sends them back to reformulate
their original idea. Less experiences writers, on the other
hand, often feels that they are not allowed to do this and try
to follow some fixed set of rules they learned in
composition class instead. While the good writer
understands that composition is a “messy process that leads
to clarify, the poor writer often does not have a clear idea of
the value of revision
40. In reviewing a wide variety of studies done on the composing process of
native language writers, Hillocks(1986) identified various findings that are of
potential interest to teachers:
1) Teaching Grammar in Isolation. None of the studies reviewed supported
the notion that teaching grammatical concepts in isolation had any
positive effect on writing among native speakers. Hillocks speculates that
this might be so because grammatical instruction in sentence- level
frames only touches the surface of discourse an does not address the
other aspects of the composing process that are measured in empirical
studies.
2) Sentence- Combining Practice. Research shows positive results for
sentence- combining practice, although the effect of this practice might
slowly disappear if the practice is not reinforced.
3) Using Models of Good Writing. Hillocks maintains that the use of
models of good writing, especially “to illustrate a singe characteristic of
effective writing, such as the use of concrete detail” can be beneficial at
all grade levels.
.
41. 4) Using Criteria/ Checklists for Peer Evaluation. Strong positive effects have
been found in studies where students used a set of criteria or a checklist of
questions supplied by their teachers when engaging in peer editing and
review of compositions.
5) Free Writing Practice. The research reviewed, much of which was done
with young children, showed very few positive effects for the use of free
writing activities as the main focus of instruction, although these activities
might be useful in generating ideas for subsequent writing in a different
mode.
6) Teacher Comments. Most of the studies reviewed showed no significant
effects of teacher comments of any kind on the quality of writing, although
positive feedback seemed to be preferred in some studies to negative
feedback or no feedback. These results seem more conclusive than results in
second-language studies, which tend to be more contradictory.
Hillocks concludes from these results that some combination of treatments
(studying examples of writing, using checklists in peer evaluation and
correction, and engaging in revision) seems to be indicated if we hope to
improve writing instruction in the native language. It is wise to exercise
caution in extrapolating from research studies on writing and keep their
limitations in mind. This is especially true when extrapolating from native-
language research studies in designing foreign- and second-language
instructional programs.