Controlled writing emerged in the 1940s-1960s as a way to teach grammar, syntax, and mechanics. It involves providing students with some or all of the content and/or structure to complete a writing task. Controlled writing helps prevent errors from first language interference and reinforce proper use of second language patterns. It is useful at all levels and allows students to practice specific grammar points or structures. Common forms of controlled writing include controlled composition, question-answer tasks, guided composition, parallel writing, and sentence combining.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
This Powerpoint Presentation is about the history of the ELT methods from the early Grammar Translation Method to the Communicative Approach, reviewing each method's learning theory, linguistic basis and the teacher-student interaction along with the techniques followed.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
This Powerpoint Presentation is about the history of the ELT methods from the early Grammar Translation Method to the Communicative Approach, reviewing each method's learning theory, linguistic basis and the teacher-student interaction along with the techniques followed.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
When preparing students for a national reading test, leaving out other linguistic skills
and focusing only in reading can hinder the language acquisition process. However,
a teacher can find a helping hand in subsequently teaching writing to develop reading
comprehension skills. I will illustrate how a structured scaffolding writing process can
combine the four language skills, leading students to acquire more vocabulary and
linguistic features that will make them comprehend a text easily.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docxjanthony65
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
Discusses he very nature of the Japanese literature and its typical styles. Also tried to discuss one of its best story by Akutagawa, the Spider's Thread
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
4. similar to guided writing (not the
same though)and serves as
foundation for free writing.
Stresses the importance
of grammar, syntax and
mechanics
Emerge in 1940’s to 1960’s
5. One of the main proponents of controlled
writing is Raimes (1983), which states
that, unlike free writing, controlled writing
takes place when learners are supplied with
“a great deal of the content and/or form
an outline to complete
a paragraph to
manipulate passage to continuemodel to follow
6. Silva (1990) added that controlled writing
assists in both preventing errors that
apparently occur from first language
interference and reinforcing proper use of
L2 patterns. Therefore, engaging
learners in controlled writing in L2 can
be “as an exercise in habit formation
[in which the ESL/EFL learner] is simply
a manipulator ofpreviously learned
language structures”.
7. A useful tool at all levels of composition
teaching.
Controlled writing tasks give students
focused practice in:
1. Getting words down on paper.
2. Concentrating on one or two problems at a
time.
8. Can fit into a writing curriculum at any
level of student ability in these places:
1. Before writing – students
practice a grammatical point or
syntactic structure within a
text and not just as a sentence
exercise.
2. After writing – when we determine
what problems students may face
and assign a guided task to give
them practice with the problematic
areas.
12. Example:
Everyday Kate wakes up at 6.
She prepares breakfast for the
whole family before preparing
herself to go to work.
She drives to her workplace
which is twenty minutes away.
She takes a coffee break at 10
a.m.
Instruction: Describe Kate’s
routine last Monday, and change
the report. Start with “Last
Monday, Alice woke up at 6.”
14. This format allows students a little more
freedom in structuring sentences.
Students are not given actual text they are
going to write, but rather are given a series
of questions, the answers to which form the
text.
Carefully constructed questions will produce
a coherent text.
15. Example:
James daily morning routine
6:00 wake up
6:05 shower
6:10 put on school uniform
6:20 eat breakfast
6:35: put on shoes
6:40 say goodbye to Mom and walk to school
Instruction:
By answering the following questions with complete
sentences, write a paragraph that describes Abu’s
daily morning routine.
1. When does Abu wake up?
2. What does he do first?
3. What does he do next?
4. What does he do then?
5. When does he eat his breakfast?
6. What does he do after breakfast?
7. What does he do before walking to school?
16. It is an extension of controlled composition.
Less controlled than the previous ones – provides
only some of the content and form of the
sentences students will use.
Finished products will be similar but not exactly
alike.
Students are given a first sentence, a last
sentence, an outline to fill out, a series of
questions to respond to, or information to include
in their writing.
Students can discuss, make notes, share findings
and plan strategies before they begin to write.
17. Example:
Students are shown a picture. They are to write 3 paragraphs about the picture.
a. Begin by telling the reader that the picture shows__________. Then go on and
describe the ________ of the _________.
b. Start your second paragraph by saying something about the ________ in the
picture. Describe ________ in detail.
c. Start your third paragraph with “Other than that, the ______________ is also
__________.”. Go on and describe the rest of the characteristics of
__________.
18. It is the combining of “base” or “kernel” sentences
into one longer compound or complex sentences.
Researchers found that sentence-combining
exercises improve students’ sentence structure,
length of sentence, and sentence variety.
A good way of introducing new language structures
without the complicated explanations and jargons.
Content is given – does not provide students
opportunity to formulate ideas, but does provide
plenty of practice with syntactic structures that are
more common in writing than in speech.
Gives students chance to use grammatical knowledge
they have to make choices about structures.
19. Example:
She needed to move faster.
She woke up late this morning.
Combine the sentences to form a new
sentences using the correct
conjunction(s).
I want to get a high salary.
I ask for a high percentage
of the movie’s profit.
20. The freest kind of controlled writing.
Students read and study a passage and then
write their own on a similar theme – use as a
guide the vocabulary, sentence structure,
cohesive device and the organization of the
model passage.
Thus, parallel writing can best be described as
rewriting with different basic information,
which again is provided.
21. Okay. Please close
the front gate
behind you when
you leave.I’m leavingfor
swimming
practice,
Mom. See you
later.
Rewrite the
dialogue into a
narrative.
22. A practical process of reinforcing grammar, vocabulary
and syntax in context (Raimes, 1983).
When the students write the passages, conventions of
written English (indentation, punctuation, connecting
words, spelling etc.) are used.
Can be used with different levels.
PROS OF CONTROLLED WRITING
23. Provide learners with ample
writing practice using correct
grammar forms compared to
free writing.
Allows learners to monitor
their own progress within the
parameters provided.
Can be prepared and
corrected quickly – reduces
burden on the teacher.
Helps to systematically and
gradually cover different
teaching points (Paulston,
1972).
24. References
Cambridge English. Retrieved from
http://www.cambridge.org/elt/blog/2015/06/controlled-
guided-writing-tasks-beginners-part-1/
http://www.slideshare.net/willys007/approaches-
to-student-writing
Controlled Writing: An Effective Traditional Practice for
Developing ELLs’ Composition. Retrieved
fromhttp://fll.univ
biskra.dz/images/pdf_revue/revue14_15/nemou
chi%20abdel%20hak%202.pdf