1. The document outlines the steps and components involved in transacting a unit transaction, including pre-reading activities, reading, post-reading discourse construction, editing, and transaction of textual exercises. 2. It provides details on each step, such as interacting with pictures, asking questions before and after reading, writing and refining discourses, and editing for content, syntax, and conventions. 3. The transaction approach aims to involve sharing ideas, giving input, embedding language in context, maintaining rapport with learners, and providing feedback to move learning forward.

1. SSeessssiioonn
UNIT
TRANSACTION

2. UUnniitt TTrraannssaaccttiioonn
• Pre – Reading/ Picture Interaction
• Reading
• Post – Reading/ Constructing a
Discourse
• Editing
• Transacting other components

3. RRoollee aanndd ppuurrppoossee ooff iinntteerraaccttiioonn
1. Sharing of ideas
2. Giving rich, authentic listening input
3. Embedding functional aspects of language
in natural and authentic contexts
4. Maintaining rapport with the learners
5. Dialoguing with the learners
6. Giving feedback to the learners for taking
them to the next higher level of learning
7. Maintaining the continuity of the theme in
all the modules of transaction
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4. PPrree--RReeaaddiinngg
• Interaction based on face sheet
picture
• Production of oral/ written
discourses
• Editing/ Feedback on the discourse
• Leading the interaction towards
the reading text
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5. PPiiccttuurree iinntteerraaccttiioonn
•How many people are there in the picture?
•What are the names of people in the
picture?
•What is she/ he doing?
How many people are there in the picture?
What are the names of people in the
picture?
What is she/ he doing?

6. PPrree –– RReeaaddiinngg
• What do you know about the people in the
pictures?
• What common quality do you observe in all
of them?
• What qualities have made these persons
great?
• Do they inspire you? How?
• What qualities does a person require to
become successful?
• What do you think are we going to read?
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7. RReeaaddiinngg
• Preliminary interaction to link with the
pre-reading activities.
• Interaction based on the text related
picture.
• Individual reading by the learners
• Collaborative reading
• Checking comprehension
• Reading aloud by the teacher
• Reading aloud by the pupils
• Asking analytical questions
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8. RReeaaddiinngg CCoonntt……
Reading slot - His parents decided ……of
triumph over adversity.
•What did his parents decide?
•What did Nick’s father do to teach him
swimming?
•How did Nick’s father teach him
computer?
•How did Nick feel at the age of eight?
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9. RReeaaddiinngg CCoonntt……
• What could be the plight of Nick’s parents when he was
born?
• ‘Nick and his parents spent many years asking why this
cruel trick would happen to them’ Whom did his parents
ask? Why?
• How did Nick’s parents help him to be independent?
• ‘His parents decided not to send him to a special school.’
Was Nick happy about his parents’ decision? Why or why
not? What did you think about this decision?
• Pick out the symptoms of Nick’s depression. Do you think
his depression was normal or something unique about him?
Give reasons for your opinion.
• What qualities would help us to be strong and find the
purpose of our life?
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10. PPoosstt –– RReeaaddiinngg –– DDiissccoouurrssee CCoonnssttrruuccttiioonn
• Interaction to produce discourse
• Writing a discourse – Individual activity
• Teacher’s feedback on discourse
features
• Refining the discourses in groups
• Presentation of group products
• Presentation of teacher’s version

11. DDiissccoouurrssee ccoonnssttrruuccttiioonn CCoonntt……
• Describe Nick’s thoughts after the
attempt became unsuccessful.
OR
• From the reading passage you came to
know that Nick had made an attempt
to drown himself in the bath. Describe
Nick’s thoughts after the attempt
became unsuccessful.
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12. DDiissccoouurrssee ccoonnssttrruuccttiioonn CCoonntt……
1. What was the incident?
2. When did it take place?
3. What made Nick to make an attempt
to drown himself?
4. What could be his thoughts after the
attempt failed?
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13. EEddiittiinngg aa ddiissccoouurrssee CCoonntt……
• Selecting a group product for editing
• Thematic Editing – interaction on
discourse features and content
• Morphological Editing (Tense, agreement,
case, passive forms, affixes etc.)
• Syntactic Editing (missing words, excess
words and word order)
• Writing Conventions (punctuation,
capitalization and spelling)
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14. EEddiittiinngg aa ddiissccoouurrssee CCoonntt……
• Change your group product wherever
necessary.
• Check your sentence forms
• Check your spellings
• Did you write all the ideas properly?
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15. EEddiittiinngg aa ddiissccoouurrssee CCoonntt……
1. Discourse Level Editing
i. Thematic Editing
• Are all the ideas related to the context?
• Do you think there are any irrelevant
ideas?
• Are there any ideas which I have put in
but you haven’t?
• Are there any ideas that you wrote but I
didn’t?
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16. EEddiittiinngg aa ddiissccoouurrssee CCoonntt……
2. Syntactic Editing (Sentence level editing) –
word order, using excess words or missing
words
• Word order: E.g. The boy banana ate.
Ask the question – Do you want to change in the
word order?
• Excess words: E.g. The boys are ate banana.
Ask the question- What is the extra that is to be
removed from the sentence?
• Missing word: E.g. The boys banana.
One word is missing in sentence, what is it?
What do you do with the banana?
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17. EEddiittiinngg aa ddiissccoouurrssee CCoonntt……
3. Morphological Editing
Aspects: E.g. The boys is playing.
Is it ‘is’ or ‘are’?
Which sentence makes sense- The boys are playing? Or the boys is
playing?
Error in PNG (Person, Number and Gender)
Subject and verb agreement in person , number and gender.
I is not hungry.
The boys is playing football.
She smiled at himself.
Ask them to give other forms of the word so that they identify
their mistakes and correct themselves.
Errors in affixes (Prefixes and suffixes)
E.g.: unproper for improper - for this ask them to check with
dictionary
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18. EEddiittiinngg aa ddiissccoouurrssee CCoonntt……
4. Editing related to Conventions/
Punctuations
Spelling;
These words are wrongly spelt. Check their
spellings in the dictionary.
Is any letter missing in this word? What is it?
Punctuation:
Do you want a full stop or a question mark in
this context?
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19. fo Steps forr ttrraannssaaccttiioonn ooff tteexxttuuaall eexxeerrcciisseess
• Whole class interaction
• Elicit responses and write key
words/ phrases on a chart
• Let the learners attempt the
exercise individually
• Put children in small groups
• Let children read the exercises in
groups and discuss
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20. fo Steps forr ttrraannssaaccttiioonn ooff tteexxttuuaall eexxeerrcciisseess
• Let them share their ideas in the
groups.
• Let groups present their answers
one by one.
• Let other groups reflect and
suggest changes.
• Teacher gives feedback and
consolidates the group work.
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