The grammar syntax-organization approach
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This document describes the grammar-syntax-organization approach to teaching writing. It emphasizes having students focus on grammar, syntax, and organization simultaneously when writing. Activities include having students describe pictures using guided questions, complete partial sentences to form paragraphs, combine sentence fragments into full sentences, and create conversations based on prompts. The goal is to link writing purpose, form, and message.
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Process writing focuses on the writing process including generating ideas, organizing, drafting, reviewing, and rewriting. It emphasizes multiple drafts and feedback.
The controlled-to-free approach starts with controlled writing to build confidence before moving to free writing.
Free writing emphasizes quantity over quality through frequent low-stakes assignments to help students overcome fears of making mistakes.
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Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
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Process writing focuses on the writing process including generating ideas, organizing, drafting, reviewing, and rewriting. It emphasizes multiple drafts and feedback.
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Free writing emphasizes quantity over quality through frequent low-stakes assignments to help students overcome fears of making mistakes.
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This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics teachers can use to evaluate student writing in a clear and meaningful way. The principles are intended to help teachers plan effective writing instruction and courses.
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Kinds of Sentences According to Structure - Grammar Lesson
Here is a simplified presentation of the grammar lesson about Kinds of Sentences according to Structure. I hope this helps your grade five and six grammar classes. Thank you. Namaste!
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The document discusses 5 digital predictions for 2012:
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5
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Kinds of Sentences According to Structure - Grammar Lesson
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Freedom, Money, Time and the Key to Creative Success
Freedom, Money, Time and the Key to Creative Success
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Describing pictures and people борщ ю.о.
This document provides an overview of modules for describing pictures and people. The pictures section includes introductions to describing pictures using sentences, structures like countable/uncountable nouns and quantifiers, and prepositions. The people section covers describing appearance with parts of the face/head, adjectives for faces/hair/features, and constructing sentences to describe people. The goal is to learn grammar and vocabulary for accurately portraying visual subjects in writing.
Four Teaching Strategies in English
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
Ryo report
This document discusses two remedial reading instruction strategies: main idea maps and question answer relationships (QAR). Main idea maps use graphic organizers to help students identify the main idea of a text. The QAR strategy teaches students that answers to questions about a text can come from the text itself or from the student's background knowledge. It categorizes questions as either "right there", "think and search", "author and me", or "on my own". Implementing these strategies follows steps like modeling, guided practice, and independent practice with feedback.
Working towards paragraphs
The document provides guidance on writing paragraphs, including:
1) Explaining the components of a paragraph such as the topic sentence, supporting sentences, and concluding sentence.
2) Discussing how to link paragraphs using phrases, numbers, or other sequencing words.
3) Suggesting techniques for developing the body of a paragraph like using examples, analogies, anecdotes, reasons, or statistics.
Becoming proficient in writing
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.
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The essay discusses effective writing techniques such as coherence, cohesion, organization, and language use. It begins by stating the importance of coherence and cohesion in arranging ideas in a logical manner to make the text easily understood. Next, it discusses organization as properly ordering paragraphs and ideas through techniques like chronological, spatial, and emphatic order. Signal devices are then explained as transitions, repetitions, synonyms, and pronouns that provide smooth connections between ideas. The essay concludes by emphasizing the significance of employing these techniques to create a well-written text that clearly communicates its message.
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English grammar
The document provides an overview of the key components of sentences, parts of speech, verbs, and tenses in English grammar. It discusses the subject, verb, and object that make up a basic sentence. It also describes the different types of verbs like action verbs, auxiliary verbs, and modal verbs. Finally, it lists and provides examples for the different types of tenses in English including simple present, past, and future tenses.
DU2, Lesson 2 - Practica III
The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.
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This document provides guidance on writing essays, including key parts and steps in the writing process. It discusses the importance of a clear thesis statement, using a direct approach in the introduction, including relevant details and examples in body paragraphs, and restating the thesis without new information in the conclusion. It also outlines various prewriting techniques like free writing, brainstorming, mapping ideas, and outlining. Finally, it emphasizes the importance of clarity through eliminating ambiguity, using modifiers, being specific and concise, avoiding unnecessary repetition, and making word choices for concise writing.
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This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
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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.
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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.
Grammar review lesson plan
1) The lesson plan is for a 7th grade English class reviewing the 8 parts of speech.
2) Students will recall the 8 parts of speech through a test and class discussion.
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Tcec paragraph writing baumwoll
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Content Area Centers
1. Choose a content area and specific learning objectives to focus the centers around.
2. Design 3-5 centers with hands-on activities that reinforce the objectives. Include visuals, organizers, and interactive elements.
3. Pilot the centers with a small group and collect feedback to refine the activities. Observe student engagement and understanding.
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PLANNING
This document outlines a lesson plan for teaching English to 4th year students focused on using the simple past tense. The 5-class plan includes activities like brainstorming vocabulary, reading diaries, completing sentences and stories in the past tense, playing grammar games, and creating a photo story project. Key elements identified are objectives, book and unit used, class time and date, activities including pair/group work and whole class discussions, homework, and assessment of learning the simple past tense.
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Detailed Lesson Plan (Reading and Writing) Topic Sentence
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The head noun is the central element of a noun phrase that is modified by other elements like determiners and pre/post-modifiers. To identify the head noun, look for the noun that is not preceded by a preposition and is not too far into the phrase. A relative clause can function as a post-modifier to help identify the head noun. In the example sentence, "questions" is the direct object and "girlfriend" is the indirect object as indicated by the prepositions "to" and "for".
Tprgroup
Group formation activities aim to build trust and cooperation among students. They include tasks that require students to work together physically and emotionally. This helps lower affective barriers, boosting confidence and allowing students to support each other in learning. Creating a supportive environment through continual group activities can lead to more collaborative work and a positive learning space where students feel comfortable taking risks with the new language. Effective sequences begin with icebreakers and games involving vocabulary and move to activities pairing language practice with storytelling, reading, and games to reinforce topics through total physical response techniques.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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The grammar syntax-organization approach
- 1. THE GRAMMAR-SYNTAX- ORGANIZATION APPROACH Team: Chavez Ganillo Saratiel Espinosa Camacho Karla Tapia Fernández Diana
- 2. What is it? • According to M. Scott (1996, p. 146) this approach requires students to focus on several features of writing at once. • “The writing tasks are designed to make students to pay attention to grammar and syntax while also giving them words such as first, then, and finally to organize their text.” (M. Scott, 1996, p.146)
- 3. Emphasis • Grammar + syntax + organization.
- 4. Focus • To make a link between: ▫ Purpose ▫ Form ▫ Message
- 5. Activities • Organizing and also choosing appropriate grammar and vocabulary.
- 6. Simple Description with Visuals • Have students examine a picture and ask them to name the objects in it. • Then ask students to write a paragraph to describe the picture. The procedure for the activity may be as follows:
- 8. Simple Description with Visuals 1. Look at the picture. 2. Label the objects in the picture, then write a paragraph to describe the picture. * Provide students with expressions and language structure, such as: “In the classroom there is” and have students complete the paragraph.
- 9. Completing a Description Paragraph Function Words • Give students a picture and have them complete a description by supplying the prepositions and expressions required by the context. • The procedure for this activity may be as follows:
- 10. Completing a Description Paragraph a) Examine the picture and complete the paragraph: • This is a picture of Mary’s room. Her bed is ____ the window. ____ the bed and the window is a small chest of drawers. There is a bookcase ____ her bed on the ____. She has a radio that is ____ the book case, and she puts her books _____ the book case ______ three shelves. _____ the room. She has a very nice desk where she prepares her work for school.
- 11. Writing a Description from Questions • Have students examine a picture and use a set of questions as a guide to write a short description of the picture. • The procedure for this activity may be as follows:
- 12. Writing a Description from Questions A. Examine the picture and write a description of it, using the questions below as guide lines. Questions : 1. Does Alexa have a nice room? 2. What kind of things does she have in the room? 3. What do you like in Alexa’s room? 4. Do you have a room like Alexa’s room? B. Describe your room in a few sentences.
- 14. • Show the picture of a group of people sitting somewhere and talking. • Ask the following questions and ask them to form a conversation based on it. a) Who do you think are talking? b) Where are they sitting? c) What are they talking about? Make a conversation for the situation.
- 16. Slash Sentences • Give students a set of sentence cues and have them write a short narrative paragraph. • The procedure for this activity may be as follows:
- 17. Slash Sentences A) Make complete sentences according to the model. Model: The Smiths / Summer / in the country/ spend The Smiths spend Summer in the country. 1. all / family / In the morning / to get up / arround / 8’oclock. 2. Mr. Smith / the kitchen / coffee / to prepare / to go down strairs. 3. his / wife / then / breakfast / to go outside / in / the garden. B) Join the sentences into one single paragraph
- 18. Sentence Combining • Give students a set of propositions and have them combine them into complete sentences. The procedure for this activity may be as follows: • Provide students with set of propositions: 1. The man is tall. 2. The man has dark hair. 3. The man is standing by the door. 4. The man looks suspicious • Have students combine the propositions in one sentence.
- 19. Sentence Combining a) Join the following sentences to create a single one. 1. The man is tall. 2. The man has dark hair. 3. The man is standing by the door. 4. The man looks suspicious
- 20. References • M. Scott, V. (1996). Teaching foreing language writing. In Rethinking Foreign Language Teaching (p. 146). Boston: Heinle & Heinle Publishers. • Ghaith, G. (February 11, 2002). Writing. Retrieved on September 19, 2011. From http://www.nadasisland.com/ghaith- writing.html#approaches