introduction to genres

8/18/2019 Introduction to Genres

1/98

IntroductiontoGenresThe Genre Approach to Teaching of Reading and Writing

For the p urpose of this m odule, the g enre-based a pproach ( text-based a pproach) has be enadopted to help students n otice the reading writing connection. Providing good samples o frelevant genres h elp s tudents t o notice and d emonstrate g ood writing skills. In the r eadingsegment, focus w ill be o n key reading strategies b ased on s elected texts. The s ame t exts w illbe used to teach writing using the three–stage method.

Identifying Genres

Study the genres (text types) reproduced below. Try to identify and list them in the spaceprovided below.

1. _____________________________

2. _____________________________

3. _____________________________

4. _____________________________

5. _____________________________

6. _____________________________

7. _____________________________

8. _____________________________


2/98

Tapping on Prior Knowledge5 Questions

As Teachers of Reading, our focus will be to help our learners to be effective lifelong readers.We need to teach them comprehension skills w hich draw heavily on the three approaches t oreading. The ve questions b elow will help you to reactivate your prior knowledge on these

three approaches.

1. An approach to reading where the reader tries t o make meaning from the text

O Top-down

O Bottom-up

O Interactive

O Scanning

2. An important element in reading comprehension

O Understand all the words in the text

O Understand the meaning from context

O Answer all the co mprehension questions

O Read aloud uently


3/98

3. What is the indication of good reading habit?

O Read a loud the text

O Try to understand every word in the text

O Read the text to understand unfamiliar words

O Find meaning of unfamiliar words i n the dictionary

4. Below are good reading strategies except

O Identify the text structure

O Make prediction while reading

O Scan the text for the gist of the story

O Read aloud the text for unfamiliar words

5. While skimming and scanning, learners t ry to summarize the text. What is the rst step insummarizing?

O Get the gist

O Read in chunks

O Make connection to prior knowledge

O Infer the meaning of unfamiliar words

CLICK NEXT TO CHECK YOUR ANSWERS.

The Three approaches


4/98

1. An approach to reading where the reader tries t o make meaning from the text

O Top-down

O Bottom-up

O Interactive

O Scanning

Answer: bottom-up

2. An important element in reading comprehension

O Understand all the words in the text

O Understand the meaning from context

O Answer all the co mprehension questions

O Read aloud uently

Answer: Understand the meaning from context

3. What is the indication of good reading habit?

O Read a loud the text

O Try to understand every word in the text

O Read the text to understand unfamiliar words

O Find meaning of unfamiliar words i n the dictionary

Answer : read the text to understand unfamiliar words

4. Below are good reading strategies except


5/98

O Identify the text structure

O Make prediction while reading

O Scan the text for the gist of the story

O Read aloud the text for unfamiliar words

Answer: read aloud the text for unfamiliar words

5. While skimming and scanning, learners t ry to summarize the text. What is the rst step insummarizing?

O Get the gist

O Read in chunks

O Make connection to prior knowledge

O Infer the meaning of unfamiliar words

Answer: get the gist

Note: For more information, refer to the three approaches to reading below:

Think Aloud ProtocolIn teaching reading, what the teacher ac tually teaches are the skills rather t han thecontent. Language is just the vehicle. Efficient readers utilize a repertoire of readingskills.T herefore,teacherseed to demonstrate an d model these sk ills to enhanceunderstanding. O ne o f the ways to demonstrate the s kills is t hrough a think a loudprotocol.


6/98

Think Aloud Strategy

What Is It?

The think-aloud strategy a sks students t o say o ut loud what they are thinking about whenreading, solving math problems, or simply responding to questions p osed by teachers o r otherstudents. Effective teachers t hink o ut loud on a regular basis t o model this p rocess forstudents. In this w ay, they d emonstrate practical ways o f approaching difficult problems w hilebringing to the surface the complex thinking p rocesses t hat underlie reading c omprehension,mathematical problem solving, and other cognitively d emanding tasks. Thinking out loud is a nexcellent way t o teach how to estimate the number of people in a crowd, revise a paper for aspecic audience, predict the outcome of a scientic experiment, use a key to decipher a

map, access pr ior knowledge b efore reading a new passage, monitor comprehension whilereading a difficult textbook, and so on. Getting students i nto the habit of thinking out loudenriches cl assroom discourse and g ives teachers a n important assessment and diagnostictool.

Understanding Think Aloud protocolWhy Is It Important?

By v erbalizing their inner speech (silent dialogue) as t hey t hink their way t hrough a problem,teachers m odel how expert thinkers so lve problems. As t eachers r eect on their learningprocesses, they d iscuss with students t he problems l earners f ace and how learners t ry to solvethem. As students think out loud with teachers a nd with one another, they g radually internalizethis d ialogue; itbecomes t heir inner speech, the means b y which they d irect their ownbehaviors a nd problem-solving processes ( Tinzmann et al. 1990).

Therefore, as s tudents t hink o ut loud, they learn how to learn. They learn to thinkas authors,mathematicians,anthropologists, economists, historians, scientists, and artists.They d evelop into reective, metacognitive, independent learners, an invaluable step in helpingstudents u nderstand that learning requires e ffort and often is d ifficult (Tinzmann et al. 1990). Itlets s tudents k now that they a re not alone in having to think their way through the problem-

solving p rocess.


7/98

Think-alouds are used to model comprehension processes su ch as making predictions,creating images, linking information in text with prior knowledge, monitoring comprehension,and overcoming problems with word recognition or comprehension (Gunning 1996). Bylistening in as tudents hinkloud,teachersan diagnose students' strengths nd weakness.

"When teachers use assessment techniques su ch a s ob servations, conversations an dinterviews with students, or interactive journals, students are likely to learn through the processof articulatingtheirideasnd answering the teacher's q uestions" (National Council of Teachersof Mathematics 20 00).

How Can You Make It Happen?

Modeling Thinking Out Loud

Asking students t o use a strategy to solve complex problems a nd perform sophisticated tasksis n ot enough. Each strategy m ust be used analytically a nd may require trial-and-errorreasoning. Thinking out loud a llows t eachers t o model this co mplex process f or students. For

example, suppose during math class you'd like students t o estimate the number of pencils i n aschool. Introduce the strategy b y saying, "The strategy I am going to use today is estimation.We use it to . . . It is u seful because . . . When we estimate, we . . ."

Next say, "I am going to think a loud as I estimate the number of pencils i n our school. I wantyou to listen and jot down my ideas a nd actions." Then, think a loud as yo u perform the task.Your think-aloud might go something like this:

"Hmmmmmm. So, let me start by estimating the number of students in the building. Let's se e.There are 5 grades; rst grade, second grade, third grade, fourth grade, fth grade, pluskindergarten. So, that makes 6 grades b ecause 5 plus 1 equals 6 . And there are 2 classes a teach grade level, right? So, that makes 1 2 classes i n all because 6 times 2 is 1 2. Okay, now Ihave to gure out how many st udents i n all. Well, how many in this cl ass? [Counts.] Fifteen,

right? Okay, I'm going to assume that 15 is a verage. So, if there are 12 classes w ith 15


8/98


9/98

Submit Assignment

Due Mar 20 by 9:59am

Points 20

Submitting a le upload

Available Feb 21 at 11pm - Mar 19 at 11:59pm 27 days

• Find a text from any g enres t o teach reading to your students.

• Plan a Think Aloud Protocol using the stimulus ch osen.

• Include classroom talk in your lesson procedures (Teacher &students interaction)

*due date is 20 March 20 16.

RubricCanvas Support TEST Rubric

Canvas Support TEST Rubric

Criteria Ratings Pts

On timesubmissions

Before due date

5 pts

After due date

0 pts

5 pts

Teaching Teaching steps are clearly Teaching steps are o teaching 5 pt

https://canvas.instructure.com/courses/1000104/assignments/4342841?module_item_id=8821250https://canvas.instructure.com/courses/1000104/assignments/4342841?module_item_id=8821250


10/98

Canvas Support TEST Rubric

Criteria Ratings Pts

steps

!ritten" Steps are !ell#se$uenced"

5 pts

some!hat clear"

% pts

steps provided

0 pts s

&rammaticalErrors

ogrammatical errors

5 pts

Assignmentcontains %or lessgrammatical errors

' pts

Assignmentcontains '#(grammatical errors

% pts

Assignmentcontains )#*grammatical errors"

+ pts

Assignmentcontain ,0or moregrammatical errors"

, pts

5 pts

Teacher#Student-nteraction

Teacher#student-nteractions areappropriate to teaching

steps5 pts

Teacher#student-nteractions aresome!hat clear

% pts

o teacher#studentinteraction

provided"0 pts

5 pt

s

Total .oints/ +0

Assignment 2: Think Aloud ReportSubmit Assignment

Due Mar 20 by 9:59am

Points 10


Available Feb 21 at 11pm - Mar 20 at 9:59am 27 days

•

Implement your Think Aloud protocol in your classroom.



11/98

• Submit a reection on the lesson by 20th March 2016.

Reading StrategiesIn this m odule, we will discuss 4 reading strategies t hat you can use in your classroom.

Reading Strategy 1: Prediction

Please note that Prediction strategyas een demonstrated in theThink Aloud video.Please refer to thevideoon Week 1 : Think Aloud

Protocol in Action.

Reading Strategy 2: InferencingWe have established that readers n eed to have a repertoire of effective reading strategies.

Good writers n ormally p rovide opportunities for readers t o interpretand make meaning based

on their prior knowledge and inferencing skills.

This s egment provides t he opportunity for readers t o explore and acquire the skill of gettingmeaning in context from contextual.

Activity 1: Getting meaning from context (through a think a loud protocol)

You will view two video clips o n how two teachers d emonstrate the think a loud protocol.

• As yo u view the video clip, observe how the teacher explains a nd demonstrates a thinkaloud in getting meaning from context.

• Video 1:


12/98

http://www.youtube.com/watch?v=pxkE56l1z2w (Links t o an external site.)

• As yo u listen to the commentary, notice how the teacher does a think a loud and arrived

a t an appropriate meaning to the unfamiliar word.

• Video 2:

http://www.youtube.com/watch?v=Lqgg74IKBU8 (Links to an external site.)

Activity 2 : Practice makes p erfect

Study the text below. Two words h ave been highlighted. Using the think a loud protocol,practice and demonstrate to a colleague/ course mate before teaching and mode for students.Write out the transcript and post it in the discussion column.

Text 1

Bukit Jalil Recreation Park in Kuala Lumpur

All work a nd no p lay m akes Ja ck a dull boy! Yes, you should take a short breakfrom your books a nd computer games a nd enjoy a relaxing time with your family

and friends. You do not need to go far. It is j ust a stone’s t hrow away from Kuala

http://www.youtube.com/watch?v=pxkE56l1z2whttp://www.youtube.com/watch?v=pxkE56l1z2whttp://www.youtube.com/watch?v=pxkE56l1z2whttp://www.youtube.com/watch?v=Lqgg74IKBU8http://www.youtube.com/watch?v=Lqgg74IKBU8http://www.youtube.com/watch?v=Lqgg74IKBU8http://www.youtube.com/watch?v=pxkE56l1z2whttp://www.youtube.com/watch?v=Lqgg74IKBU8


13/98

Lumpur. Try Bukit Jalil Recreation Park in the southern part of Kuala Lumpur city.You would be surprised with what you can se e a nd do. If you are an avid jogger,the winding track through hilly a reas a nd the large lake makes i t a pleasantand invigorating experience. Ever thought about going to Peru and climbing theMayan Pyramids? Well, the International Gardens sh owcase interesting replicas

such as t he Windmills o f Holland, the traditional Tea House of Japan and theMinangkabau House o f Malaysia in addition to the Mayan Pyramid. You canalways o rganize a small picnic w ith your friends a nd family a nd get away from thehustle and bustle of the city life.Do not wait, make it a memorable experience.

Reading Strategy 3: Text StructureEvery text has a structure. It is mportant to teach students h ow to organized information asthey read. This strategy will only look at text structure.

Activity 1: Just follow the structure!

Study the text below and answer the following questions.

1. Do you t hink Tommy’s response is correct?

2. How do you know?

3. Is t here a convention to text structure?


14/98

Activity 2: Read the t ext and structure p rovided below. Then, answer the q uestions t hatfollow.

Dear Grandma,

How are you and Grandpa? Everyone a t home is in the best of health. My pianotheory e xamination is j ust around the corner. However, I want to tell you about afund raising fair we went to. We went to the Klang Hospital fund raising fair lastSaturday. They had it in the hospital grounds. It was g reat. The hospital wanted toraise money for a new children’s w ard. Isn’t that good? Remember how horrible

the ward was w hen I had my tonsils ou t? They raised RM50, 000!

First we checked out all the stalls. Mum bought a delicious c arrot cakefrom the cake stall. Joy won a toy on the hoopla. Dad lled a box with plants a ndbooks an d I had a p ony ride. Boy, it was bu mpy!

Then, it was t ime to eat! Grandpa would have liked the food. They had hotdogs, popcorn, burgers, drinks and ice-cream. I was s o full by the end of the day.

There were all kinds o f special attractions. After lunch Joy a nd I left Mumand Dad listening to the band while we went for our rides o n the ferris w heel andbumper cars. We had to queue for quite some time, as there were many pe ople.

The ferris wheel ride was really fantastic.

After that we both entered the art competition. You had to draw a parent. Idrew Dad and Joy drew Mum. They looked a bit silly. However, I won a consolationprize. Besides t hat, Joy a nd I also won the three-legged race! We were given awhole bag full of goodies.


15/98

At 2.30 Dr.Dawood released ve hundred coloured balloons. What a sight,Grandma. I thought he was going to be carried away! I wish I’d had a camera.

To sum it all, we really h ad a good time at the fair. You would have too.

I hope you and grandpa are both well. We can’t wait until you come d ownin February. Take care of yourselves.

Lots of love,

Nathan

Structure

Events Setting Characters involved

Time/sequence o f time

Activities Why did ithappen?

2 Klang HospitalFund Raisingfair

Last Saturday helpedraisedmoney

3 We – Dad,Mum, Joyand I

4 I was sofull at the

end of the


16/98

day

5

Mum andDad,

We

6 Artcompetition

7 DrDawood

1. What is pu rpose o f the letter?

2. Are there other ways t o present the information in the letter?

Reading Strategy 4: Locating Main Ideasand Supporting DetailsThe ability t o locate and retrieve information is o ne of the areas a ssessed by t he literacy tests.Readers n eed to be able to identify a nd understand what is e xplicitly s tated in texts. To do so,they n eed to locate the information within the text that is t he focus of their purpose for reading.Whether it is t o answer a literal question or to locate the basis o f an inference or to make acriticalorevaluativejudgment – they need to nd specic information within the text. Asreaders read, they predict, sample, and either conrm or reframe their predictions beforemoving on or rereading.

Read the article below to get an idea on the strategies u sed with learners t o teach them how tolocate information in the text.


17/98

his i s a graded discussion: 20 points possible

due Mar 20 at 9:59am

Discussion 2: Reading Strategies11 unread reply. 11 reply.

1. What are so me o f the p ressing issues/challenges t hat you have h ad to face when

teaching reading skills to your students?

2. What did you do to overcome these issues/challenges?

3. Choose an issue from Question 1. If you encounter the s ame issue in the future,

will you resolve it the same way as Question 2? Relate it to the reading strategiesthat you have learned last week.

Grading Criteria:

• Maximum 10 points w ill be awarded for an original response to the questions a bove.

• Maximum 5 points w ill be awarded for a justied reply to other participants' response.

• 5 points w ill be awarded for discussions b efore the due date.

The 3-Stage Theoretical Framework inPractice

Teaching Method

How do we teach writing? That is n ot an e asy q uestion to answer. When planning a writinglesson a teacher has t o decide what the objective/s o f the lesson/s i s/are and how to stage theteaching. It ishemethod which the teacher chooses t hat determines h ow the staging is t o be

carried out.


18/98

(a) Pincas ( 1982) denes g ood teaching in a writing classroom by ci ting two main principles.What are the two main principles?

…First writing c ompetence does n ot follow automatically from adequate vo cabulary andgrammar, u

what he is a iming to do. Any a spect of writing that is t o be learned should therefore bedemonstrated in a model of some kind. Learners n eed to start by b ecoming familiar with thetype of writing they are going to practice. Once they have achieved some familiarity with it, theycan practice the skills involved. After such exercises they can try to produce their own piece ofwriting…

(b) Based on the two main principles a bove Pincas o utlines t he process of planning andteaching writing as a three-staged sequential process comprising familiarization, practice andproduction stages using the principles of levels of guidance. The levels of guidance in thisteaching sequence begin with controlled and guided practice to free writing practice. Teachinginvolves a series o f lessons d esigned to teach specic skills nd knowledge according to thedifferent stages in the sequential order.

Each stage m ay involve t wo o r more lessons. For instance, when teaching learners h ow towrite comparative descriptions o f buildings t he teacher may p lan a series o f lessons f ollowingthe three stage sequential order in this m anner:

Familiarisation stage: 80 minutes

Practice stage: 160 minutes 8 lessons (40 minutes each)

Production stage: 80 minutes

The number of lessons p er skill will be determined by the degree of skill/knowledgecomplexities involved, learners’ previous knowledge and the linguistic challenges within theclassroom. Teaching is not limited to one group of learners. At the Familiarisation stage, the


19/98

teacher creates o pportunities f or students to be aware of the key features in the text. In thePractice stage, the teacher teaches the skills/knowledge identied through controlled andguided teaching strategies aimed at all the learners t o reinforce their understanding about thekey features addressed in the Familiarisation stage. At the Production stage, the teacher stepsback and lets t he learners p roduce a written work e ither as a guided or free writing activityindependently.

The Teacher will have to consider and carry o ut the following steps w hen applying this t hreestage procedure to teach writing:

A. Setting teaching objectives

• The teacher will rst select the writing skill and the written product that has to be taughtas prescribed by the English Language Syllabus specications. This w ill determine theteaching/learning objectives for the series of lessons to be planned following the threestage teaching method.

Familiarisation Stage

• Teacher identies the written products that the learners a re to produce according tothe teaching objectives.Teacher selects ( a) sample/s o f the written product which learnersare going to produce in the writing class a s p redetermined by the teaching objectives.This c ould be narrative, argumentative, expository o r descriptive type of writing.

•

The Teacher identies the key features of the written sample which the Teacher wantsthe learners t o be aware of in order to produce a similar piece of writing. This could includethe format, paragraph d evelopment, grammatical structures, specic vo cabulary a nd usefulexpressions. The Teacher is g uided by the features o f the text type in the samplesselected. To raise awareness, the Teacher will use controlled activities to direct learners tothe text/s. Teacher uses controlled teaching techniques to get learners to analyse thesefeatures i n the sample texts.


20/98

• Teacher plans t he number of lessons n eeded to address a ll the key features i n this t ypeof writing. The Teacher demonstrates t he target writing in an interesting and effective way.At this s tage learners w ill only e xamine the text/s a nd to be aware of these key features.

Practice Stage (Controlled & guided)

• The Teacher plans a series o f lessons to provide the input on the keyfeatures identied and analysed in the Familiarisation stage. Each lesson will have aspecic objective to cover the different aspects. For example if the focus i s o n writingcomparative descriptions o f buildings, the Teacher may plan 3 lessons t o teach and getstudents to practice the skills n eeded to produce different features of the sample text/s,

e.g.:

Lesson 1 Useful expressions to sh ow contrast: however, on the other hand, but, while, etc

Lesson 2 Grammar: Present tense forms & adjectives of comparison

Lesson 3 Essay organization & paragraph development

• Teacher sources other similar text type material to design controlled and guided activitiesto give learners practice in constructing similar type of writing features. Materials u sed inthe exercises a re different from the model texts. Learners w ill practice writing by w riting.

• Teacher carries out the lessons using the controlled and guided type of writing activitiesto teach learners the relevant skills to produce similar patterns of writing. The learnerspractice doing controlled and guided writing exercises. The Teacher decides how much

practice is needed before learners are ready to produce a similar written product.

Production (Free/guided writing)

• Teacher plans l essons where learners g et opportunities t o produce written

work si milar to the sample texts analysed in the Familiarisation Stage. The objective of


21/98

these lessons i s t o get learners t o write independently u sing the skills/ knowledge gainedat the Practice Stage to achieve written communication.

•

• Teacher creates e ither guided or free writing tasks w hich allow learners t o use the writingskill to create something meaningful. Communicative writing activities a re used to makewriting meaningful for the learners.

Guidelines

When planning to teach writing using the three stage procedure teachers sh ould consider thefollowing:

• Teach writing:

The focus o f teaching is o n teaching writing skills t o produce written products. This i s c entral toplanning and teaching.

• Duration :

Teaching a writing skill involves a series of writinglessonswhich could also include homework.Each stage will comprise a number of lessons a s d ictated by the level of complexity involved

and the linguistic abilities of the learners.

• Incorporate revision: F ocus on the critical skills to produce the written product andintegrate revision of related skills that have already been taught.

ypes of Writing Activities


22/98

Types of Writing Activities

A quick look at your textbook will reveal a bewildering variety of types of exercises. Whattypes o f exercises h ave you used in your writing class? What principles g uide your

choices?

(a) Read the general principles for the different types of exercises as g iven below.

Familiarisation exercises

They a re designed to show students the kind of written work t hey will produce in the lesson.They co ntain model samples o f the e nd product expected of the students. For example whenteaching informal letter writing, the teacher will introduce a model informal letter in thebeginning of the lesson to help students se e what they are going to produce at the end of thelesson. The teacher will get students t o explore the elements t hat make up the letter and showthem what they n eed to know in order to produce a similar piece of written English.

Controlled exercises


23/98

They g ive practice in writing where all the elements a re given in the question and students o nlyneed to either select or reorganize the elements t o write up the product. The exercises a redevised so that students h ave virtually n o freedom to make mistakes. This i s a usefultechnique for encouraging writing among beginners w ho have little knowledge of Englishgrammar and limited vocabulary. Some co mmon types a re:

Combining exercises that involve joining words i nto sentences, sentences i nto paragraphs o rparagraphs i nto essays. These include:

• combining by matching or

• re-ordering

Substitution frames a re commonly u sed for structure exercises. The basic t echnique involvesallowing students m ake sentences by using words presented in columns showing the patternsof the sentences. Just as w ords ca n be varied within one xed sentence pattern, so cansentences b e va ried within one paragraph pattern, and paragraphs w ithin one essay pattern.

Guided writing

Guided writing stands a s a bridge between controlled and free writing. It includes a ny w ritingfor which students a re given assistance such as a model to follow, a plan or an outline toexpand from, a part-written version with indications o f how to complete it, or pictures t hat showa n ew subject to write about in the same way a s so mething that has b een read. Guided writingexercises include completion/reproduction by matching, multiple choice questions, using plans

and o utlines o r by compression or paraphrase.

Free writing

Free writing is seen as t he aim of a specic s et of writing exercises that involve the ability towrite freely w hat has been taught. It means that writing which has been practiced under control


24/98

can, at last, be accomplished without control. Free writing is still a classroom exercise.Students s till need to be assisted in getting started and in organizing ideas t o write to what isgiven in the cue. Students n eed to analyse the cue and determine the content as w ell as t heform the writing will take place.

Communicative writing

In real lifewe do not write unlessw e have a purpose for doing so. We write to remember,example, shopping list or notes. We write to communicate, example, letters, messages, etc.We also write to inform, example, reports or descriptions. We write to appeal (letter for

donations) or to persuade (a prepared speech on protecting the environment for delivery in aforum) or to record (diary e ntries/log books). The list is e ndless. In a writing task where thewriter needs t o communicate a message to represent a real life need gives st udents a nopportunity to practice written Englishinameaningful way. Students a re expected to producewritten products t hat fulllacommunicative need. Such exercises a re devised to give studentsreal life writing experiences in English.

Source: Pincas, A. (1982). Teaching English Writing. London: Macmillan

Discussion 3: The importance of Group and Pair Work in Writing

Activities No unread replies.No replies.

Read the article below. Share your experience in conducting pair work a nd group work inteaching Writing. Was i t successful? Was i t not? What makes t he group/pair work a ctivities asuccess o r a failure? How can a teacher incorporates g roup and pair work in the 3-stageapproach? In your opinion, when is i t necessary for the teacher to carry o ut individual, pairwork a nd group work a ctivities i n the 3-stage approach?

Assignment 3: Teaching WritingSubmit Assignment



25/98

Due Mar 19 by 11:59pm

Points 60


Available Feb 21 at 11pm - Mar 19 at 11:59pm 27 days

Designing a Writing Lesson using 3-stage Approach

Task: Design a complete 3-stage writing lesson. The lesson should consists o f activities f orthe 3 stages - Familiarisation, Practiceand Production based on any text of your choosing.You assignment should consist of:

• Learning Outcomes based on the Curriculum Specications

• Step-by step instructions on how to carry out the activities

• The teaching materials n eeded for the lesson (tasksheets, template of game cardsetc)

• Your activities m ust show the progression of the 3 stages. You may adapt the text tosuit the level of your students. Consider School-Based Assessment and higher orderthinking skills when designing your activities.

All assignments are to be submitted in soft copies through this page.

Giving InstructionsGiving Instructions

https://canvas.instructure.com/courses/1000104/files/39511324/downloadhttps://canvas.instructure.com/courses/1000104/files/39511324/download


26/98

Giving and receiving instructions are one of the most important communication skills in thereal world.

Giving wrong instructions w ill cause communication b reakdown.

Teaching how to give instructions h elps t he students t o use the language effectively in orderto achieve certain goals/tasks.

In this topic, the students will be exposed to three stages i n writing instructions:

• Familiarisation of the text

• Practice

• Production

Familiarisation_Sample Tasks

Giving instructions

Task 1

Listina is t he Class Monitor for 1 Arif. They a re planning for a surprise birthday p arty for Mrs.Das, their class t eacher. R ead the e mail and a nswer the q uestions.


27/98

Dear Class 1 Arif,

As w e all know, Mrs. Das’ birthday is co ming next week. As t he class m onitor, Iwould like to divide tasks among ourselves for her surprise birthday party. There

will be ve committees a nd you will be responsible for different tasks. Everyonewill be involved in these committees.

The rst committee will be responsible with the expenses o f the party. Thiscommittee will need to nd out how much money we need to buy food, drinks,birthday g ift and decorationsThen,youneedtodecidehow much money w eshould collect from each member of the class. Can we have ve p eople to be inthis com mittee? Can we pay sm all amount daily? I am sure our pocket money is

small!

The second committee will consists o f three members. This co mmittee will beresponsible to nd a birthday gift for Mrs. Das. Find out what she likes from otherteachers. Find out the price for the gifts and get the money from the rstcommittee before you buy the gift. When you wrap the gift, can you use a red-coloured wrapper? I know she loves r ed. She has m any red Punjabi dresses! Canwe buy g ifts t hat are functional but memorable?

The third committee will be responsible for the arrangement of the classroom andthe activities during the party. There will be seven people in this committee. Thiscommittee will arrange the tables t o serve the food and drinks. You need to ensurethat there will be enough chairs for our classm embers a nd the teachers. Can wehave a few games to play d uring the party? I am sure we will enjoy playing games!

The fourth committee will decorate the class and prepare invitation cards f or

teachers. Find a theme for the party. Inform the rst committee the amount ofmoney you need to buy the decoration items. Can you suggest a few themes a ndget the class t o vote for their favourite theme? It will be fun if we can dressaccording to the theme too!

The fth committee will be r esponsible for food and drinks. Find out how manyvegetarians i n the class. Find out the types o f food that everyone loves t o eat. Canwe have the food and drinks b ased on the theme chosen by the fourth committee?

Can you nd a caterer that serves good cooked food? Do not forget to buy the


28/98

birthday c ake too!

Let me know which committee you would like to join. Please reply to this e mailbefore Tuesday with your preference. We will start our project on Wednesday. Icannot wait to start! I hope all of you are excited too!

Yours truly,

Listina.

1. Listina has cr eated ve co mmittees t o be responsible for different tasks.

1. Name the committee

2. List down the task that they need t o do

The rst example has be en given to you.

Task 2

Look a t these cartoon strips. Read the dialogue. Identify he purpose of each sentence used inthe dialogue.


29/98

These two sentences a re generally used to_______________________________________________.




30/98


Task 3

Look at these sentences. These sentences a re taken from the Listina's e mail. All thesesentences h ave different purposes:

1. To ask questions

2. To give instructions / order / command

3. To express strong emotions

4. To form statements

Cut out these sentences. Identify the purpose of the sentence. Group them into the rightcategories.

I cannot wait to start!Find out what she likes f romother teachers.

I am sure our pocket moneyis small!

There willin this com

I am sure we will enjoy

playing games!

The rst committee will be

responsible with the

Please reply to this email

before Tuesday with your

When you

you use a


31/98

expenses of the party. preference. wrapper?

You need to ensure thatthere will be enough chairsfor our class m embers an dthe teachers.

It will be fun if we can dressaccording to the theme too!

You need to decide howmuch money we shouldcollect from each m emberof the class.

We will staWednesda

Can you sug gest a fewthemes a nd get the c lass t ovote for their favouritetheme?

She has m any red P unjabidresses!

Can we have a f ew gamesto play during the party?

Find out hvegetarian

I hope all of you are excitedtoo!

Inform the rst committeefor the amount of moneyyou need to buy thedecoration items.

Can you nd a caterer thatserves go od cooked food?

Can we bufunctional

This co mmittee will arrange

the tables to serve the foodand drinks.

Can we have ve peo ple tobe in this committee?

I know she loves r ed.

The fourt

decoratprepare in

t

To ask questions To give instructionsTo express st rongemotions

To form statements


32/98

Task 4

The paragraph below is t aken from the email you have read. Identify the purpose of eachsentence.

The fourth committee will decorate the class and prepare invitation cards forteachers. Find a theme for the party. Inform the rst committee the amountof money you need to buy the decoration items. Can you suggest a few

themes and get the class to vote for their favourite theme? It will be fun if wecan dress a ccording to the t heme too!

Sentences Purpose

1. The fourth co mmittee will decorate the

class and prepare invitation cards f orteachers.

1. Find a theme for the party.

1. Inform the rst committee the amount ofmoney you need to buy the decoration


33/98

items.

1. Can you suggest a few themes and getthe class to vote for their favourite theme?

1. It will be fun if we can dress a ccording tothe theme too!

Practice_Sample Tasks

Task 1

Sentence order

Before you give out instructions to other people, plan what you want to instruct them rst. Youcan use graphic o rganisers t o plan and arrange your thoughts. You can give your instructionsverbally or in written form. To make your instructions clear, you can:

1. Below are the steps t o arrange owers in a vase. Read and rearrange the sentences into thecorrect order.

I am sure m wi

Cut one inch of the stem and remove a ny leaves b elow the water level.


34/98

Perhaps you c an include sm aller owers to a ccentuate the arrangement?

There should be

2. Below are the steps to make scr ambled eggs. Read and rearrange the sentences into thecorrect order.

Did you know that you ca n a dd onions an d sa usage pieces i n your eggs?

Scrambled eggs are a quick, easyandopul

Break two eggs into a bowl. Add a tablespoon of milk or sour cream.Beat the ingredients.

The more you ingredients you add in, the more interesting itwil

Types of Sentences

Instructionso nothave to be monotonous. You can use different types o f sentences to makeyour writing more interesting. There are four types of sentences:

Types of Sentences Examples

Declarative sentences a rethe sentences t hat form astatement.

• I like to eat chicken burger.

• She missed t he bus so she w alked a ll the way home.

• There a four types o f sentences.

Imperative sentences a re • Close the door, please.


35/98

the sentences t hat give acommand or make a r equest

• Try o ut different colours b efore you paint your house.

• Give me some money.

Interrogative sentences arethe sentences t hat form aquestion

• Can you do this for me?

• Do you think B is m ore interesting than A?

• What does h e do for living?

Exclamatory sen tences inthe English language are thesentences that expressstrong emotions.

• I did not do it!

• I am so excited!

• I can't believe how

Task 2

a. Write the s entences b elow using Declarative S entence:

sushi -originally – South East Asia

–types of sushi –Chirashizushi-Inarizushi-Makizushi-Nigirizushi-Oshizushi

-can e at sushi-with s oy s auce-wasabi


36/98

b. Re-write the s entences b elow using Imperative S entence.

The book must be returned byTuesday.

I like this car, we should buy it.

Nobody sho uld leave this room.

c. Write t he q uestions f or these a nswers u sing Interrogative Sentence.

1.

I went to English Society m eeting at 2 p.m. yesterday.

2.

He told me that my na me was o n the list.

3.

I don’t think s he understands t he meaning of ‘patience is a virtue’.


37/98

4.

I know that he took Amir’s b icycle because I saw him riding the bicycle near hishouse.

e. Re-write t he s entences using Exclamatory S entence

It is ave What a hot day!

She dances very well

He is a very an

The weather is very ni

She is a n incredibly s trongwoman.

Task 3

Your friend has j ust adopted a cat. However, she does n ot know how to feed a cat. Write a noteto her to inform her how to feed a cat. Refer to the following pictures f or instructions.


38/98

• Fish / meat / dry catfood

• Try o ut a variety o f cat foods

• Find out which ones you r cat seems t o enjoy

• The cat will nish the food if it likes it!

• Have a feeding schedule.

• Feed your cat twice a day

• 7 a.m.

• 7 p.m.

• Don’t forget to feed the cat!


39/98

• You can feed the cat in the kitchen

• You need a food bowl and a w ater bowl

• If you feel like you want to give your cat wet food, then put in ina separate bowl or dish.

• Don’t forget to give your cat water!

Hi Anis,

I am so happy for you! You have a c ute cat. I have three cats in my h ouse. I will tell youhow I feed my cat.

Cats eat sh, meat and dry catfood._________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


40/98

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________

I hope y ou will enjoy h aving a c at. Cats a re fun to play w ith. Let me k now if you needhelp with your cat.

Bye!

Nisa.

Production_Sample Tasks


41/98

Task 1

Tomorrow is M rs. Das b irthday party. You are the leader of the committee that is i n-chargein planning for the activities during the surprise birthday party. Write a note to your

committee member about the activities yo u plan to do.

Dear ______________________,

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Writing a Short Description

Genre - Writing Description

The purpose of a description is to record the outcome of close, critical and vividobservation of specic o bjects a nd events. Fictional descriptions o f characters, settings a ndevents m ay u se gurative language to create memorable images, while factual descriptionusually u ses t echnical language to compose an objective text.

Familiarisation_Sample Tasks

Task 1


42/98

Tasksheet A (Descriptive text)

Fiona has just visited the Bukit Jalil Recreation Park (Bukit Jalil International Gardens) i n KualaLumpur during the s chool holidays. She w rote a short description for her class b ulletin. Readthe description reproduced below and answer the questions t hat follow.

Descriptive words/adjectives

(i) In her description, Fiona has u sed words s uch as s hort, relaxing, avid, winding, hilly, large,pleasant, revitalizing,interesingmemorable. These are descriptive

words o r adjectives. Underline them in the description above.

(ii Fiona has a lso used other descriptions su ch as ‘ All work and no play makes Jack a dullboy’ which is a p roverb a nd ‘hustle and bustle’ , an idiomatic expression to write the

text. Circle the p roverb a nd idiomatic ex pression a bove.

a. What does ‘ All work and no play makes Jack a dull boy ‘mean?

b. What does hustle and bustle’ o f city life mean?

(ii Why do you think descriptive words a re important? If you do not have them, how will itaffect the descriptive text?

Task 2


43/98

Tasksheet B (modals)

Besides descriptive w ords, Fiona has a lso used modals su ch as should, would, can and donot to persuade readers to visit the Bukit Jalil Recreation Park. Underline the modals and statethe purpose. No One (1) has be en done for you.

Modal Purpose

1 should (line 1) encourage

2 do not

3 would

4 can (see)

5 can (always)

5 Do not (wait)

Task 3

Tasksheet A (adjectives)

(i) In her description of the Bukit Jalil Recreation Park , Fiona used 12 adjectives, as l istedbelow. Tr y an d replace the words w ith your own words. Number One (1) has be en done foryou.


44/98

Descriptive wordfrom the text

My word

1 short brief

2 relaxing

3 avid

4 winding

5 hilly

6 large

7 pleasant

8 revitalizing

9 interesting

10 traditional

11 small

12 memorable

Task 4


45/98

Proverb

Traditional sayings i ntended to offer advice or moral comment on how we should lead our lives

Idiom

Phrases w ith gurative m eaning

Tasksheet B (Proverbs)

PROVERBS

Proverbs ca n be used to express a thought aptly a nd will add colour, subtlety a nd even

humour to our writing or speech

The examples below show you how proverbs are used and what they mean.

Don't count your chickens before t hey are hatched.


46/98

You cannot be sure that all the eggs w hich the hen sits o n will hatch into chicks. Similarly, inany other thing that you do, you should not assume success u ntil you have overcome all thedifficulties.

Situation

Mr. Lim : Mary, let’s go out and have a celebration. We’ll soon become millionaires.I’ve just bought shares in a foreign bank. I know that their value will rise sharply and rapidly,and so I’ll make a very b ig prot when I sell them.

Mrs. Wan : Don’t count your chickens before they are hatched. Let’s wait till you makethe prot before we celebrate.

Similar Proverbs

Catch your bear before you sell its skin.

Never spend your money before you have it.

Do not triumph before the victory.

All good things m ust come to an end .Pleasure c annot go o n forever. A person cannot go on d oing the t hings h e o r she enjoys a llthe time because as t ime passes, the situation changes.

Similar Proverb

No feast lasts forever

Related Proverb

The best of friends must part.

It is no use crying over spilt milk

When you knock over a glass o f milk a nd it ows a way, you will not get it back, so there is n opoint in crying over it.When we have made a mistake or suffered a loss, there is n o point in

crying or complaining.


47/98

Similar Proverb

What's done cannot be undone.

Practice_Sample Tasks-6

Teacher Input

(a) In writing description, words s uch as short, relaxing, avid, winding, hilly, large, pleasant,revitalizing, interesting,tradiamallandmemorable a re used to help the reader to formclear and vivid mental images o f what is r ead.

Study the e xamples a nd e xplanations o n descriptive w ords b elow.

Descriptivewords/adjectives

Explanation examples

short Adjective used in My family and I had


48/98

attributive position a short holiday in Kyotoduring the mid-yearschool holidays.

relaxing Adjective to express judgment

We had a relaxing timeat the beach in Cheatingduring the last schoolholidays.

avid Adjective to expressattitude

Azlan is a n avid reader.He has read m ost of thebooks in the library.

winding Adjective used inattributive position

The road to go up toGenting Highlandsis winding anddangerous.

hilly Adjective used inattributive position

The scouts s et up theirtents o n the hilly slopesof the campsite.

large Adjective used inattributive position

We took a b oat ridearound the large lake inMines W onderland.

pleasant Adjective to express judgment

We hada pleasant su rprise whenthe hotel gave us a fruitbasket upon checking in.

revital Adjective to express

judgment

The climb up the hill to

the Kuala Lumpur lookup


49/98

point wasboth re vitalizing andbreathtaking.

interest Adjective to express judgment

We hadan interesting time at theGenting Theme Park -from the indoor to theoutdoor activities.

tradit Adjective used inattributive position

I preferthe traditional Malaydishes t o the fusion foodwe ca n get from theeateries.

small Adjective used in judgment position

My si ster hada small weddingreception at a hotelrecently.

memorable Adjective to express judgment

We hada memorable experiencewatching the turtleswimming ashore a tKuala Terengganu beach

last holiday.

(b) In writing descriptions, you may want to include proverbs a nd idiomatic e xpressions. Theyare traditional sayingsw hich take the form of concise sentences a nd they a re usually


50/98

expressed in clever, witty o r memorable language. They also give a better and clearer meaningof what you want to say b ut with a few words. Therefore, it also aims t o expand yourvocabulary a nd power of expression.

Below are examples o f proverbs a nd idiomatic ex pressions.

Proverbs

Proverb Meaning of the

expression

Examples

1 All work and no playmakes Jack a dullboy

Everyone needs s omeleisure and recreation,as w orking all the timewill make them boringand uninteresting.

It’s true that all work andno play makes Jack adull boy; I sat withLokman for dinner lastweek a nd all he talked

about was schoo l andhomework because hedoes n othings e lse.

2 A bird in the hand i sworth to in the bush

It is better to hold on tosomething which youalready have, than to try

to get something lessattainable.

Jenny went for severalinterviews a nd hasalready been offered a job

which he has e ither toaccept or reject rightaway. He really h as t odecide whether a bird inthe h and is w orth two inthe b ush , because he isstill waiting to hear abouta job with much better

prospects.


51/98

3 A friend in need i s afriend indeed

A true friend is so meonewho helps you when youare in some kind ofdifficulty or trouble.

When Halim’s house w asbadly da maged in the re,Jalil immediately invitedhim to stay w ith him untilhe could stay in his h ouse

again; a friend is need isa friend indeed.

(c) Idiomatic Expression

Idiom Meaning Examples

1 up to my eyes It refers to a l ot of workwhich you have you have todo

I told my teacher I was upto my eyes in work an dcouldn’t possibly go outwith him this e vening.

2 a high-ier Someone with ability andambition who will succeed intheir chosen time (usually ina short time)

A new boy just joined myclass – a real high-ier a ccording to theschool principal.

3 pull my socks up To change your ways andstart working harder or moreefficiently

I better start to pull mysocks up , otherwise I’llnot be able to pass t he


52/98

year end examinations.

(d) Modals

In her description of the Bukit Jalil Recreation Park, Fiona tries t o persuade the readers t ovisit thepark b y u sing words su ch as should, would, can and do not. Study the e xplanationgiven to help you to understand better

Modal Explanation Examples

should Should ca n be used to talkabout what people areexpected to do because o f aduty, an arrangement, or arule.

Should a lso express astrong recommendation in aparticular s ituation.

All the toilets in publicplaces should be kept cleanand dry.

In fact, there sh ould a lso be

an attendant to keep the placeclean.

would We use would to say thereis a possibility o f somethinghappening or being true.

The Bird’s p ark in Malacca isa place you should not miss.You would be surprised at themyriad a nd hues of the birds


53/98

at the park.

can We use can to suggestpossible actions

Parents can help out bymaking sure that theirchildren take to s chool onlythose books t hat are to beused for the day.

may We use may to say there isa possibility o f somethinghappening or being true.

Pupils w ho carry heavybags may run the risks o fhaving nerve p roblems o rspinal injuries w hen they g rowolder.

Production_Sample Tasks-6The activities i n the production stage should have a similar focus t o the activities c onductedin the presentation and practice stages.You have designed controlled and guided typeactivitiesforthepracHerearesome sample questions for the production stage.

Sample Questions

1. You represented your state for the National Robotics Competition. Describe yourexperience to your brother in an email to him.

2. Your parents h ave insisted that you follow them to visit an old family f riend from theirvillage. You were reluctant and wished instead that you were out with your friends.However, your views a nd impression of a v illage changed as so on as you saw your parents’

village. Describe your experience and what you saw to your best friend.


54/98

Writing a RecountWRITING RECOUNTS

One of the activities yo u do daily is r ecounting. You either describe an event you haveobserved or retell what you have overheard or have been told to do. Most recounts a redone ve rbally. H owever, we d o write recounts. Some p eople ke ep diaries of dailyhappenings, others m ay write letters o r e-mails orelatwhathad happened. Somerecounts a re personal and others m ay just be factual descriptions.

A personal recount reconstructs p ast events i n the temporal order in which they o ccurred.It retellsnactivernalandemotive commentsand anecdotes a dded and may take the form of a letter or diary e ntry. The letter is f or areader other than the writer, whilst the diary entry is exclusively for the writerhimself/herself. It is a lso written in the rstperson pronoun, I and We . Detailsof who ,what , when , where and som etimes why are included.

In this s ession, you are going to see how the three-stage teaching method is i nterpreted asa series of activities.

By the end of this se ssion you would have:

• examined the E nglish Language S yllabus sp ecications o n writing s kills to teachwritten recounts

• considered how the three-stage teaching m ethod is implemented to teach writing

• looked at the different types of activities f ound in the three stages

• explored how levels of guidance is u sed to teach and practise writing


55/98

Activity 1: Looking at the Curriculum Specications

The syllabus r equires s tudents to produce a number of writing text types i ncluding letters,

messages, instructions, invitations and personal recounts. This activity will focus on identifyingthe different types of recount texts.

Based on the F orm One E nglish Language C urriculum Specications ( CS), select theLO/CS/examples r elated to recounts a nd write them in the table provided.

LearningOutcomes

Specications

Examples/Activities/Notes

1.0 LANGUAGEFORINTERPERSONALUSE

1.1 Make friends

and keep friendshipby

Level 2

vi

Giving a n a ccount ofexperiences o rpreferences anddescribing feelingswith the correctintonation, wordstress, and sentencerhythm (orally) in aface-to-face-situationand writing simple

paragraphs.

e.g. Giving a recount ofa visit to a place ofinterest such as a placeof recreation. T ellingabout an incident onesaw or experienced anddescribing one’s f eelings.


56/98

Activity 2: Types of Recount

(a) In Activity 1 you identied and listed all the types o f written recounts s tudents a re expectedto produce. According to Barwick, J. et al (1999), there are ve types o f recounts w hich arelisted in the boxes b elow. For each type of recount list one example of the writing task given inthe English Language Syllabus sp ecications. Write them in the boxes p rovided as sh own in

the example.

Personalrecount

Factual recount


57/98

Literacy or st ory

recount

Language for Interpersonal Use

1.2 – Take part in socialinteraction by

Level 1 – viii Writing simpleinstructions

Level 3 – x i Writing out plans togo somewhere or do somethingfor others to follow

Proceduralrecount

Critical recount


58/98

Activity 3: The Three Stage Teaching Method in the Classroom

In this p art you will explorehow the three-stage teaching method can be applied to teachlearners to write personal recounts. A set of activities are provided for each stage to illustratehow teachers c an use this m ethod in their writing classroom.

In the rst stage, which is t he Familiarisation Stage , the teacher’s f ocus i s o n highlighting thekey features f ound in a written personal recount. This w ill include items s uch as t he use oftransitionalwords,sentence connectors a nd past tense forms a s w ell as t he development ofideas i nto paragraphs a nd useful expressions t o convey o pinions.

The section below contains a set of awareness raising activities t o get learners t o examinethese features a s w riters b y examining a sample model text.

Familiarisation_Sample Tasks-6

Task 1

TASKSHEET A (Transitional words)

Nathan has w ritten a letter to his g randmother recounting his v isit to the Klang Hospital fundraising fair.Read the letterreproduced on the next page and answer the following questions.


59/98

Dear Grandma,

How are you and Grandpa? Everyone at home is in the p ink of health. My piano theoryexamination is j ust around the c orner. However, I want to tell you about a fund raisingfair we went to.

We went to the Klang Hospital fund raising fair last Saturday. They had it in thehospital grounds. It was great. The h ospital wanted to raise money for a n ew children’s

ward. Isn’t that good? Remember how horrible the ward was w hen I had my tonsils o ut?They raised RM50, 000!

First we c hecked out all the s talls. Mum bought a d elicious c arrot cake from thecake s tall. Joy won a toy on the h oopla. Dad lled a b ox with plants a nd books a nd I hada p ony ride. Boy, it was b umpy!

Then, it was time to eat! Grandpa w ould have liked the food. They h ad hot dogs,popcorn, burgers, drinks and ice-cream. I was so full by the end of the day.

There w ere a ll kinds o f special attractions. After lunch Joy a nd I left Mum and Dad

listening to the b and while we went for our rides on the ferris w heel and bumper cars. Wehad to queue for quite s ome t ime, as there were m any people. The ferris w heel ride wasreally fantastic.

After that we both entered the art competition. You had to draw a parent. I drewDad and Joy d rew Mum. They looked a b it silly. However, I won a c onsolation prize.

Besides that, Joy a nd I also won the three-legged race! We were g iven a w hole b ag full of


60/98

goodies.

At 2.30 Dr. Dawood released ve h undred coloured balloons. What a s ight,Grandma. I thought he was g oing to be ca rried away! I wish I’d had a ca mera.

To sum it all, we r eally h ad a g ood time a t the fair. You would have too.

I hope yo u and grandpa ar e b oth well. We ca n’t wait until you come d own in

February. Take care of yourselves.

Lots o f love,

Nathan

Source: Adapted from Barwick, J. et al (1999) Targeting Text – Upper Level , Blake Education

• In his letter, Nathan has u sed words a nd phrases su ch as last Saturday, rst, then, afterlunch, after that and at 2.30 to s how the sequence of events. These expressions a re calledtransitional words. Can you spot these words? Underline them in the letter?

• Why d o think transitional words a re important? If you do not have them, how will thataffect the letter?

Task 2


61/98

TASKSHEET B (Sentence connectors )

• Besides t ransition words, Nathan h as a lso used sentence connectors su chas however, as and besides that to link ideas. C an yo u s pot the se ntence c onnectors?Circle them in the sample letter.

• The ideas b elow are taken from the letter. Read the letter to see how Nathan connectedthe two ideas. Write the word/expression he uses i n the space below.

Idea

Sentenceconnectors

Idea

We had to queue forquite so me t ime.

There were many people.

They looked a bit silly.

I won a consolation prize.

I won a c onsolation

Joy a nd I also won the three-legged race!


62/98

prize.

• Notice how Nathan has j oined the ideas. Is t here any change in the structure of thesentence? Punctuation? Discuss.

____________________________________________________________________

• Why do you think Nathan joins the two ideas? W hy d oesn’t he leave the two ideas asseparate information?

____________________________________________________________________

Task 3

TASKSHEET C (Paragraph Development)

Nathan describes h is vi sit to the fair insixaragraphsnd he has r ecounted the events


63/98

in a chronological order which he h as o rganised into p aragraphs. A paragraph is a

group of sentences t hat describe an event which is e laborated to include information

on aspects of Who , When , Where , How and Why so that the reader can understand

what the writer is r ecounting. Now let’s s ee how Nathan does t his i n his l etter.

• Study the letter again. Complete the grid below to nd out how Nathan has d evelopedthe paragraphs.

• Is t here any aspect of Who , When , Where , How and Why that could have been added/leftout? Which ones and w hy?

ParagraphImportantinformation

WHO orwhat wasinvolvedin the

actions?

WHENdid ithappen?

WHAT istheaction?

Verbs

Why didithappen?


64/98

Nouns

2 KlangHospitalFundRaising fair

LastSaturday

helpedraisedmoney

3 We –Dad,Mum, Joyand I

4 I was sofull at theend o f

the day

5

Mum and


65/98

Dad,

We

6 Artcompetition

7 DrDawood

Task 4

TASKSHEET D (Tense)


66/98

In the letter Nathan recounts e xperiences w hich are in the past. He uses ve rbs t o talk a boutwhat he did and felt. These verbs a re listed in the table below but they a re written in their baseform. Refer the Nathan’s l etter and do the following:

• Write down the actual form of the verb used against its c orresponding base form listed inthe table.

• What form of the verb has N athan used to recount what he did?

_____________________________________________________________

• Why d id he use this verb form in his l etter?


67/98

_____________________________________________________________

Task 5

TASKSHEET E (Giving Personal Comments)

Nathan wanted his g randmother to know how he felt about the things that happened to himduring the fair.o, he h as included h is wn opinions a bout what he s aw and did. His o pinionsand comments a re listed below.

• Study the letter again. For each opinion expressed, identify what Nathan’s co mmentrefers t o and write it inside the appropriate box. The rst one has b een done for you.

• Why d o you think Nathan included personal comments in his letter?

Practice_Sample Tasks-7


68/98

The Practice Stage is t he second stage in the three stage teaching method. The teacher’sfocus at this stage is o n teaching all the key features she has h ighlighted atthe Familiarisation Stage. You will see how controlled and guided activities a re used to teachand give learners p ractice in how to use transitional words, sentence connectors a nd past

tense f orms, how to organise the recount of events into paragraphs an d how to e xpressopinions a bout them.

TEACHER INPUT (Transition words)

In writing recounts, transitional words s uch as last Saturday/week, rst, then, after, at 2.30 aretime c lues u sed to show the sequence of events a rranged in a chronological order. The use oftransitional words c ontributes o thecoherence and cohesion of the text and helps t he readerto follow the recount of events easily.

Study the e xamples a nd e xplanations o n transitional words p rovided b elow.

Transitional words

Explanation

Examples

First introduces t he recounts o f manyevents in chronological order.

Then/After t hat/After


69/98

Last Saturday,

rst,

then,

after

at 2.30

lunch introduces an event that occursafter an earlier event. They u suallybegin the second sentence a nd arefollowed by a com ma.

European settlers m oved intoCanada gradually. First , theEnglish a nd French came to

At 2.30 refers to a specic point in

time

Task 1

TASKSHEET A (Transition words)

• Task:

Write a composition entitled “What I did last Saturday.” Use the pictures a nd

notes to write the co mposition. You have to use a t least three of the

transition words given in the box below.

last Saturday rst then after that


70/98

after lunch in the evening

• This i s R ita’s c omposition. She wrote it based on the pictures a nd notes g iven. Rita hasused a number of transition words t o show a link b etween ideas a nd events. However, shehas f ailed to follow instructions i n the use of these words.

• Read the composition and note the errors. Rewrite the corrected version in the spacegiven below. Y ou may a dd a ny o ther relevant details.

What I did last Saturday

I got up at nine o’clock. I wrote a letter to Scott. After that, I didaerobics from eleven until twelve. After that I met some of my friendsin town. We h ad lunch at the B ridge C afé. I had a sh burger whilemy friends h ad chicken and b eef burger. Before lunch, we w entshopping. I bought some sh oes. T hey cost £65. I went to thecinema with my b rother.


71/98

What I did last Saturday

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

TASKSHEET B (Transition words)

• You want to write a letter about what you did on your birthday t o your friend in Australia.Here are some of the things yo u did on your birthday.

• morning – shopping in town

• missed the bus – r an all the way h ome

• tripped over a loose stone – fell against the front door


72/98

• had lunch

• baked cake – party

• added salt by mistake - sugar

• friends a rrived – eight

• dinner - s erved ca ke

• realized – cake – salty

• threw cake away

Complete the letter below with the help of the notes g iven. Write two paragraphs. Useappropriate transition words in your letter.

The rst and the last paragraphs h ave been done for you.

Dear Nick,

How are you? I hope you are in the best of health. I am ne here. I have b eenstaying back m ost of the t ime in school as we a re p reparing for the a nnual sportsevents. Anyway, I wanted to tell you about my b irthday celebration which turned out to

be quite em barrassing.


73/98

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

___________________________________________________________________________

___________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

This i s a ll for now. T ake care an d reply to my letter soon.

Love,

( Name)

Task 2

TEACHER INPUT (Sentence Connectors)

In writing recounts,you may want to include many ideas w hich have to be linked to each otherso that your recount reads u ently.We u se sentence connectors su ch as however, but,besides t hat, in addition to,asnd because to link s entences a nd ideas.


74/98

Study the explanations a nd examples g iven.

Sentenceconnectors

Explanation

Examples

However/but

However or but isused to sh ow contrastof ideas

However starts a newsentence and there is

a co ma a fter it. W euse it in writtenEnglish.

I enjoyed thedinner. However , I didnot like the dessert.

Besides t hat/ inaddition to

Besides t hat can bereplaced with inadditionto , to indicateadditional information

The h ead g irl won themain prize for thescience quiz. Besidesthat , she is thepresident of theScience club.


75/98

As/because

As is used w hen thereason is a lreadyknown to thelistener/reader orwhen it is n ot the most

important part of thesentence.

Because puts moreemphasis on t hereason and most oftenintroduces n ewinformation which isnot known to thelistener /reader

As it’s raining again,we’ll have to stay athome.

As h e is the only child,he gets a g ood deal ofattention.

We had to wait as theshop was s till closed.

I lost my job because I was ill

for six m onths.

We h ad to stayovernight because thecar broke down.

TASKSHEET A (Sentence Connectors)


76/98

• There are two ideas in each question. Combine these two ideas to show the two arelinked. Use the sentence connectors i n the brackets.

TASKSHEET B (Sentence Connectors)

The picture and notes g iven are about what you and your friend Charlie did on Sunday. Thepictures co ntain many ideas. Write a paragraph on what you and Charlie did. Use threedifferent sentence connectors f rom the list given to form your paragraphs.

however/but, as/because besides that/in addition to,


77/98

Last Sunday, Charlie and I_______________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Task 3

TEACHER INPUT (Developing paragraphs)


78/98

The frame below can help you list and order all the events t hat will be part of your recountbefore you start writing. First listtheeventsintheorder they happen.

Then for each event add the following details w ith enough information that will help your readerunderstand what you are recounting:

• Person (who)

• Time (when)

• Place (where)

• Action ( what)

• Reason (why)

Sequence

Events Details

1

2


79/98

3

4

5

6


80/98

TASKSHEET A (Developing paragraphs)

• Imagine yo u went on a day t rip to Pulau Ketam. U se t he se ntences be low to write acomposition in six paragraphs a bout your trip. The rst paragraph h as b een done for you.

It was a bumpy ride.

The b us r ide took o ne h our.

I felt sick.

I paid RM3.00 for my t icket.


81/98

I travelled to Klang on a bus.

The food was d elicious.

The boat was p acked with people.

At 10 am I caught a boat to P ulau Ketam.

After I reached Klang I had to buy a ticket for my b oat ride.

It was n oisy an d the engine made a very loud so und all the way to P ulau Ketam.

After that, I visited a sh ball factory.

When I arrived at Pulau Ketam my friends w ere waiting for me.

It was f un.


82/98

Last Saturday, I went on a day trip to Pulau Ketam to visit my friends Tony and Nick.

At 4 pm I caught the b oat back to Klang.

I also watched the women boil anchovies i n salt water.

They t ook me on a walking tour around the island.

I bought two packets o f sh ball for my m other.

It was a noisy smelly place. I did not like it.

Then my friends took me to a S eafood Chinese restaurant.

We ate prawns, sh a nd vegetables.

After lunch I visited Tony’s home.


83/98

There were sh and squid d rying in the sun.

We p layed video games a nd ate sh satay p repared by his m other.

Then I travelled by b us b ack to Petaling Jaya.

I had a great time

I got home at 5.

A day trip to Pulau Ketam

Last Saturday, I went on a day trip to Pulau Ketam to visit my friends T ony and Nick.________________________________________

____________________________________________________________________________________________________________


84/98

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

TASKSHEET B (Developing Paragraphs)

• Imagine you wrote the set of notes b elow about your visit to the Jurong Bird Park a nd theSingapore S cience Centre. Expand each se t of notes an d write a p aragraph each.

- Saturday – my m other and I – Science Centre – visited - Star Wars ex hibition – s aw -characters – tried – J edi mind control experiment – g reat time – went to Snow City –played in the sn ow – sn ow ball -wonderful


85/98

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

- dinner – my mother – took me - Night Safari– an imal show –volunteered - held snake –pet – tiger – scary - watched - short -documentary on P andas -

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

___________________________________________________________________________

_________________________________


86/98

TASKSHEET C (Developing Paragraphs)

You want to write about what you did last Sunday. Write about the football match you and yourfriends p layed. Write three paragraphs d escribing the match. Use the guidelines g iven below tohelp you write a recount.

Paragraph 1: W ho did you p lay with?

Where d id you play?

When did you play?

What was the weather like?

Paragraph 2: How did the game go?

What were the highlights o f the match?

Did anyone suffer injuries?


87/98

Paragraph 3– What time d id the game e nd?

Where did you go after that?

Did you enjoy what you did after the game?

Task 4

TEACHER INPUT ( Tense)

Most recounts a re written in the past tense form as i t narrates e vents t hat are completed.Study the examples and the explanations on the past tense form and aspect.

Verbs Explanation Examples

Verb – t o - be (Be)

Use was with singular nouns a ndwith the pronouns I, he, she, it,this a nd that.

Akiko was a t home last night.

Akiko and her sisters were born in


88/98

Use were with plural nouns a ndwith the pronouns you, we, theseand those.

Osaka.

Simple past

We use the p ast simple tense to:

• to talk a bout completeevents o r actions i n the past.

• to talk a bout events w hichoccurred at a denite point of

time in the past

• With the past timeadverbials l ike ago, yesterday,last month, in 1998, etc

• to narrate past events

We saw the Himalayas f or the rsttime.

At lunchtime today we arrived at

Pokhara.

They arrived three d ays a go.

First, they ew to Nepal and thenthey trekke d in the mountains.

Notes:

Time clauses i n the past are oftenintroduced by b efore and after.

e.g. he left before/after he heard thenews

Past P erfect Tense

The past perfect tense refers t o an

I had eaten when Bob came.


89/98

activity or situation completedbefore another event or time in thepast. I t is m ore c ommon in writtenEnglish than in spoken English.

Activities completed beforeanother time in the past

Use had for both singular andplural subjects

Add had to a past participle toform the past perfect tense

Before Helen died, she had learntsix languages a nd had written 11books.

present Past Past participle

walk walked walked

eat ate eaten

cut cut cut

let let let

come came come

drive drove driven

(The past perfect expresses a nactivity t hat was c ompleted before aparticular time in the past.

I ate noon. Bob cam e at 1.00 pm. Mymeal was com pleted before Bobcame).

Helen died.

Before s he d ied she had written 11books a nd had learnt six languages.


90/98

Regular verbs

The past form is u sed for thesimple past tense. R egular verbsare the simple form + - ed.

I called bu t no one p icked up thephone.

She shouted for help but no oneheard her.

Irregular verbs Verbs that end other than with + -ed

Base form Past tense

go went

think thought

draw drew

bring brought

win Won

eat ate


91/98

TASKSHEET A (Tense)

• Below is the recount of Sally’s trip to Paris. It has b een written in the present tense.Rewrite the description in the past tense. Write in the space provided

My s ister and I went to Paris lastweekend. ___________________________________________________________________

___

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________


92/98


93/98

• pictures – S ydney Harbour House

• antique shop – old piece of China - 20 dollars

• left Sydney - Melbourne – train – to go on a guided tour

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

• Now choose another city o r town you are familiar and write a parallel paragraph.


94/98

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Task 5

TEACHER INPUT (Including Personal Comments in written text)

When you write a personal recount, you will also include opinions. These take the form of acomment or a remark.

Examples


95/98

It was fantastic.

They looked silly.

I loved It was scary.

It was horri I had a wonderful time.

A comment can either be one that is p ositive or negative. It depends o n what you think o r feelabout the activities/experience you are recounting.

Imagine you are going to write about your day a t the funfair.Study the box b elow and see howthe writer has u sed the frame to order the activities h e is g oing to write about. See how he hasincluded comments t o show what he feels a bout each activity.

Order Events and Comments

1

At the funfair, I played h oopla with Larry. W e p layed two

rounds a nd won 4 prizes. I changed the two soft toys for abottle of mineral water, as I was very thirsty. The water


96/98

tasted so good after a g reat game.

2

Then, we went to the F ortune c orner. An o ld lady with acrystal ball was s itting in the middle of the room. The roomwas dark a nd smelled of perfume. It was so scary so weleft.

3

Then, we queued for our turn for the ferris w heel. I lookeddown when I was h igh up in the air. I had a bird’s e ye v iewof the whole funfair. It was fantastic and I loved it.

4

After lunch, we w ent to watch the c lowns p erforming. T heywore purple and orange wigs. We could not stop laughing attheir a ntics. They looked silly indeed!

TASKSHEET A (Giving Person

introduction to genres

Documents