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English Access Micro-Scholarship Program

Preparing Students for Writing Tasks

English Bagrut Examination, Module D

Compiled by:

Rina Akotonas

Participating Teachers:

Maha Gaboa, Suhad Saif, Suhair Altawana, Zakya Shufani, Khaled El Hassanat, Raed Jubran, Majed Hallak, Zidan Bacri, Awni Judeh, Mohamad Marane, Mofid

Moara, Mohammed Abu Kdir, Ibrahim El Amour

Pedagogical Advisor:

Dr. Rachel Tal

April 2009

FOR INTERNAL USE ONLY

Preparing Students for Writing Tasks Module D

1

Dear Teachers!

In response to ongoing requests for materials that will assist you in preparing your students for the writing tasks on the Bagrut examinations, this guide has been prepared specifically to assist in preparing students for Module D.

This guide was written based on the experience of the teachers participating in the English Access Micro-Scholarship Program. The Access Micro-Scholarship Program has increased the number of Bedouin students successfully completing the 4-point matriculation examination in English, at the same time significantly improving their scores. Nonetheless, the writing skills required for Module D continue to present a major challenge. This guide was prepared with that challenge in mind.

Writing is an important skill that should be developed on an ongoing basis, throughout the students' high school studies. If students are to successfully meet the benchmarks specified in the English curriculum, they need to practice their writing skills as much as possible. This guide is intended to supplement existing study materials.

Special thanks to Dr. Rachel Tal and Maha Gaboa for their help.

I hope that this guide will help both students and teachers.

Good luck to you!

Rina Akotonas Director, English Access Micro-Scholarship Program


2

Contents

Introduction ............................................................................................................. 3

Unit I: Writing an Informal Letter ........................................................................... 5

A. About a Trip .................................................................................................. 5

B. Describing an Event...................................................................................... 7

Unit II: Writing a Formal Letter ............................................................................... 9

A. Applying for a Job ......................................................................................... 9

B. Applying for a Course ................................................................................. 11

C. Complaining about the Quality of a Product .............................................. 13

Unit III: Writing a Description ............................................................................... 15

A. Describing a Person .................................................................................... 15

B. Describing a Place ...................................................................................... 17

Unit IV: Writing a Review ...................................................................................... 19

A. Describing a Book ....................................................................................... 19

B. Describing a Movie ..................................................................................... 21

Unit V: Writing an Opinion .................................................................................... 23

A. A Technical Device that has Changed Our Lives ........................................ 23

B. A Moral Issue that Affects Our Lives .......................................................... 25

C. A Social Phenomenon ................................................................................. 27

Unit VI: Writing For and Against ........................................................................... 28

Practice Using Connectors ..................................................................................... 30

Writing Assessment Criteria.................................................................................. 36


3

Introduction

Rationale:

The Bedouin tradition is an aural tradition, with little emphasis is placed on written communication. Typically, our students need more practice in preparing for written tasks.

Non-native speaking students are afraid to make mistakes.

The students' level of spoken English below grade-level for two reasons:

1. Teachers tend to use their mother tongue in class to be sure they are understood.

2. The students are not exposed to the language in daily life - few are connected to the Internet, and most watch television programs in their mother tongue.

Most of the books used for writing are not geared to the needs of our students.

Goals:

To expand students' vocabulary

To encourage students to speak and discuss various issues

To expose students to the range of writing tasks in Module D

To familiarize students with the styles and formats of the different writing tasks

To encourage students to write regularly and improve their writing skills

Module D Writing Requirements

Per the specifications set forth by the Ministry of Education, the Written Presentation section of Module D calls for students to be prepared to:

React to the content of something read

Relate to themes/ideas from a personal perspective

Express ideas and opinions about general topics and experiences using main and supporting ideas

Present an argument for or against a particular point of view

Write informal or semiformal letter (100-120 words)

Write short review or composition (100-120 words)


4

Five-Step Unit Structure:

Each unit is divided into five steps:

Step 1: The situation Introduce the situation orally and brainstorm with the students. Ask them to role play the situation – one student asks a question; the other answers. They can also act it out in front of the other students. If time permits, let them write the questions and answers in their notebook. Optionally, have students hand in their work for you to grade. Hand out the substitution table (or copy it onto the board) and ask them to make as many sentences as they can.

Step 2: Vocabulary Teach the vocabulary that may be needed. Use the words in sentences, including in the context of the previously presented situation. Be sure they know if the words are nouns, verbs, or adjectives. They may translate the words into Arabic and copy them into their notebook.

Step 3: Reading Read an article or report connected with the vocabulary. Focus on main ideas, details, and sentence expansion. Prepare Yes/No and Wh/Questions: What, Who, When, Where, Why, How …? Do not forget to ask the students how the sentences relate to the situation, the vocabulary, and the topic of writing.

Step 4: Learning about Writing in Module D Introduce and explain the format demanded in the writing task. It is imperative that students know that their writing must be modeled based on the defined layout/structure. Provide students with a checklist and/or a rubric for checking and evaluating their own work.

Step 5: Practice Practice is important, therefore let the students practice. Grade their work, providing constructive feedback to enable them to learn from their mistakes. Students should then resubmit the corrected assignment.

Additional Materials in this Guide

To complement the unit structure described above, the following additional materials have been provided at the end of this guide:

Practice Using Connectors, which is aimed at encouraging the correct use of connectors in students' writing.

Writing Assessment Criteria, which outlines the standard criteria for assessing writing tasks.


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Unit I: Writing an Informal Letter

A. About a Trip

Step 1– Present the Situation

Last year our class traveled to the north. What did we see and do?

Role play: Ask and answer the following questions:

Where did you travel?

Where did you go?

What did you see?

What did you visit?

Who did you listen to?

What did you buy?

Make sentences using the following table:

I traveled to a museum

We went through an exhibition

The pupils saw on an old city

The teachers visited at presents

My friend listened to the beach

The principal walked the guide

shopped a temple

bought the mall

souvenirs

* Make changes in form as needed.

Step 2 – Necessary Vocabulary

A trip; to travel; to walk; to visit; to meet; to speak; to shop; to buy; to sightsee

A guide; ancient places; modern places; monuments; villages; cities; parks; rivers; beach; lakes; museums; exhibitions; a mosque; a church; a temple; a mall; presents; souvenirs; tourists

Step 3 – Reading a Text about a Trip

Module D Practice Papers (Eric Cohen Books, 2004), pages 17 and 29

Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 5 and 18-19


6

Step 4 – Writing an Informal Letter

Write approximately 100-120 words in English on the following topic.

Write a letter to your friend, telling about a trip to …

You may relate to the following points:

The places you visited

The people you met

The activities you participated in

Date: _______________________

Dear _______________________,

How are you? I hope that you are fine. I am fine too.

I want to tell you about ______________________________________________

_________________________________________________________________

__________________________________________________________.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

See you soon,

__________________

Step 5 – Practice Writing an Informal Letter:


Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 7 and 32


7

B. Describing an Event

Step 1 – Present the Situation

Describe an accident/ a disaster/a fire/you witnessed.

Role play: A reporter is interviewing you as a witness

What did you see?

Where were you?

What happened?

What were the rescuers doing?

How was/were the person/people saved?

Who was injured/killed?

Who managed to survive?


I witnessed to the windows

People were shouting from the hospital

Children were jumping by people

Rescuers were trying escape

Witnesses were injured a fire

were taken save

managed ambulances

an accident

survive



To see; to witness; to save; to rescue; to crash; to manage; to survive; to help; to run over;

A flood; an earthquake; a fire; an accident; killed; injured; wounded; ambulances; firemen; police; rescuers; a report; hospital; upset; worried; scared; sad; happy; terrible; frightening

Step 3 – Reading a Text about an Event or Disaster

Module D Practice Papers (Eric Cohen Books, 2004), page 32

The New Bagrut Companion (Eric Cohen Books), pages 50 and 54


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Step 4 – Teaching the Format of an Informal Letter

Write about 100-120 words in English on the following topic:

Imagine you are a witness to a natural disaster or an accident. Write a letter to a friend describing what you saw.


What happened when the disaster/accident took place

What happened after the disaster/accident

How you felt

Date: _______________________

Dear _______________________,

How are you? I hope that you are fine. I am fine too.

I want to tell you about a disaster/ an accident I witnessed.

Yesterday, ______________________________________________

_________________________________________________________________

__________________________________________________________.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

See you soon,

__________________

Step 5 – Practice

Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 32 and 38

Summer Bagrut 2004 – Writing a letter to a friend about a summer job you have taken

Winter Bagrut 2005 – Writing a letter to a friend about a job you have taken in the afternoon

Summer Bagrut 2007 – Writing a letter to a friend who is planning to visit you


9

Unit II: Writing a Formal Letter

A. Applying for a Job

Step 1- Present the Situation

You saw an ad in the local newspaper which requests someone of your age for a summer job. You go for an interview.

Role play:

How old are you?

Do you have any experience?

What can you do?

What qualities do you have that are relevant to the job requirements?

Why do you want the job?

How much money do you expect to earn?


I am applying for per hour

know how to clean

am patient to serve

polite to help

responsible to use a computer

want x shekels the job

to work



To apply; to help; to look after; to serve customers; can; cannot;

Summer; job; application, working with disabled children; waiter/waitress; babysitter; coach; cleaning; responsible; patient; polite; clean; organized; salary; per hour/ month/ day; experience; well qualified; I wish; I look forward to hearing from

Step 3 – Reading a Text about Jobs


Results for 3 points Companion (Andrew Wilson, Eric Cohen Books), pages 92, 100, and 101


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Step 4 – Teaching the Format of a Formal Letter:

Write in English on the following topic. Write about 100-120 words.

Write a letter to the manager of the company/restaurant/association that is offering you a job.


Why you think you are fit for the job

What you will have to do

How much you expect to get

Date: _________________

Dear Mr/Mrs _______________________,

I read your ad in the local newspaper and I would like to apply for the job of

__________________________.

My name is ________________ and I am __________________years old.

I think I am fit for the job because _____________________________________

_________________________________________________________________

_________________________________________________________________

__________________________________________________________.

I hope that I can work for you this summer.

________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Sincerely,

__________________

Step 5 – Practice

The same as in step 4, but define the job.


11

B. Applying for a Course


You have read an ad in the school magazine about a summer course for learning English in England. You ask about more information.

Role play:

What course is it?

Where does the course take place?

How much does it cost?

Who are the teachers?

How long does the course last?

Where do the students live?

What activities are offered?

Make questions using the following table:

What … do we do?

How many… does it teach?

When will I be?

Who hours study?

Where students stay?

How much … cost?

take place?

live?



To learn; to travel; to visit; to train; fees; tickets; arrival; expenses; budget; courses; teacher qualifications; roommates; hotel room; activities; summer camp; leaders; I would like to study; a student at; experience; intensive

Step 3 – Reading a Text about a Course


The New Bagrut Companion (Eric Cohen Books), page 18


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Step 4 – Teaching the Format of a Formal Letter


Write a letter to the principal of the school where you would like to study.


What makes the school special

What course you would like to attend

Why you think the school suits you

Date: _________________

Dear Mr/Mrs _______________________,

I read about your school in a magazine and I would like to study there because

_____________________. It _______________________________________

_______________________________________________________________

I would like to attend the following course __________________________

_________________________________________________________________

__________________________________________________________.

I am sure that_________________________________________________

_________________

I look forward to your quick reply.

Sincerely,

__________________

Step 5 – Practice

Write a letter to the director of an English Course in England

Write a letter to the person in charge of sports activities in the London area


13

C. Complaining about the Quality of a Product


You bought something at a shop, but when you come home, you see there is something wrong with it. You decide to go and complain about it.

Role play:

What's wrong with what you bought?

How do you feel about it?

Who are you complaining to?

How much did it cost?

Do you want your money back?

Do you want to replace it?

Are you satisfied with the solution?

Make sentences and questions using the following table:

Could you hear at all

want to complain about x

I cannot replace it ?

It broken well

i get my money properly .

is see back

X isn't working a part

missing

give my money



To complain about; to talk to; to tell about; to refuse; to give back; to replace; a complaint; a device; an appliance; the salesman; the saleswoman; the clerk; the manager

Faulty; broken; illegal; disappointed; compensation; low quality; thank you for

Step 3 – Reading a Text about a Complaint


The A.E.L. Bagrut Practice Book, page 65


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Step 4 – Teaching the Format of a Formal Letter


Write a letter to the manager of the shop where you bought a faulty good.


What the product is and why you bought it

What is wrong

What you would like to happen

Date: _________________

Dear Mr/Mrs _______________________,

On __________, I went to your shop to buy _____________________________.

I bought it because ___________________________________________

______________________________.

When I came home, I saw that________________________________

__________________________________________________________

____________________________________________________

I would like you to ________________________________________and to

_____________________________________.

Thank you in advance.

Sincerely,

__________________

Step 5 – Practice



15

Unit III: Writing a Description

A. Describing a Person

Step 1 – Present the Situation

Describe a teacher, family member, TV or movie personality, politician, or athlete who has affected you. What impressions do you have about that person?

Role play:

Who is the person?

What does he/she look like?

What is his/her relation to you?

Where did you meet him/her?

What do you like about him/her?

How did he/she affect your life?


X looks important humor

He is tall graceful

She could short elegant

has happy

sets kind determined

moves a sense of role model

seems an example

strong

successful



To appear; to be; to look; to set an example; to seem

Face; eyes; nose; hair; physical appearance; smooth; to appear; delicate; look elegant; well dressed; self-satisfied; successful; slim; fat; attractive; shy; behavior.

Step 3 – Reading a Text about a Description

Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), page 26

The New Bagrut Companion (Eric Cohen Books), pages 32, 36, 50, 54 and 70


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Step 4 – Teaching the Format of a Description


Describe the person who has most influenced your life.


What he/she looks like

What kind of a person he/she is

How he/she influenced your life

There are many people who influenced my life, but____________________

has influenced my life the most.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

When you look at ______________ you see a ___________person. His/her

face__________________________________________________________

____________________________________________________.

_________________________is the kind of person who

_____________________________________________________________

_____________________________________________________________

For these reasons, ____________________________________________

_____________________________________________________________

___________________.

Step 5 – Practice

The New Bagrut Companion (Eric Cohen Books), page 116, topics 2 and 5

The New Bagrut Companion (Eric Cohen Books), page 117, topic 7

Module D Practice Papers (Eric Cohen Books, 2004), pages 7, 10, 12 and 16


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B. Describing a Place


Describe a place, such as a restaurant, classroom, bank, train station, bus station, airport, or store.

Role Play

What is the place?

Where is it?

How is it decorated?

What pictures are on the walls?

What is it used for?

Who uses it or lives there?

Who is there now?


It is sitting crowded

People are standing large

A man are eating attractive

A woman looks waiting unpleasant

look reading worried

smells standing tired

nice

in line

noisy


Step 2– Necessary Vocabulary

To notice; to examine; to attract; to matter; to count

To the right/to the left; next to; above /below; smell; pictures; walls; closet; pleasant; unclean; cheerful;

I could tell / think / believe;

Step 3 – Reading a Text about a Description




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Step 4 – Teaching the Format of a Description


Describe a place that has influenced your life and that you will never forget.


What the place looks like

Where it is

Why it is so important for you

There are many places that have counted in my life, but the place I like most

is______________________________________________________

It is located ___________________________________________________

_____________________________________________________________.

_____________________________________________________________

_____________________________________________________________

It is important to me because ____________________________

_______________________________. In addition, it is important because

____________________________________________________

I will never forget it.

Step 5 – Practice

Describe a place where you ( would)like to spend your vacation

Describe a city /a country where you would like to come back


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Unit IV: Writing a Review

A. Describing a Book


Describe a book you read.

Role play:

What was the book about?

When and where did the story take place?

What kind of book was it?

Who were the main characters?

What happened? (describe the plot)

Did you like the book? Why or why not?


The author wrote about real

The main character was/were very disappointed

The characters recommend well

The actors described a romance

The book told a tragedy

I a mystery

boring

a biography

good

interesting

a historical event

fascinated



To write; to act; to look like; to enjoy; to like; to dislike

The author; the director; the reader; the characters; the plot; a romance; a thriller; a detective story; action; love; suspense; tragedy; comedy; funny; sad; disappointed; surprised; interested; boring; real; imaginary; courageous; amazing; fascinating


20

Step 3 – Reading a Text about a Book


Step 4 – Teaching the Format of a Review


Write a review of a book you read.


The title of the book

The genre of the book

What happened in the book

How you felt reading it

Would you recommend it to others, and why

Recently I read __________________________________________ by

___________________________ .

It was about ___________________________________________________

_____________________________________________________________

_____________________________________________________________

_________________________________________________________

In my opinion, _________________________________________________

_____________________________________________________________

_____________________________________________________________.

I recommend/do not recommend that you read it because

_______________________________________________________

Step 5 – Practice

Describe a book you recently read

Recommend a book you recently read

Write a magazine article about a book you particularly liked


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B. Describing a Movie


Describe a movie you saw.

Role play:

What was the movie about?

When and where did it take place?

What kind of movie was it?

Who were the main characters?

What happened? (describe the plot)

Did you like the movie? Why or why not?


The director created about a thriller

The main character

enjoyed very realistic

The characters was/were good well

The actors directed a love story

The leading actor/actress

acted a comedy

The movie Recommend/do not recommend

a mystery

I has disappointed

a biography

interesting

soundtrack



To write; to act; to look like; to enjoy; to like; to dislike; to recommend; to enjoy

The author; the director; the readers; the characters; the actors; the actresses; the music; the dialogues; the script; the plot; a romance; real; imaginary; a thriller; a detective story; a historical movie; action; love; suspense; tragedy; comedy; funny; sad; disappointed; surprised; interested; bored; long; rating; soundtrack


22

Step 3 – Reading a Text about a Book or Movie




Step 4 – Teaching the Format of a Movie Review



What kind of movie it was

What happened in the movie

Music and sound effects

Would you recommend it to others, and why

Recently I saw the movie _________________________________________

which was directed by ___________________________ .

It was about ___________________________________________________

_____________________________________________________________

_____________________________________________________________

_________________________________________________________

In my opinion, _________________________________________________

_____________________________________________________________

_____________________________________________________________.

I recommend/do not recommend that you read it because

_______________________________________________________

Step 5 – Practice

Describe a movie you recently saw

Recommend a movie you recently saw

Write a magazine article about a movie you particularly liked


23

Unit V: Writing an Opinion

A. A Technical Device that has Changed Our Lives


Television, computers and cars are devices that have changed our lives. What do I think about them?

Role play:

Is the device important?

How much do I use it?

What are its advantages?

What examples can I give?

What are its disadvantages?

Do many people like it?

Do I like it?


X makes important skills

It helps educational modern

They is life easy

may be us interesting

are dangerous

teaches useful

amusing

a necessity



To influence; to affect; to learn; to teach; to I think; to control; to develop;

I believe; in my opinion; it makes people; positive; negative; make life easier; boring; interesting; exciting; modern

Step 3 – Reading a Text about Giving an Opinion

The New Bagrut Companion, pages 16, 28, 34, 38 and 40



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Step 4 – Teaching the Format of Writing an Opinion


Some people believe that cell phones have changed the world. Do you agree or disagree with this idea? Write a passage for the newspaper stating and explaining your opinion.


Why mobile phones have become so important

Why people use cell phones so often

The advantages and/or disadvantages of having a cell phone

Cell phones are here to stay

For years people have used regular phones to speak to each other.

Then, suddenly cell phones appeared. They __________________________

_____________________________________________________________

_____________________________________________________________

People use them because ________________________________________

_____________________________________________________________

_____________________________.

However, cell phones ___________________________________________

_____________________________________________________________

_____________________________________________________________

In conclusion, I think ___________________________________________

___________________________________________

Step 5 – Practice

Bagrut 2006 Moed Aleph, writing an opinion about the most important qualities in a friend.

Bagrut 2006 Moed Bet, writing an opinion about the most important values children should be taught

Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 10, 17, 21, 22, 25 and 34


25

B. A Moral Issue that Affects Our Lives


What do I think about moral issues such as friendship, volunteering, helping others, important values, discipline?

Role play:

Debate about one of the issues listed above

Describe the issue

Where we can see it?

Why is it positive?

Why can it be difficult?

What does it give you?

What does it give others?


I offer make children

My friend like do elderly people

Teenagers enjoy propose students

could help time

is able encourage money

should give sick

donate

contribute

volunteer



To care for; to protect; to help; to donate; to obey; to respect; to benefit; to contribute; to volunteer

Important; valuable; difficult; hard; each other; others; a quality; personality; society; social life; values;





26

Step 4 – Teaching the Format of Writing an Opinion

Write 100-120 words in English on the following topic:

Good friendship is shown in hard times. Do you agree?


How you helped someone or someone helped you

What you or the other person did

Why helping someone in hard times shows good friendship

(Introduce the topic and give your opinion)

_____________________________________________________________

_____________________________________________________________

_______________________________________________________

I think so because_____________________________

_____________________________________________________________

_____________. For example,______________________

_____________________________________________________________

________.

As I wrote before, in my opinion, __________________________

________________________________.

To conclude, I suggest that ______________________________

______________________________________________________

Step 5 – Practice


Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 10, 17, 21, 22, 25 and 34


27

C. A Social Phenomenon


Our life is full of situations and problems that affect our society; for example, cigarettes, violence, unemployment, and children who have to work. Present one such situation/problem to the class.

Role play:

What is the situation/problem about?

Who is involved?

Can you give an example?

What are the causes?

What are the consequences?

What are the dangers?

Who could help?

How could we solve the problem? Personally? Socially?

Make sentences questions using the following table:

The problem can about in

Teenagers should help laws

My cousin cannot involved x

Parents are attend students

School is pass the problem

The government need talk school

Children identify

listen



To be involved in; to cause; to affect; to influence; to pass laws; to control; to identify; to resolve an issue; to solve a problem

Peer pressure; teenagers; parents; counselors; society; the government; causes; consequences; positive; negative

Steps 3, 4 and 5 are the same as for previous topic


28

Unit VI: Writing For and Against

Each of the topics in this unit should be implemented based on the strategies presented in Unit V.

A. A Technical Device that has Changed Our Lives

B. A Moral Issue that Affects Our Lives

C. A Social Phenomenon

Outline of approach for all topics:




Step 4 – Teaching the Format of Writing an Opinion – For and Against

Write in English on the following topic. Write about 100-120 words. Computer chat rooms have become very popular these days. Present the advantages and disadvantages of chatting online. You may relate to the following points:

Why people like to use chat rooms

Why chat rooms can be a problem

How you can prevent problems from occurring

Introduce the topic

__________________________________________________________________

_________________________________________________

Present the advantages and give examples ________________________________

______________________________________________________________________________________________________________________________________

_________________________

Present the disadvantages and give examples ______________________________

___________________________________________________________________

___________________________________________________________________

___________________

Conclude and give your opinion ________________________________________

______________________________________________________________________________________________________________


29

Step 5 – Practice

Discuss and/or write for and against the following topics:

Cell phones

Internet

Motorbikes

Computers


30

Practice Using Connectors

Sentence connectors are used to describe the relationships between ideas and to combine sentences in a meaningful way. The correct use of connectors can greatly improve the level of students' writing.

For this reason, it is important that you acquaint students with their correct use and encourage their use in writing tasks. When possible, ask students to rewrite sentences in their written work using connectors.

For instructional purposes, the connectors introduced herein have been divided into the following categories:

Connectors that introduce additional information

Connectors that introduce examples

Connectors that indicate sequence in time

Connectors that indicate order of ideas

Connectors of consequence

Connectors of contrast/opposition

Connectors of reason, cause and purpose

Examples of each type of connector are provided in the following sections, together with practice sentences.


31

Connectors of Addition

The following connectors are used to introduce a new piece of information:

in addition

moreover

furthermore

Ask students to use a connector in each of the following sentences:

1. The food was cold. ___________, the service was terrible.

2. ________________, students are assigned three hours of homework every day.

3. Students start the day early, _________________ they leave school late.

4. They claim that the death penalty deters crime. ________________, it saves the state the cost of keeping criminals in prisons.

Connectors that Introduce Examples

The following connectors are used to introduce examples: such as for example for instance like


1. Try a snack _________________fried peanuts or pickled vegetables in hot sauce.

2. Plan a trip for the middle of the winter, _________________, if you want to see the snow on Mt. Hermon.

3. In the camps, just _____________ in the army, discipline is strict.

4. He felt that more should be written about people living in the modern world. _________________, the fact that the Chinese are great fans of American football.


32

Connectors that Indicate Time Sequence

The following connectors help understand time sequence and can help you list in the order in which events took place.

since then when after before finally


1. _______________ studying for many years, she used her knowledge of Arabic to work as a translator.

2. I haven't seen Jim ___________ he moved to New York.

3. ____________ , after years of saving, Joseph has enough money to buy a car.

4. ______________ the American Civil War, slavery was legal in the United States.

5. We will discuss the problems ___________ I get to the office.

6. First, I will do my homework. ______________ I will play on the computer.

Connectors that Order Ideas

The following connectors help organize the flow of content:

first /first of all / firstly

second / secondly

then

finally

to sum up

in conclusion


1. When taking an examination, ______________ you should read the instructions and ___________________ answer the questions.

2. Many people dream of moving to the U.S. This is for many reasons. _____________, because salaries are higher in America. _________________, there are better job opportunities. ___________________, some people think America is a better place to work.

3. France is expensive and I don't know the language. __________________, I don't plan to visit France anytime soon.


33

Connectors of Consequence

The following connectors introduce a result or a consequence:

as a result

therefore

consequently


1. The product didn't work, _______________, I am asking for a new one.

2. _______________ of his poor performance, he was fired from the job.

3. Most children spend a lot of time outdoors, ________________ , they should use sunscreens every day.

4. Mercury and Venus are very hot planets. _______________, no human being could ever survive on them.


34

Connectors of Contrast/Opposition

The following connectors contrast people, things or ideas that are different:

but

yet

however

despite / in spite of

although

on the one hand … on the other hand


1. _______________ the movie was made in 1955, it is amazing how relevant it is for teenagers today.

2. You might think that this is just another party __________ you would be wrong.

3. The sun's radiation has both good and bad consequences. _______________, it gives us warmth and light. ___________________, overexposure to it is dangerous.

4. ______________ the fact that market has been badly damaged many times by earthquakes and fire, it is still the oldest and largest covered market in the world.

5. _______________ the heavy rain, we took a hike in the forest.

6. There are two reasons why Martin got the job: _____________, he was very talented; _____________, he was available.

7. The Smiths wanted to build a new garage, ________________ the neighbors complained.


35

Connectors of Reason, Cause and Purpose

The following connectors indicate the relationship between a cause and its effect:

because / because of

since

The following connectors indicate the relationship between a cause and its effect:

in order to

so / so that


1. I made lunch ________________ because my mother was busy.

2. Sharon went to Washington ______________________ to attend her cousin's wedding.

3. He bought a laptop computer _______________ he could take it to school with him.

4. _________________ I can type faster than you can, I will type the letter for you.

5. Omar flew from Houston to Boston ________________ it was too far too drive.


36

Writing Assessment Criteria

Writing assessment tables for both Module B and Module D are provided for your convenience.

Depending on your students' competence, you may initially prefer to start by assessing their work using the rubric for Module B. You can then provide the students with the rubric for Module D, explaining the increased importance of language use and mechanics.

Writing Assessment – Module B

Criteria Descriptors

Content and Organization

Information is relevant to the topic

Fluent expression

Text is well organized

Some information is irrelevant to the topic

Message is sometimes difficult to follow

Text is fairly well organized

Information is irrelevant to the topic

Message cannot be understood

Text is poorly organized

10 8 5 2 0

Vocabulary Use of appropriate vocabulary

Occasional use of inappropriate vocabulary

Consistent use of inappropriate vocabulary

6 5 4 2 1

Language Use Correct use of basic language structures

Few errors of agreement, tense, word order, pronouns, prepositions

Occasional incorrect use of basic language structures

Several errors of agreement, tense, word order, pronouns, prepositions, fragments, run-on sentences

Consistent incorrect use of basic language structures

Frequent errors of agreement, tense, word order, pronouns, prepositions, fragments, run-on sentences

11 8 6 4 1

Mechanics Few errors of spelling, punctuation, capitalization

Occasional errors of spelling, punctuation, capitalization

Frequent errors of spelling, punctuation, capitalization

3 2 1 - 0

Note: The maximum assessment per this rubric is 30.


37

Writing Assessment – Module D

Criteria Descriptors

Content and Organization

Information is relevant to the topic

Fluent expression

Text is well organized

Task is written mostly in student's own words

Some information is irrelevant to the topic

Message is sometimes difficult to follow

Text is fairly well organized

Chunks of the task are not written in the pupil's own words

Information is irrelevant to the topic

Message cannot be understood

Text is poorly organized

Task is not written in student's own words

8 6 4 2 0

Vocabulary Correct use of varied vocabulary

Appropriate word/idiom choices and usage

Use of appropriate register

Correct use of appropriate vocabulary

Occasional errors of word/idiom choice and usage.

Occasional use of inappropriate register

Limited or inappropriate vocabulary

Frequent errors of word/idiom choice and usage.

Use of inappropriate register

6 5 4 3 1

Language Use

Correct use of language structures

Few errors of agreement, tense, word order, pronouns, connectors, prepositions

Occasional incorrect use of basic language structures

Several errors of agreement, tense, word order, pronouns, connectors, prepositions, fragments, run-on sentences

Consistent incorrect use of basic language structures

Frequent errors of agreement, tense, word order, pronouns, connectors, prepositions, fragments, run-on sentences

12 10 7 4 1

Mechanics Few errors of spelling, punctuation, capitalization, paragraphing

Occasional errors of spelling, punctuation, capitalization, paragraphing

Frequent errors of spelling, punctuation, capitalization, paragraphing

4 3 2 1 0

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