Professional Documents
Culture Documents
reviews, notes, paper ads, paragraphs, phone messages, poems, poetry, postcards, plays,
photo stories, portfolios, reading logs, reading reports, recipes, reports, shopping lists,
songs, speeches, stories, summaries, etc.
favo(u)rite,
center/re,
meter/re,
Liter/re,
theater/re,
apologize/se,
memorize/se,
ACTIVITY Nro.3. Ask students to get into groups of three or four. Then ask them to write a
list or GLOSSARY for body parts, fruits, sports, articles of clothing, vegetables, food, etc.
This activity can be done before starting any related topic to activate students schemata and
engage them with the class or as a consolidation stage. Timing is very important. You might
want to prize students by giving them extra points. Do not forget to check for spelling. It could
also be assigned as homework.
ACTIVITY Nro.4. On the board, write a compound noun, a phrase, or just two independent
words as the source, raw materials for students to work with and get as many new words as
they can from those letters. Remind them they can only use the letters they have in the words.
For example, GRAND FATHER from which you can get: her, rather, errand, the, than, then,
and, etc. Aim: vocabulary build-up. e.g.
GRAND FATHER
1. a
2. an
3. and
4. are
5. art
6. at
7 ate
8 dare
9 date
10 deaf
11 dear
12 death
13 draft
14 eat
15 end
16 era
17 errand
18 fade
19 fan
20 far
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
fart
farther
fat
fear
gander
garden
garnet
garret
garter
gather
get
gear
graft
grand
grant
grate
grater
great
had
hand
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
hat
hate
hear
heard
heart
her
herd
near
neat
net
RAF
raft
rafter
rag
ran
range
ranger
rare
rat
Rate
61. rather
62. rear
63. red
64. rent
65. tan
66. tang
67. tarn
68. tear
69. than
70. the
71. then
72. trend
73. etc.
Secondly, it is crucial for students to understand what a phrase is, its internal structure, and the
different kinds of phrases there are, as well as their position and function within a sentence.
e.g. noun phrases, adjective phrases, adverbial phrases, verbal phrases, prepositional
phrases, and question phrases. Some examples for STAGE II: PHRASES are:
ACTIVITY Nro.1. Game or Contest: Ask students to write a list of animals, describing them,
using and adjective beginning with the very same letter and ordered alphabetically. NOUN
PHRASES = Adjective + Noun. e.g. On Sunday, I went to the zoo and I saw an awesome ant,
a beautiful bird, a cute cat, a dangerous duck, so on. On Sunday, I went to the supermarket and
I bought
ACTIVITY Nro.2. Display an OHT or picture with people in it. Then, ask SS. to describe
them using the information they get from the visual. Using either gerund phrases or
prepositional phrases to identify them. e.g. Who is Paul? He is the boy in blue jeans. or He
is the boy wearing jeans.
Thirdly, having taught words and phrases, we move onto sentences, which can be presented
from different perspectives. For example: A. According to the inner structure: simple,
compound, complex, compound-complex sentences. B. According to the Position in a
Conversation: starters, responsive, closers; and C. According to the Function: exclamatory
(interjections), vocative (calls),greetings, requests, commands (orders),affirmative, negative,
interrogative (yes/no questions, Information questions,tag questions, reply questions, openended questions, indirect/polite/embedded questions, reported questions, or choice questions,
condensed questions, follow-up questions, etc.)
It is always a good idea to have students start writing simple sentences. Then, continue with
compound sentences (using simple and correlative coordinators) and once they have mastered
them move to complex sentences (using subordinators.) Finally, they are ready to work with
compound-complex sentences (using both coordinators and subordinators in it.) Some useful
activities in STAGE III: SENTENCES are:
ACTIVITY Nro.1. You can have your students practice TRANSFORMATION DRILLS,
changing simple sentences from affirmative to negative or interrogative, from active to passive,
from present to past or even future, from direct to reported speech, etc.
or
or
TOPIC SENTENCE +
CONTROLLING IDEA
SUPPORTING SENTENCE 1
SUPPORTING SENTENCE 2
SUPPORTING SENTENCE 3
SUPPORTING SENTENCE 4
CONCLUDING SENTENCE
We might also need to explain the kinds of problems we face when we write a paragraph. For
example, choppy sentences (too short or too many simple sentences), stringy sentences (too
many sentences), run-on sentences (two independent clauses together no punctuation),
fragments (incomplete sentences or part of a sentence), comma splice (two independent
clauses incorrectly joined by a comma.)
Another crucial teaching point in writing is the use of transition words (sentence connectors,
sequence markers, conjunctive adverbs, etc.) It is vital because of the fact that students have to
learn to express ideas properly to connect their thoughts cohesively to express, for example,
addition: also, besides, moreover; comparison: likewise, also, similarly; contrast: however,
nonetheless, but; example: for example, for instance; emphasis: in fact; alternative:
otherwise; chronological order or sequence: first of all, first(ly), second(ly), next, then,
finally; cause, effect, purpose, or result: as, as a result, because, consequently, therefore;
concession: although, even though, tough, in spite of (the fact that), despite (the fact that);
conclusion: to conclude, to sum up, to summarize, all in all, in conclusion, in brief, in short.
Using too many transitions should sound rather artificial, thought. STAGE IV: PARAGRAPHS:
ACTIVITY Nro.1. You can have your students write a paragraph supporting ideas for addition
using moreover, furthermore, besides, etc or contrast using otherwise, however, whereas, etc.
or any other transition to learn to connect ideas properly.
To end up, we can go deeper into the Essay world to teach our students the characteristics,
the elements, the types of essays, and finally the process of writing an essay.
A. CHARACTERISTICS: essays have three main characteristics Unity means that you
have to develop only ONE IDEA or topic.Coherence refers to the MEANING LINKS
between sentences, paragraphs, or essay. Cohesion refers to the GRAMMAR LINKS and
the correct use of transitions.
B. ELEMENTS: Introductory Paragraph is the first paragraph of the essay. The Thesis
Statement gives us the main idea or topic and the organization for the essay. The thesis
statement is followed by the CONTROLLING IDEA. Body Paragraphs are all the
paragraphs between the introductory and the concluding one. Concluding Paragraph is
the last paragraph of an essay and it can be done using either the PARAPHRASING or the
SUMMARIZING technique.
This knowledge will lead us to STAGE V: WRITING AN ESSAY: (you might need to
provide your students with essay samples.)
IV. POSSIBLE PROBLEMS!!!
Some SS. might find writing activities stressing and de-motivating due to:
A. Lack of knowledge & writing skills.
B. Lack of interest in writing activities.
C. Previous bad learning experiences (writing commercial letters, difficult topics,
bland textbooks, wrong approach, and/ or unprepared teachers.)
V. THE ROLE OF THE TEACHER WHEN TEACHING WRITING
A. To have SS. discover the rules by themselves.(DIY.)
B. To provide SS. with authentic materials, models, samples, sources, etc.
C. To focus on ONE English variety (either American or British.)
D. To promote Extensive Reading for SS. to get familiarized with the
different styles, genres, and formats (layouts.)
E. To encourage SS. to avoid any form of PLAGIARISM.(Copy and paste?)
F. To help SS. on the writing journey into fluent writing.
G. To provide accurate, positive feedback (on a personal basis, or groups,
or as a class, on written pieces of work through marks, grades and comments.
VI. WHAT TO FOCUS ON WHEN CORRECTING WRITING?
Teachers can evaluate students while they are producing on the spot, immediately after they
finish the activity, or even the following class, in case of lack of time.
* Accuracy activities On the spot.
Line 1: 5 syllables
Line 2: 7 syllables
Line 3: 5 syllables
Dissertation blues
sleepless nights and endless days
Next year, Dr. me.
B. CINQUAIN: 1st line is the title of the topic, 5th line refers back to
the topic. by Khale.
Noun
Adjective, adjective
Three or four participles (ING)
Nature
Beautiful, pure
Refreshing, enjoying, relaxing
Nature is healthy
Fun
Love
Genuine, vital
United, cared, shared
Born again, we feel
Life
C. DIAMANTE POEMS:
Noun
Adjective Adjective
Participle Participle Participle
Noun
Noun
Noun
Noun
Adjective, Adjective
Noun
Birth
green bright
shining growing blooming
flower foodheat draught
fading slowing dimming
brown dark
Death
Friend
good important
helping, laughing, talking
happiness strength weakness anger
fighting lying killing
bad hateful
Enemy
By Doris Ramos &LoluwaiSubah.
D. SHAPE POEMS: A shape poem is written in the shape of the major topic or
feeling. Roller coaster, clouds, leaf piles, fruits, etc. All lines of the shape
poem relate to or describe the shape.
Cummings.
APPLE
A fruit
Red, juicy, sweet
Good in pies
A healthy treat.
E.
Shines brightly
Up in the sky
Nice and warm on my skin
I am Jodi
energetic, helpful, friendly
I love cats
I hate smoke
I am afraid of heights
I wish for peace.
I see flashes of red wings among the snow.
I hear the winds of winter storms.
I feel the cold, rough ridges of old bark.
I smell fresh pine ....after rain.