writing skills module-form 5 1999

ENGLISH LANGUAGE 12 WRITING SKILLS MODULEFORM 3

LEARNING AREAS

ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

11.1 People

Prominent personalities & their Contributions

Descriptions

Level 1

Complete longer & challenging texts.Do guided writing for a purpose to inform, describe, persuade.Express feelings in posters, newsletters.Enter & edit data.Author texts through substitution, addition.Write using templates & formats found in existing programs.

Level 2Write to persuade, express emotions & attitude to specific audiences.Write reports/minutes.Write formal letters (application for a job, letter of complaint)Manipulate, import * integrate graphics with text.

Description of personalities & their contributions to society

characterdedicatedeffortperseveranceprinciplereferenceresearchpiracylegalenactmentscopyrightsinfringeinfringementintellectual propertyroyaltyunder countermoral obligationwarranty

Lesson 1Act 1 : Vocabulary Enrichment

a. pair work – a gameb. give ss topic vocabulary on

describing people.c. ss rearrange jumbled-up

words, phrases from list intocategories: physical features/personality/idiosyncracies habits)/movements.

Act. 2: Quick Writing

a. Increasing word power (word level)

b. ss write as many words/phrases to describe….

i) Your favourite person

ii) A beggariii) A Salesman

c. Teacher checks words/phrases.

G.O 1(T)G.O 1 (SS)

W.S 1(T)W.S.1(SS)W.S 2(T)W.S.2 (SS)

J. HadfieldComm. Games

Bridge to Success

EvaluatingIdentify causeGivingcausal explanationIdentify effect/consequencePredict consequenceMaking interpretationsSolving problemsIdentify fact & opinionMaking summariesIdentify bias statementsMaking generalisationsIdentify main ideas, supporting ideas, detailsClarifyingListingMaking AnalogiesHypothesising

Report(classify & describe)

Recount(retell a series of events)

Narrative(entertain. amuse or instruct)

Procedure(instruct someone to do something)

Explanation(explain how or why something occurs

rs/smsj/99/writing skills module

1

LEARNING AREAS


11.1 People

Prominent personalities & their Contributions

Descriptions

Level 3

Write to develop more complex ideas, events & information.Construct responses to materials read pertaining to the nation.Use word processing programs to format & edit texts.Design, send & retrieve electronic cards.Use existing web page editors & post to remote server.

Description of personalities & their contributions to society

characterdedicatedeffortperseveranceprinciplereferenceresearchpiracylegalenactmentscopyrightsinfringeinfringementintellectual propertyroyaltyunder countermoral obligationwarranty

Lesson 2Act. 1: Famous people

a. Read article from the internet on 2 prominent personalities e.g Princess Diana & Mother Theresa.

b. Based on readings, complete graphic organiser

(compare & contrast).c. Vocabulary building- list out

10 adjectives descibing the persons from the article.

d. ss sit in groups of 5 to produce a master list based on each individual’s list.

e. or ss could surf for other prominent personalities & their contributions e.g.s Lee Kuan Yew, PM.

f. Write an article of 350 words on your favourite personality. Include his/her achievements and contributions to society/nation/ world.

W.S3(T/SS)(Article 1)W.S4(T/SS)(Article 2)G.O 2 (T)G.O 2 (SS)

W.S 5(SS)

exer. bk

LongmanFm 5 wkbk

Internet

Making predictionsExplainingJustifyingGiving reasonsMaking relations/connections bet. ideasGiving accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies

Exposition(persuade by arguing one side of issue)

Response(respond to an artistic work)

Discussion( look at both sides of an issue and come to a decision)


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11.1 People G.O 1(T)

PHYSICAL FEATURES (APPEARANCE)

PERSONALITY IDIOSYNCRACIES/HABITS MOVEMENTS

gentle always looking under his bed before going to sleep

rushed outjumped out


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11.1 People G.O 1(SS)

PHYSICAL FEATURES (APPEARANCE)

PERSONALITY IDIOSYNCRACIES/HABITS MOVEMENTS

gentle always looking under his bed before going to sleep

rushed outjumped out


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11.1 People W.S 1(T)

INCREASING WORD POWER (WORD LEVEL)

Choose adjectives from below to replace the adjectives underlined:

Adjectives commonly used for PEOPLE Adjectives commonly used for SITUATIONS

marvellousshrewdwarmmean

confirmed

pleasantchaotic

hazardousmovingrestful

1. The traffic in the city is very bad. ………………………………………

2. Afrer tea, we took a nice stroll to the lake. ………………………………………

3. The film was really good. I cried and cried. ………………………………………

4. Whitney Houston is a fantastic performer. who captivates her audience. ………………………………………

5. Saiful and Aziz have become terrific friends. ………………………………………

6. The Mathematics teacher was really bad. He’d make us stay in class if we make mistakes. ………………………………………

7. Driving in a heavy storm is awful- you can hardly see and may go off the road. ………………………………………

8. “Get away from the city,” the doctor ordered. “Have a good holiday by the sea.” ………………………………………

9. My uncle , who is a good judge of character, can always tell when a person tells a lie. ………………………………………

10. You shouldn’t believe everything he says. He’s a terrific liar. ………………………………………


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11.1 People W.S 1(SS)

INCREASING WORD POWER (WORD LEVEL)

Choose adjectives from below to replace the adjectives underlined:

Adjectives commonly used for PEOPLE Adjectives commonly used for SITUATIONS

marvellousshrewdwarmmean

confirmed

pleasantchaotic

hazardousmovingrestful

1. The traffic in the city is very bad. ………………………………………

2. Afrer tea, we took a nice stroll to the lake. ………………………………………

3. The film was really good. I cried and cried. ………………………………………

4. Whitney Houston is a fantastic performer. who captivates her audience. ………………………………………

5. Saiful and Aziz have become terrific friends. ………………………………………

6. The Mathematics teacher was really bad. He’d make us stay in class if we make mistakes. ………………………………………

7. Driving in a heavy storm is awful- you can hardly see and may go off the road. ………………………………………

8. “Get away from the city,” the doctor ordered. “Have a good holiday by the sea.” ………………………………………

9. My uncle , who is a good judge of character, can always tell when a person tells a lie. ………………………………………

10. You shouldn’t believe everything he says. He’s a terrific liar. ………………………………………


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11.1 People W.S 2(T)

QUICK WRITING (WORD LEVEL)Jot down as many words or phrases to describe the following:

Your favourite person A Beggar A Salesman


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QUICK WRITING (WORD LEVEL)Jot down as many words or phrases to describe the following:

Your favourite person A Beggar A Salesman


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11.1 People W.S3 (Article 1) (T/SS)

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11.1 People W.S 4 (Article 2) (T/SS)

Mother Theresa was born in August 1910 to well-to-do Albanian parents in Skopje in the former Yugoslavia. At 18, deeply religious, knowing that she wanted to help the poor, she went to the Sisters of Lorettto Abey in Dublin, where she studied English. The same year , 1928, she was sent to Darjeeling, Culcutta as teacher and later as principal.

On the other side of a high concrete wall, guarding the convent’s lawns and uniformed schoolgirls, is the Mhoti Jeel slum of mud lane and wooden shacks. Mother’s Theresa’s room overlooked the slum. She saw the dirt, the ragged children, the open sewers, the disease and the hunger of the city. After school,

she would often go among the slum-dwellers, bringing them medicine, bandages and food. On a train journey to Darjeeling in 1946 she heard her second call from God, “It was quite clear. I was to leave the convent and help the poor while living among them. It was an order. It took the nun with the powerful will only two years to get permission to leave the Indian Roman Catholic fold and become a ‘free’ nun. She took intensive if rudimentary medical training in Patna, in north eastern India, and returned to the slum of Culcutta.

He first school was a bare patch of ground, where she wrote the Bengali letters in the dirt with a stick for five or six children. The slum families took notice, than some tables appeared, then benches and a blackboard. And more children. She was joined in Culcutta in 1949 by a former student from Loretto, Subashini Das, 19, who took the name of Agnes. Subashini Das, is still number two in the Missionaries of Charity. The others came. They lived on the top floor of a large house offered by a Bengali Christian. They begged for food and medicine for the poor, fo spare land and shacks for dispensaries.

In 1950, Mother Theresa began the Missionaries of Charity. It is an organisation that believes in serving the poor anywhere in the world. Visiting London the winter of 1970, Mother Theresa found old, homeless men sleeping in Trafalgar Square. In Convent Garden, a drug addict fell at her feet dying of an overdose of drugs. Her heart went out to these people. She offered f9000 in Southall, west of London When the owner heard from friends of Mother Theresa’s purpose in buying the house, she loved the price.

“This still leaves us with a huge problem, raising f6000,” said Ann Blackie, a member of Mother Theresa’s organisation. Mother Theresa went around the country and carried, as usual, her old knitting bag with wooden handles. Donations poured in. On her return to London, she handed the bag to John Blaikie, Ann’s husband. He counted the notes and coins. When he had finished counting, he took a single f5 note from his pocket and added it to the collection. Putting all the money on the table, he said to Mother Theresa, “Here’s your f6000 to buy your house.”

(Taken from Prestasi Cemerlang SPM Bahasa Inggeris T4 KBSM)


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11.1 People G.O 2(T)Prominent Personalities

NAME: NAME:AGE: AGE:DESIGNATION: DESIGNATION:ACHIEVEMENTS/CONTRIBUTIONS:

1.

2.

3.

4.

5.

ACHIEVEMENTS/CONTRIBUTIONS:

1.

2.

3.

4.

5.

What do you admire most about these personalities and why?


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11.1 People G.O 2(SS)Prominent Personalities

NAME: NAME:AGE: AGE:DESIGNATION: DESIGNATION:ACHIEVEMENTS/CONTRIBUTIONS:

1.

2.

3.

4.

5.

ACHIEVEMENTS/CONTRIBUTIONS:

1.

2.

3.

4.

5.

What do you admire most about these personalities and why?


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VOCABULARY: MASTER LIST


13

Vocabulary used in

describing people

LEARNING AREAS


11.2 Places’Buildings

Types Descriptions Significance

Level 1

Complete longer & challenging texts.Do guided writing for a purpose to inform, describe, persuade.Express feelings in posters, newsletters.Enter & edit data.Author texts through substitution, addition.Write using templates & formats found in existing programs.


Famous places of the world

attractiveclimatefeatureslandscapeman-madepicturesquetoneunique

Lesson 1

Act 1 : My Senses

a. The Star-diagram (use of the 5 senses.

b. Studying sample description of a beach.

c. Completing star-diagram based on description.

d. Paste in exercise book.

Act. 2: Gaps

a. ss are given descriptions of places with gaps.- A Doctor’s Waiting

Room- A Chinese Restaurant- Buildings

b. SS fill in the gaps with suitable words.

c. Write a short description (150-200 words) of a railway station you have been to.

W.S1(T/SS)(Descrip.of beach)W.S 2(T)W>S 2(SS)

W.S 3(T)(Des. with gaps)W.S3(SS)

Preston p 309

K.Schin, p 14-15

EvaluatingIdentify causeGivingcausal explanationIdentify effect/consequencePredict consequenceMaking interpretationsSolving problemsIdentify fact & opinionMaking summariesIdentify bias statementsMaking generalisationsIdentify main ideas, supporting ideas, detailsClarifyingListingMaking AnalogiesHypothesising


Recount(retell a seriies of events)





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LEARNING AREAS

ILO VOCAB. ACTIVITIES MATS. REF CCTS VALUES

11.2 Places’Buildings

Types Descriptions Significance

Level 3

Write to develop more complex ideas, events & information.Construct responses to materials read pertaining to the nation.Use word processing programs to format & edit texts.Design, send & retrieve electronic cards.Use existing web page editors & post to remote server.

Famous places of the world

attractiveclimatefeatureslandscapeman-madepicturesquetoneunique

Lesson 2

Act. 1: Build Your Vocabulary

a. SS look through holiday brochures/ pamphlets in groups.

b. List out words, phrases used to describe nature and places and buildings of interest on worksheet.

Worksheet to be photostated for all students.

Act. 2: Extras,Extras

a. T gives a specific place to describe e.g. A Night market.

b. T gives G.O and SS completes supporting details.(pre-writing)

c. SS write a description of 200-250 words on “A night market in my hometown”

Pamphlets/brochures

W.S 4(SS)

G.O2(T)G.O2 (SS)

Making predictionsExplainingJustifyingGiving reasonsMaking relations/connections bet. ideasGiving accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies



Discussion( look at both sides of an isue and come to a decision)


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11.2 Places/Buildings WS.1 (Desc. of a beach) (T/SS)


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11.2 Places/Buildings W.S 2(T)

MY SENSES

What words do the author use to describe his senses in the passage? Can you list them?


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11.2 Places/Buildings W.S 2(SS)

MY SENSES

What words do the author use to describe his senses in the passage? Can you list them?


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11.2 Places/Buildings W.S3 (Descriptions with gaps) (T)


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11.2 Places/Buildings W.S3 (Descriptions with gaps) (SS)


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11.2 Places/Buildings W.S 4(SS)

BUILD YOUR VOCABULARYWork in groups. Look through the holiday brochures/pamphlets on places and buildings. List out words/phrases that you find to describe the following:

NATURE e.g.s mountains, waterfall, rivers etc. BUILDINGS e.g.s monuments

crystal clear water majestic mosque


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11.2 Places/Buildings G.O 2(T)

EXTRAS, EXTRAS

When you are writing a descriptive essay or story, details are important. Can you write details for each of the following paragraphs describing a night market?

MAIN IDEA SUPPORTING DETAILS

NOISY PLACE

CROWDED

COLOURFUL

DIFFERENT SMELLS

FESTIVE ATMOSPHERE

rs/smsj/99/writing skills module11.2 Places/Buildings G.O 2(SS)

EXTRAS, EXTRAS

When you are writing a descriptive essay or story, details are important. Can you write details for each of the following paragraphs describing a night market?

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MAIN IDEA SUPPORTING DETAILS

NOISY PLACE

CROWDED

COLOURFUL

DIFFERENT SMELLS

FESTIVE ATMOSPHERE


LEARNING AREAS

ILO VOCAB. ACTIVITIES MATS. REF CCTS VALUES

11.3 Events

Types e.g.s National Events (launching of MSC)

Level 1

Complete longer & challenging texts.Do guided writing for a purpose to inform, describe, persuade.

Lesson 1Act 1 : Mind-mapping

a. ss are given a mind-map. In groups they discuss the important elements in

W.S 1(T)W.S 1(SS)

EvaluatingIdentify causeGivingcausal explanation


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Descriptions Express feelings in posters, newsletters.Enter & edit data.Author texts through substitution, addition.Write using templates & formats found in existing programs.


writing a desc. of events.b. T elicits ss work and writes

master list on board.c. S paste mind-map in

exercise book

Act. 2: Extra Information

a. Give a situation to ss e.g. A Fund-raising Walk.

b. Pre-writing stage: In groups SS complete graphic organiser with elaborations

/additions.c. T assists each group.d. SS paste g.o in exer. booke. T gives out a model

description.f. ss write out a description of

the foll. situation:You have a free ticket to watch the finals of the M-League in KL. Describe the event using the notes below.- the scene i.e. the stadium

board

exer. book

G.O 1

exer. book www.tmsol.com.my

Identify effect/consequencePredict consequenceMaking interpretationsSolving problemsIdentify fact & opinionMaking summariesIdentify bias statementsMaking generalisationsIdentify main ideas, supporting ideas, detailsClarifyingListingMaking AnalogiesHypothesising

Recount(retell a series of events)




rs/smsj/99/writing skills moduleLEARNING

AREASILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

11.3 Events


Level 3

Write to develop more complex ideas, events & information.Construct responses to

- where the event took place.

- the crowd of spectators- the teams playing- the match- the atmosphere e.g.

excitement of spectators

Making predictionsExplainingJustifyingGiving reasonsMaking


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Descriptions materials read pertaining to the nation.Use word processing programs to format & edit texts.Design, send & retrieve electronic cards.Use existing web page editors & post to remote server.

Possible elaborations:- details of stadium,

capacity , size- large, all ages, young &

old, estimated no.- which teams, top

players, jersey colours- home or away, one-

sided, equally-balanced- electrifying, enjoyable,

band performance

Act. 3: A Festival{Mind mapping a a pre-writing strategy)a. Ask SS to close their eyes

and think of Hari Raya Aidil Fitri (or) Christmas/ Deepavali.

b. Jot down anything that comes to mind in 2 mins. (timed)

c. SS can write in their first language if they do not know the English words.

relations/connections bet. ideasGiving accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies


Discussion( look at both sides of an isSue and come to a decision)



11.3 Events


Level 3

Write to develop more complex ideas, events & information.Construct responses to

d. T elicits ideas of SS & make a collective mind map on the board.{ Explore topic by moving bet. its various aspects}

e. T draws branches as new ideas are suggested.

board



25

Descriptions materials read pertaining to the nation.Use word processing programs to format & edit texts.Design, send & retrieve electronic cards.Use existing web page editors & post to remote server.

f. The end-result is a map with a no. of subtopics of aspects radiating from the central topic.

g. When full, T leads class discussion on the best order to organise the points depending on what tasks are chosen.

E.g. Write a letter to describe Hari Raya to an overseas friend ( may begin with personal feelings or family celebration)

Describe a festival in your country (may begin with the seasonal setting on the historical origin)

g. T can also set alternative writing tasks:

i) set a task and get SS to use mind map already done. SS elaborate in own way.

ii) SS choose another festival & draw up personal mind maps for it.





11.3 Events W.S 1 (T)

MIND-MAPPING

With your group members think of the important elements you need to consider when you describe an event. e/g.s a big walk, the National Day, Sea Games etc. Write brief notes in the space provided.

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rs/smsj/99/writing skills module11.3 Events W.S 1 (SS)

MIND-MAPPING

With your group members think of the important elements you need to consider when you describe an event. e/g.s a big walk, the National Day, Sea Games etc. Write brief notes in the space provided.

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rs/smsj/99/writing skills module11.3 Events G.O 1 (SS)

PRE-WRITING STAGE

Your school is holding a fund-raising walk next month. As the chairman of the organising committee the money made from the walk will go to a charity of your choice. Write an article for the school newsletter. In your article you will:

- tell your schoolmates about the details of the walk -tell them which charity you have chosen and why- persuade them to support the activity

Write your article using the materials given above.

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POINTS ELABORATION/ADDITIONAL INFORMATION

1. Details of the walk- when? where? duration? prizes?

who will officiate? sponsors?

2. a) Which charity?

b) Why?

3. Why your schoolmates should support?

rs/smsj/99/writing skills module11.3 Events W.S 2(T/SS) Model desc.

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AREASILO VOCAB. ACTIVITIES MATS. REF CCTS VALUES

11.4 Instructions/Processes & Procedures

Types Minutes of

Level 1Complete longer & challenging texts.Do guided writing for a purpose to inform, describe, persuade.Express feelings in

Descriptions of processes & procedures-undertaking a research project

bibliographycatalogue

Lesson 1( Minutes of a Meeting)

Act 1 : Guided Writinga. Brainstorm types of minutes

e.g. society, companies, political parties

b. T gives one sample of a minute minus

W.S 1(T)(complete)

Preston p. 307

EvaluatingIdentify causeGivingcausal explanationIdentify effect/conseq


Recount

30

meetings, obtaining info, from educational prospectus, interpreting charts & manuals, carrying out projects, writing letters of application for a job.

posters, newsletters.Enter & edit data.Author texts through substitution, addition.Write using templates & formats found in existing programs.


drafteditfootnoteoutlinequestionaire

Info. in manuals- Do-it-Yourself kits

casualtydo-it-yourselfemergencyextricatefollowfatalinvestigatoninstructionskitrecklessscrewsummonsstatisticswreckage

titles/headings.c. T write titles/.subheadings

on board in a jumbled up manner.- Mins. of the Board of

Librarian Meeting- Inter-board of librarians

Games- Matters Aaising- Date- Present- Welcome Speech by the

president- Jumble Sale- Saturday Activities- Year-end Sale- Venue- Library Week- Time- Orientation Day

d. SS write labels in correct space.e. Reading aloud of minutes.

W.S 1(SS)(Sample of Minuteswith gaps)

uencePredict consequenceMaking interpretationsSolving problemsIdentify fact & opinionMaking summariesIdentify bias statementsMaking generalisationsIdentify main ideas, supporting ideas, detailsClarifyingListingMaking AnalogiesHypothesising

(retell a seriies of events)







Types Minutes of

Level 3

Write to develop more complex ideas, events & information.Construct responses to materials read



Act. 2 Language Awareness

a. SS underlines verbs used in the sample minutes.

b. What tense is used? c. T highlights past, passive

and future forms in minutes

W.S1(similar sample of Minutes)

Making predictionsExplainingJustifyingGiving reasonsMaking relations/con


Response

31


pertaining to the nation.Use word processing programs to format & edit texts.Design, send & retrieve electronic cards.Use existing web page editors & post to remote server.




on board.d. T focuses on specific

vocabulary used in writing minutes e.g.s- proposed- seconded- unanimously accepted- objection- adjourned- proposal

e. Style and tone – formal, precise and concise.

Act 3: Parallel Writing

a. T gives a new situation & ss writes minutes based on the one they have learned; -“The first meeting f the ELS committee members was held recently. As a secretay, write out the minutes of the meeting.”

board

nections bet. ideasGiving accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies

(respond to an artistic work)



LEARNING AREAS



Types

Level 1Complete longer & challenging texts.Do guided writing for a purpose to inform, describe, persuade.


bibliography

Lesson 2Formal LetterAct. 1: Know Your Formata. Distribute a sample formal

letter with deleted parts.b. T writes missing parts on

board e.g.s :

W.S 2(T)W.S 2(SS)(Sample of formal

Mahir SPMp. 45



32

Minutes of meetings, obtaining info, from educational prospectus, interpreting charts & manuals, carrying out projects, writing letters of application for a job.

Express feelings in posters, newsletters.Enter & edit data.Author texts through substitution, addition.Write using templates & formats found in existing programs.


cataloguedrafteditfootnoteoutlinequestionaire



- Your address- Recipients address- Salutation- Signature etc.

c. SS decide which parts they belong to.

d. SS paste in exercise bk.

Act 2 Useful Expressions

a. SS given important expressions to use in letters of application for a job (with e.g.s)

b. In pairs./groups , SS wite out other suitable expressions.

c. T elicits answers or show on OHT.

d. SS add to list & paste in exercise book.

letter)

exer. bk

W.S 3(T)W.S 3(SS)(Useful Expressions)

OHT

exer. bk

Mahir SPM p77-79







Types Minutes of

Level 3

Write to develop more complex ideas, events & information.Construct responses to materials read



Act. 3: CVa. Distribute sample CV with

deleted parts.b. Brainstorm with SS what the

missing parts are: - personal details

- address

W.S 4(T)W.S 4(SS)(Sample CV)

Mahir SPMp.80-82

Making predictionsExplainingJustifyingGiving reasonsMaking relations/connections bet.


Response

33


pertaining to the nation.Use word processing programs to format & edit texts.Design, send & retrieve electronic cards.Use existing web page editors & post to remote server.




- date of birth,- telephone no.- IC No.- Marital Status- Education- references

c. Label the missing parts.

Act. 4: Now You Try

a. SS write a formal letter based on the following situation:

“You have just finished your SPM examination & hope to get a job while waiting for your results. You have always wanted to work in a fast-food restaurant. Write a letter of application to any of the fast-food restaurants in town, stating your particulars & qualifications & why you think they should employ you.”

boardexer.bk

Nota peperiksaan Preston, p. 164

ideasGiving accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies



rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 1(T)(Sample of Minutes)

34

rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 1(SS)(Sample minutes)

35

rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 2(T)(Sample of Formal Letter)

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rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 2(SS)(Sample of Formal Letter)

37

rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 3(T) (Useful Expressions)

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rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 3(SS) (Useful Expressions)

39

rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 4(T) (Sample CV)

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rs/smsj/99/writing skills module11.4 Instructions/Processes & Procedures W.S 4(SS) (Sample CV)

41



11.5 Nature Level 1Complete longer & challenging texts.Do guided writing for a purpose to inform, describe, persuade.Express feelings in

Messages in speeches- World Environment Day (Forest Conversation)environmenterosionpreservereplant



Response

42



responsiblesoil

Protection of Wild lifeendangeredextinctpoachprohibitprotectrarespeciesterminatesurvivewildlife

Info. in articles-Environmental Issues(waste disposal)alternativeburycollectconserveconservationdisposal drumenergyincineratorrecycle






11.6 Current Issues


Opinions on social issues- child abusebatteredinjureneglectpublic awarenessviolence

Lesson 1

Act. 1: “The Drug Addict”

a. T explains to SS that they are going to write part of an info. brochure for warning



Response

43



welfare centersymptomcausesinfectionssuffersufferingtreatmentcheck-up

Information in charts

borderless worldhorizontalaccessibilityharmonyconceptgoodwillglobalorganizationpositionR&D cluster

against the use of drugs.b. T reads the opening lines:

Drug addicts are people who become ‘hooked’ on hard drugs and cannot stop taking them. Plenty of drug addicts have said that if they had known the whole story from the beginning they would not have started. Would you open a medical box and experiment by taking some of the pills you found in it? You are not likely to be so stupid. So why take drugs? Life for a drug addict is very hard….c. SS are going to finish the

abstract by describing the effects of drug addiction.

d. SS individually make a mind map of effects of drug addiction ( 5 mins)

e. T elicits ideas & make a ‘class map’ of ideas on board using a fishbone mind map

blank paper

board

Hedge, T, Writing Skills (adapted)




rs/smsj/99/writing skills moduleLEARNING AREAS


11.6 Current Issues


verticalworld citizenworldwide manufacturing websacrificevision

f. SS improve on their mind map based on the class map.

Act.2: Useful Expressions

a. T continues task by gathering ideas on some useful collocations.

W.S(T)(Sample mind map for T)



Response

44



b. In pairs SS complete the list on useful expressions.

c. T takes one effect & show the different ways in which this can be expressed.

CauseE.g. Drug addicts can become very moody & sometimes violent.

EffectE.g. -This can lead to break-up of families. -One effect is that families break up.-…as a result of which families sometimes break up.

board/OHT





11.6 Current Issues W.S 1 (T) The Drug Addict

45



The Narrative - Introductory paragraphs: some approaches

Lesson 1Act 1: True or False?a. T gives SS a list of

statements about a narrative and SS tick against the statements that are true.

b. T discuss the statements with SS.

W.S 1(T)W.S 1(SS)

www.cod.edu/dept/kiesdan/engl-101/narrativ.htm



Response

46

http://www.cod.edu/dept/kiesdan/engl-101/narrativ.htm



c. T exposes SS to the principles and conventions of writing narrative essays.

Act. 2 : How do I Start?a. T explains that the intro.

paragraph determines whether the reader is interested to read on or not. It acts as a signpost at the beginning of a trail.

b. T shows the different approaches to start an intro paragraph:- Begin with an episodic

narration. Start with one event which is par t of a series of events in a story. ( Can use direct speech)

- Begin with a general statement

- Begin with a definition- Begin with a

quotation/proverb/saying

W.S 2(T/SS)

Bridge To Success






The Narrative - Introductory paragraphs: some approaches

Act 3 : Now you Try a. SS tries writing an

introductory paragraph after going through the samples.

b. T writes the topics on board and allow students to choose

exer. bk

board



Response

47

one that they like:

- Describe an occasion when you received an unexpected gift.

- Give an account of a visit you made to a sick friend in hospital. Describe your feelings.

- Write about the thrills of a first experience.

- Write a story: ‘But you agreed to take me!’ she cried. “ I will never believe you again.’

- Write a story with the ending: ‘…..We promised to keep in touch.’





LEARNING AREAS


The Narrative Strategies in paragraph writing:

- how to do parallel-writing

- how to

Lesson 2Act 1: Paragraph writing

a. T introduces the words ‘topic sentence’ on the board and elicits responses from SS.

b. SS write the definition in

G.O 1(T)board

exer. bk

www.cod.edu/dept/kiesdan/engl-101/narrativ.htm



Response

48




elaborate a topic sentence using 4 ways:

a. definitionb. Addition of

facts.c. Use of reasonsd. Use of

comparisons.

their exer. books.c. T elicits from SS the

different ways of elaborating/expanding a topic sentence.

d. SS copy in exercise book.

Act. 2: Model Paragraphs

a. T shows some e.g.s of model paragraphs on how to elaborate a topic sentence.

Act.3 : Parallel writing

a. SS write parallel paragraphs based on the examples given in exercise books.

W.S3(T/SS)

exercise book

Bridge To Success






The Narrative Lesson 3Act. 1: Short Story-A Sample

a. T shows how a narrative is usually developed by using a diagram.

b. SS copies diagram into their

W.S4 (T)(Diagram on

Bridge to Successp 38 ff



Response

49

exercise books.c. T goes through one sample

of a narrative and show how the sample follows the planning part.

d. T highlights the notes in the margin of sample essay and draws SS to the elements of a narrative previously learned.

developmnt of a narrative)

WS5 (T/SS)





Narrative W.S 1(T)

TRUE OR FALSE?

Tick or cross the following statements about a narrative:

a. The purpose of the narrative is to tell a story. f. You must involve the reader when writing a narrative

b. You don’t need details in a narrative to support, explain & enhance your g. A narrative essay is usually written in the first person i.e. “I” story.

50

c. You can also use the third person e.g. “he”, “she”, “it”. h. A narrative usually has five paragraphs.

d. The purpose of the narrative is also to inform, clarify, define, explain and i. In writing a narrative, you don’t need concrete, sensory details to analyse. to convey the point.

e. A narrative include these story conventions : a plot, setting, characters, a climaxand an ending.

SO WHAT IS A NARRATIVE ESSAY?

A narrative essay has the following qualities:

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

rs/smsj/99/writing skills moduleNarrative W.S 1(SS)

TRUE OR FALSE?

Tick or cross the following statements about a narrative:

a. The purpose of the narrative is to tell a story. f. You must involve the reader when writing a narrative

f. You don’t need details in a narrative to support, explain & enhance your g. A narrative essay is usually written in the first person i.e. “I” story.

51

g. You can also use the third person e.g. “he”, “she”, “it”. h. A narrative usually has five paragraphs.

h. The purpose of the narrative is also to inform, clarify, define, explain and i. In writing a narrative, you don’t need concrete, sensory details to analyse. to convey the point.

i. A narrative include these story conventions : a plot, setting, characters, a climaxand an ending.

SO WHAT IS A NARRATIVE ESSAY?

A narrative essay has the following qualities:

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

rs/smsj/99/writing skills moduleNarrative W.S 2(T/SS)

HOW DO I START? (introductory paragraphs)When starting a narrative, you can start n the following ways:

- Begin with an episodic narration. Start with one event which is par t of a series of events in a story. ( Can use direct speech)- Begin with a general statement- Begin with a definition- Begin with a quotation/proverb/saying

Based on the above, which are most suitable for narrative writing?

Sample introductory paragraphs:

52

p 27-28 bridge

rs/smsj/99/writing skills moduleNarrative G.O 1(SS)PARAGRAPH-WRITING

53

A topic sentence is ….

rs/smsj/99/writing skills moduleNarrative W.S 3(T/SS)MODEL PARAGRAPHS

P 22-24 bridge

54

How can I elaborate/expand a

topic sentence?

rs/smsj/99/writing skills moduleNarrative W.S 4(T) (Diagram)DEVELOPMENT OF A NARRATIVE

55

rs/smsj/99/writing skills moduleNarrative W.S 5(T) Sample short storySAMPLE SHORT STORY

p 39 bridge p40-41

56

LEARNING AREAS


DescriptiveWriting (Places)

Lesson 1Act. 1: Describing a place

a. T distributes a worksheet with a given topic-‘Describe the place to which you would like to go for a holiday’.

b. T leads a class discussion on board

Making predictionsExplainingJustifyingGiving reasonsMaking relations/connections bet. ideasGiving


Response(respond to an artistic

57

what to include when writing a description of a place:- location- places to visit/see- highlights(e.g.

food/unusual attractions)- things to do- people- accommodation- weather

c. T lists out on board.d T focusses on the type of language to use:

- Adjectives e.g - panoramic view- pollution-free water- Adverbs e.g - roam freely- Pairs of words e.g.- hustle and bustle- Idiomatic expressions

e.g. in al weathers

Bridge to Success p 45

accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies

work)




DescriptiveWriting (Places)

Brainstorming on what aspects to be included based on the task given.

Planning the composition

Writing a full-length

Act. 2 : Writing out

a. T shows an example of an essay plan for the topic.

b. Taking points from para. 3-7 , SS are divided into groups to discuss what suitable adjectives and adverbs that can be used . Use W.S 6.

W.S 6 (T/SS)




58

composition based on the plan.

c. SS are asked to write the composition in 350 words.

Act. 3: Compare and Contrast

a. T distributes G.O 2 to the SS.

b. SS compare and contrast between the narrative and the descriptive compositions using the criteria suggested.

c. Invite any other criteria SS may come up with.

G.O 2 (T)G.O 2(SS)


work)



LEARNING AREAS


DescriptiveWriting (Person)

Brainstorming on what aspects to be included based on the task given.

Planning the composition.

Giving supporting

Act. 1 : Planning Out

a. T gives a worksheet with an incomplete plan of a descriptive essay entitled ‘ My favourite Aunt’

b. SS complete the W.S with supporting details.

c. T elicits SS work in a class

W.S 7 (T)W.S 7 (SS)

Bridge to Success p.48ff




59

details.

Writing a full-length composition based on the plan.

discussion.d SS write out composition using the plan given in 350 words.

Act. 2: The 5-para essay

a. T introduces another alternative to essay planning.

b. SS are give a sample outline/plan of a 5-para essay to study.

c. T gets SS to point out verbally the differences bet. this alternative to the ones they have just learned.

d. SS are given a sample of a 5-para essay entitled ‘The Hazards of Movie-going’.

e. SS read the model and complete the essay plan/outline.

W.S 8 (T/SS)

W.S 9 (T/SS)

W.S10(SS)

www. members. tripod.com


work)


rs/smsj/99/writing skills moduleDescriptive Writing W.S 6 (T/SS)WRITING OUT

Essay Plan: P. 45 SUITABLE ADJECTIVES AND ADVERBS

P3: Beaches

60

P4: Botanical Gardens

P5: Butterfly farm

P6: Variety of food

P7: Ideal getaway

rs/smsj/99/writing skills moduleDescriptive Writing G.O 2 (T)COMPARE AND CONTRAST

TAKE FROM BESTARI –HANDWRITE CAEGORIES

61

rs/smsj/99/writing skills moduleDescriptive Writing G.O 2 (SS)COMPARE AND CONTRAST

THE SAME BUT LEAVE BLANK

62

rs/smsj/99/writing skills moduleDescriptive Writing W.S 7 (T)PLANNING OUT

COMPLETE PLAN P 49bridge

63

rs/smsj/99/writing skills moduleDescriptive Writing W.S 7 (SS)PLANNING OUT

64

rs/smsj/99/writing skills moduleDescriptive Writing W.S 8 (T/SS) (Sample Outline)THE 5-PARA ESSAY

paste outline from p21

65

rs/smsj/99/writing skills moduleDescriptive Writing W.S 9 (T) (Sample essay)THE 5-PARA ESSAY

paste essay from internet

66

rs/smsj/99/writing skills moduleDescriptive Writing W.S 10 (T) (Outline/Plan)THE 5-PARA ESSAY

paste plan from movie essay

67

rs/smsj/99/writing skills moduleDescriptive Writing W.S 10 (SS) Outline/PlanTHE 5-PARA ESSAY

-INCOMPLETE PLAN

68



Argumentative/Persuasive Writing

Getting to know argumentative writing.

Writing conventions.

Topic vocabulary

Discourse markers and signals.

Lesson 1Act. 1 : Which is which?

a. T gives a list of essay titles and ask SS in pairs to classify them into categories:- narrative- descriptive and- argumentative

W.S 1 (T)W.S 1 (SS)

Bridge to Success p.51




69

b. T elicits responses from SS on their categories.

c. T leads discussion on what argumentative compositions are and their characteristics & ways to tackle them.

d. T lists out on board the following criteria:

Argumentative Writing may require you to do one of the following:-To present a viewpoint (i.e. to argue for or against a topic OR to argue in such a way so as to persuade the reader to agree wit you)- To discuss the pros and cons of the topic-To try to solve a given problem

board


work)



LEARNING AREAS



Strategies to use:Intro. para- state your stand on the topicSupporting paragraphs - present the facts clearly and forcefully - give accurate facts - use specific examples &

Making predictionsExplainingJustifyingGiving reasonsMaking relations/connections bet. ideas


Response(respond to

70

illustrations to support your argumentConclusion - reiterate your stand

Act.2: Topic Vocabulary

a. T gives out a worksheet on topic vocabulary needed for argumentative writing.

b. SS in groups/pairs complete the list.

c. Class discussion.

Act. 3 : Transition Words

a. SS are given a list of transition words & phrases/ discourse markers needed in essay-writing.

b. T goes through list with them the importance of discourse markers and compares with BM.

W.S 2 (T)W.S 2(SS)

W.S 3(T/SS)

Bridge to success p. 52

www. english.tamu/wcenter/argumentative.html

Giving accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies

an artistic work)



LEARNING AREAS



Lesson 2Act. 1 : Pros and cons

a. T gives out G.O on the topic ‘What are the advantages and disadvantages of students participating in



Response

71

sports?b. SS in groups think of some

advantages and disadvantages and complete the g.o.

c. SS attempt the composition in about 350 words.

G.O 1 (T)G.O 1 (SS)

Bridge p 53ideasGiving accurate observationsGiving info.SynthesisingMaking inductionsIdentifying/Gathering/Arranging/Presenting Info.Making associationsComparing & contrastingClassifying/Grouping/CategorisingGathering Info.DebatingGiving opinionsIdentify trends/patterns/tendencies



rs/smsj/99/writing skills moduleArgumentative W.S 1 (T)WHICH IS WHICH?

The following are jumbled up essay titles. Can you sort them out into the following categories?

Someone in my family deserves an award The day I felt very proud My next door neighbour The day I lost my temper

My dream car Shopping Homework Describe how you spent last weekend My perfect home Boys should learn to cook My mother

It is said that travel broadens the mind. What is your opinion? Write a story about an unexpected failure. A lucky escape

72

Small families are happier families. Do you agree? Write a story that ends: “….we looked at each other and smiled” Do money and possessions bring happiness?

NARRATIVE ARGUMENTATIVE DESCRIPTIVE

rs/smsj/99/writing skills moduleArgumentative W.S 1 (SS)WHICH IS WHICH?

The following are jumbled up essay titles. Can you sort them out into the following categories?

Someone in my family deserves an award The day I felt very proud My nex t door neighbour The day I lost my temper

My dream car Shopping Homework Describe how you spent last weekend My perfect home Boys should learn to cook My mother

It is said that travel broadens the mind. What is your opinion? Write a story about an unexpected failure. A lucky escape

73

Small families are happier families. Do you agree? Write a story that ends: “….we looked at each other and smiled” Do money and possessions bring happiness?

NARRATIVE ARGUMENTATIVE DESCRIPTIVE

rs/smsj/99/writing skills moduleArgumentative W.S 2 (T)TOPIC VOCABULARY

paste p52-REARRANG THEN DELETE NO.D & SUBTOPICS

74

rs/smsj/99/writing skills moduleArgumentative W.S 2 (SS)TOPIC VOCABULARY

1. To introduce the list of advantages and disadvantages/viewpoints

Firstly/ In the first place/ The first advantage or disadvantage is that…

2. To continue your argument(s)Furthermore, In addition

75

3. To emphasise

Without question/ Unquestionably/ Undoubtedly/ Undeniably

4. To give examples to support your arguments

For example

5. To give an opposing point or opinion

On the other hand

6. To make conclusions

Therefore/ As a result

rs/smsj/99/writing skills moduleArgumentative W.S 3 (T/SS)-1TRANSITION WORDS

The following are transition words that you will need in writing your compositions:

paste internetmats.

76

rs/smsj/99/writing skills moduleArgumentative W.S 3 (T/SS)-2TRANSITION WORDS

The following are transition words that you will need in writing your compositions:

paste internetmats.

77

rs/smsj/99/writing skills moduleArgumentative G.O 1 (T)PROS AND CONS

Complete the following graphic organiser:

What are the advantages and disadvantages of students participating in sports?

78

Paragraph 1 : Pro Topic Sentence

Specific Support

Specific Support


Specific Support

Specific Support


Argumentative G.O 1 (T)

79

PROS AND CONSParagraph 3 : Con Topic Sentence

Specific Support

Specific Support

Paragraph 4 : Con Topic Sentence

Specific Support

Specific Support

Concluding Paragraph Reword thesis

rs/smsj/99/writing skills moduleArgumentative G.O 1 (SS)

80

PROS AND CONS

Complete the following graphic organiser:What are the advantages and disadvantages of students participating in sports?


Specific Support

Specific Support


Specific Support

Specific Support


Argumentative G.O 1 (SS)

81

PROS AND CONSParagraph 3 : Con Topic Sentence

Specific Support

Specific Support

Paragraph 4 : Con Topic Sentence

Specific Support

Specific Support

Concluding Paragraph Reword thesis


82

THE ENDCOPYRIGHT CONTROLLED

Rahmah Hj Sayuti

83

writing skills module-form 5 1999

Documents

people prominent personalities

prominent personalities

contributions e

description of personalities

ss topic vocabulary

vocabulary building

famous people

master list