Республикасы Оқу-ағарту министрлігі
жүктеу/скачать 0.79 Mb.
|
| Linking sentences into coherent paragraphs using basic connectors is an important skill. In grade 5 students learn how to use conjunctions so , if, when , where, before, after to link parts of sentences. In grade 6 they use conjunctions if , when, where, so, and, or, but, because, before, after to link parts of sentences in short texts. Further, in grade 7 students start incorporating because, since, as to explain reasons. In grade 8 students should use a variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations. In grade 9, students learn how to convey contrast and purpose by using a variety of conjunctions including so that, (in order to) although, while, and whereas.
In Grade 6 students continue learning how to build a paragraph. They begin learning key features of different types of texts and genres. For example, students produce a short email to a friend using basic descriptive vocabulary or write a blog entry describing their personal option about a person, place or object. Understand the basic principles of addressing the purpose and the audience of the written message. Also, students learn how to connect their ideas using simple connectors and transitional expressions. Students should use assessment rubrics to improve their written work. Teachers should provide support to students according to their needs. In grade 7, students should be able to create coherent texts such as a short story (narrative writing) about real and imaginary past events, activities and experiences, and emails. A narrative, like a description, relies on specific details, but it is also different from a description because it covers events in a time sequence. While a description can be about a person, a place, or an object, a narrative is always about happenings: events, actions, and incidents. Interesting narratives do more than just tell what happened. They help the reader become involved in the story by providing vivid details. These details come from own memory, observation, or reading. The difficult part of writing a narrative is making sure that it has a point. That point will be included in the topic sentence. The point of a narrative is the meaning of the incident or incidents you are writing about. To get to the point of the narrative, students may work on t questions like these first : What did I learn? What is the meaning of this story? What is my attitude toward what happened? Did it change me? What emotion did it make me feel? Was the experience a good example of unfairness, kindness, generosity, or some other quality? Using checklists is an effective tool to improve students writing. Example of a checklist for revising the draft of a narrative paragraph: Is my narrative vivid? Are the details clear and specific? Does the topic sentence fit all the details? Are the details written in a clear order? Do the transitions make the narrative easy to follow? Have l made my point? In grade 8 students should be able to identify key features of the formal and informal language registers and the audience and purpose of written texts. Students will produce letters, emails, reports, and reviews and use a range of grammar and vocabulary. Teaching writing as a process Process Writing is an approach to teaching writing that allows the teacher and the students to go through the process of producing a text together. In process writing, students have the chance to think about what they are going to write, produce drafts, revise, edit, and give and receive feedback on their work before coming up with the final version of the text. Writing is a «productive» skill and the stages of a writing lesson differ from that of receptive skills, like reading. The process of writing consists of: Planning Drafting (wring first drafts) Revising Editing жүктеу/скачать 0.79 Mb. Достарыңызбен бөлісу:
|