I created a new final for ESOL/ESL 530. The new writing exam uses a short article. The directions, article, and rubric are posted below. The article is lower than the level expectations, but the focus is for students to implement an article. This skill doesn’t occur or is taught until level 4. >>>Final Directions<<< >>>Article<<< >>>Rubric<<< Dglenn
Tag: writing
Level 3 Integrating Articles
In level 3 integrated skills I have encouraged and implemented simple articles for students to use for their essays. Students must mention the article once in their essays. This is an attempt to bridge the gap and help students transition easier into using articles. Directions: Examine multiple articles with students on various topics. Articles can be found on Newsela.com. Have students write down their opinions then share with the class about topic/prompt. Introduce the article. […]
Writing Practice Past Tense
I have found writing in steps leading up to the picture works well. This activity promotes students to use their imagination to create a story of the past. Directions: 1. I ask students to write about what they did before the went to class. I give an example on the board about what I did. I also present the PowerPoint with the initial questions. 2. Check examples and help with creativity. 3. Brainstorm with the […]
Brainstorming for High Level Writing
This is a power point I use to present different ways to brainstorm. Before the presentation or doing the presentation I give examples of what each brainstorming technique is. The topics are a survey of all the essays this class covers. After this I assign homework for them to practice these techniques and when they return they will have a quiz on this (given around 7 minutes per prompt). Directions: Teach or walk the class […]
Top 3: Revision of Higher Level Writing Idea
I have been teaching writing for a while and at another school where we have department finals. For higher levels instead of giving a ton of comments and feedback, I focus on a Top 3. These are three areas I feel are most important for improvement. Students must improve for their revision and then highlight/bold. After they turn it in, examine and provide additional feedback. If students can focus on certain areas, teachers will see […]
Word Family Framework – Vocabulary
http://www.teachingenglish.org.uk/article/word-family-framework What is the Word Family Framework (WFF)? The WFF is a searchable resource for teachers and learners of English that consists of over 22,000 vocabulary items arranged according to six levels aligned to the Common European Framework of Reference for Languages (CEFR).. Start using the Word Family Framework What can the WFF be used for? The WFF can be used by institutions, teachers and learners to construct target vocabularies for individual learning, syllabus and lesson […]
Showing versus Telling – Building Support
This lesson illustrates to students how to write “telling” versus “showing” paragraphs. That is, student are shown the difference between a paragraph that merely states reasons rather than develops them through explanation, examples, or specific details. The lesson proceeds as follows after discussing components of a paragraph from previous lessons: Project on the screen the first model of a “telling” paragraph. Read the paragraph aloud and then ask students to complete the comprehension questions following. […]
Smart Phones and You – Research Results
This unit/module focuses on the negative effects that smart phones are playing in our life in terms of memory and our attention via an article entitled “How Smartphones Hijack Our Minds,” by Nicholas Carr, October 6, 2017. The article is rather lengthy so best to do this towards the end of the semester than at the beginning. With that in mind, the unit/module focuses on teaching students how to relay research results in a […]
Sentence Structures – Five basic
This lesson entails familiarizing our students with some of the basic sentence structures in English – especially where word order is concerned. See handout attached to begin and later expand this lesson to other English structures. The lesson entails beginning with the basic subject-verb structure and ending with subject-verb-noun structure shown on the handout. The instructor writes the first structure and ask students from the various language-groups represented in the class to come to the […]
Practice for a Writing Test
<<Practice Midterm>> I used this handout to prepare students for the writing midterm in integrated skills level 3. We began by looking at the prompt together. We focused on noticing verb tenses used in the prompt and what verb tenses they should use responding to the prompt, with me annotating the prompt on the document camera (with students writing it out on the handout to help plan). We then talked about what a topic sentence […]