Cover page
CHL2601
ASSIGNMENT 13
Student number
58403132
2022
, Question 1
BUILDING VOCABULARY AROUND THE THEME
Read the topic vocabulary words and sort it alphabetically. To arrange the word wall
cards, students can write on them or move them around.
Select two terms to contrast and compare in a conversation or with the use of a Venn
diagram.
Additionally, this is a fantastic approach to target a feature, function, or class.
- Let pupils choose a word and illustrate it to show that they understand the vocabulary term.
- Choose one to three words, and then ask students to create a statement containing them
all.
DEVELOPING A WRITING FRAMEWORK
Establish, maintain and consolidate.
Establish purpose for reading and determine the text type
The pupils collaborate in groups of three or two. A portion of a narrative is read aloud
by the teacher, who then instructs the class on how to continue the story in pairs.
(Typically, this entails introducing dialogue or description.)
After the learners have supplied a section to the story, the teacher will dictate the
following section and urge them to add more.
This procedure can go on for five or six paragraphs or up until participants become
focused.
Give the pupils enough time to practice using sound effects and playing their roles.
The stories are then all heard by the kids.
Asking your pupils to create a few comprehensions check questions for their stories might
help you concentrate their attention throughout the listening activity
GUIDING LEARNERS THROUGH THE DIFFERENT PHASES OF WRITING AND EDITING
AND IMPROVING
ON THEIR DRAFTS
Though the use of the following phases which are: Semi-phonetic phase, Pre-communicative
phase,
Phonetic phase, Transitional and Orthographically correct I can guide my pupils in writing
and editing drafts.
During the planning phase, learners need to understand what it is they need to write
about, and then generate ideas accordingly. This can be done with the help of a
visual diagram where ideas are organised under suitable headings.
The purpose of writing a draft is not to write the same story twice or find all the
spelling errors, but to teach the learners that writing is a process. We seldom do our
best on the first go.
CHL2601
ASSIGNMENT 13
Student number
58403132
2022
, Question 1
BUILDING VOCABULARY AROUND THE THEME
Read the topic vocabulary words and sort it alphabetically. To arrange the word wall
cards, students can write on them or move them around.
Select two terms to contrast and compare in a conversation or with the use of a Venn
diagram.
Additionally, this is a fantastic approach to target a feature, function, or class.
- Let pupils choose a word and illustrate it to show that they understand the vocabulary term.
- Choose one to three words, and then ask students to create a statement containing them
all.
DEVELOPING A WRITING FRAMEWORK
Establish, maintain and consolidate.
Establish purpose for reading and determine the text type
The pupils collaborate in groups of three or two. A portion of a narrative is read aloud
by the teacher, who then instructs the class on how to continue the story in pairs.
(Typically, this entails introducing dialogue or description.)
After the learners have supplied a section to the story, the teacher will dictate the
following section and urge them to add more.
This procedure can go on for five or six paragraphs or up until participants become
focused.
Give the pupils enough time to practice using sound effects and playing their roles.
The stories are then all heard by the kids.
Asking your pupils to create a few comprehensions check questions for their stories might
help you concentrate their attention throughout the listening activity
GUIDING LEARNERS THROUGH THE DIFFERENT PHASES OF WRITING AND EDITING
AND IMPROVING
ON THEIR DRAFTS
Though the use of the following phases which are: Semi-phonetic phase, Pre-communicative
phase,
Phonetic phase, Transitional and Orthographically correct I can guide my pupils in writing
and editing drafts.
During the planning phase, learners need to understand what it is they need to write
about, and then generate ideas accordingly. This can be done with the help of a
visual diagram where ideas are organised under suitable headings.
The purpose of writing a draft is not to write the same story twice or find all the
spelling errors, but to teach the learners that writing is a process. We seldom do our
best on the first go.
