1.
Jumbled
words are given, students will make sentences.
2.
Jumbled
phrases are given, students will make sentences.
3.
In
a simple sentence, complete subject is given; students will complete the
sentences.
4.
In
complex and compound sentences, first half is given; the students will write
the other half.
5.
In
complex and compound sentences, two parts are given; the students will put the
conjunctions given.
6.
One
part of a sentence is given; students will choose the other part from
alternatives.
7.
In
a big sentence simple words are used, students will use synonymous difficult
words or phrases given.
8.
Brainstorming
Activity: Brainstorming types are taught first through sample, Title of the
paragraph is given, Ss will brainstorm in groups,
9.
Paragraph
structure (Sample is given and Ss will read and understand):
Introducer—Developer—Terminator: Title of the paragraph is given; students will
write Introducer/Developer/Terminator.
10. Paragraphs are given, students
will give suitable TITLES. [Ss will work group wise and then they will write
the TITLE on the board. Whole class will select the BEST TITLE.]
11. Title of a paragraph is given;
KEY words and Phrases are also given. Now students will write the paragraph.
12. Title of a paragraph is given;
sentences are given in jumbled order. Students will rearrange the sentences.
13. A paragraph is given. Students
will rewrite the paragraph. They will change simple sentence into complex or
compound, linking verbs into action verbs, simple words into standard words or
phrases.
14. A printed essay is given with
paragraph numbers. Title is separately given to Ss. Now the students will
sequence the paragraphs.
15. Types of Essays: Samples are
given to read, Ss will find out the sentences with the types of essays. How to
develop argument—samples are given.
16. Writing Quality: Two paragraphs
are given on the same topic. Now the Ss will read, analyze, and compare them in
terms of quality. (Organizing, word choice, smoothness, completeness of the
paragraphs and the essays, cohesion and coherence, use of
collocations/idiomatic expressions, sentence types (complex—compound, and other
i.e. sentence variety), errors, grammar)
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