Introduction to Genres

The Genre Approach to Teaching of Reading and Writing

For the purpose of this module, the genre-based approach (text-based approach) has been
adopted to help students notice the reading writing connection. Providing good samples of
relevant genres help students to notice and demonstrate good writing skills. In the reading
segment, focus will be on key reading strategies based on selected texts. The same texts will
be used to teach writing using the threestage method.

Identifying Genres
Study the genres (text types) reproduced below. Try to identify and list them in the space
provided below.

1.

_____________________________

2.

_____________________________

3.

_____________________________

4.

_____________________________

5.

_____________________________

6.

_____________________________

7.

_____________________________

8.

_____________________________

Tapping on Prior Knowledge

5 Questions
As Teachers of Reading, our focus will be to help our learners to be effective lifelong readers.
We need to teach them comprehension skills which draw heavily on the three approaches to
reading. The five questions below will help you to reactivate your prior knowledge on these
three approaches.

1. An approach to reading where the reader tries to make meaning from the text
O Top-down
O Bottom-up
O Interactive
O Scanning

2. An important element in reading comprehension

O Understand all the words in the text
O Understand the meaning from context
O Answer all the comprehension questions
O Read aloud fluently

3. What is the indication of good reading habit?

O Read aloud the text
O Try to understand every word in the text
O Read the text to understand unfamiliar words
O Find meaning of unfamiliar words in the dictionary

4. Below are good reading strategies except

O Identify the text structure
O Make prediction while reading
O Scan the text for the gist of the story
O Read aloud the text for unfamiliar words

5. While skimming and scanning, learners try to summarize the text. What is the first step in
summarizing?
O Get the gist
O Read in chunks
O Make connection to prior knowledge
O Infer the meaning of unfamiliar words

CLICK NEXT TO CHECK YOUR ANSWERS.

The Three approaches

1.An approach to reading where the reader tries to make meaning from the text
O Top-down
O Bottom-up
O Interactive
O Scanning
Answer: bottom-up

2. An important element in reading comprehension

O Understand all the words in the text
O Understand the meaning from context
O Answer all the comprehension questions
O Read aloud fluently
Answer: Understand the meaning from context

3. What is the indication of good reading habit?

O Read aloud the text
O Try to understand every word in the text
O Read the text to understand unfamiliar words
O Find meaning of unfamiliar words in the dictionary
Answer : read the text to understand unfamiliar words

4. Below are good reading strategies except

O Identify the text structure

O Make prediction while reading
O Scan the text for the gist of the story
O Read aloud the text for unfamiliar words
Answer: read aloud the text for unfamiliar words

5. While skimming and scanning, learners try to summarize the text. What is the first step in
summarizing?
O Get the gist
O Read in chunks
O Make connection to prior knowledge
O Infer the meaning of unfamiliar words
Answer: get the gist

Note: For more information, refer to the three approaches to reading below:

Think Aloud Protocol

In teaching reading, what the teacher actually teaches are the skills rather than the
content. Language is just the vehicle. Efficient readers utilize a repertoire of reading
skills. Therefore, teachers need to demonstrate and model these skills to enhance
understanding. One of the ways to demonstrate the skills is through a think aloud
protocol.

Think Aloud Strategy

What Is It?
The think-aloud strategy asks students to say out loud what they are thinking about when
reading, solving math problems, or simply responding to questions posed by teachers or other
students. Effective teachers think out loud on a regular basis to model this process for
students. In this way, they demonstrate practical ways of approaching difficult problems while
bringing to the surface the complex thinking processes that underlie reading comprehension,
mathematical problem solving, and other cognitively demanding tasks. Thinking out loud is an
excellent way to teach how to estimate the number of people in a crowd, revise a paper for a
specific audience, predict the outcome of a scientific experiment, use a key to decipher a
map, access prior knowledge before reading a new passage, monitor comprehension while
reading a difficult textbook, and so on. Getting students into the habit of thinking out loud
enriches classroom discourse and gives teachers an important assessment and diagnostic
tool.

Understanding Think Aloud protocol

Why Is It Important?
By verbalizing their inner speech (silent dialogue) as they think their way through a problem,
teachers model how expert thinkers solve problems. As teachers reflect on their learning
processes, they discuss with students the problems learners face and how learners try to solve
them. As students think out loud with teachers and with one another, they gradually internalize
this dialogue; it becomes their inner speech, the means by which they direct their own
behaviors and problem-solving processes (Tinzmann et al. 1990).

Therefore, as students think out loud, they learn how to learn. They learn to think
as authors,mathematicians,anthropologists, economists, historians, scientists, and artists.
They develop into reflective, metacognitive, independent learners, an invaluable step in helping
students understand that learning requires effort and often is difficult (Tinzmann et al. 1990). It
lets students know that they are not alone in having to think their way through the problemsolving process.

Think-alouds are used to model comprehension processes such as making predictions,

creating images, linking information in text with prior knowledge, monitoring comprehension,
and overcoming problems with word recognition or comprehension (Gunning 1996). By
listening in as students think aloud, teachers can diagnose students' strengths and weakness.
"When teachers use assessment techniques such as observations, conversations and
interviews with students, or interactive journals, students are likely to learn through the process
of articulating their ideas and answering the teacher's questions" (National Council of Teachers
of Mathematics 2000).

How Can You Make It Happen?

Modeling Thinking Out Loud

Asking students to use a strategy to solve complex problems and perform sophisticated tasks
is not enough. Each strategy must be used analytically and may require trial-and-error
reasoning. Thinking out loud allows teachers to model this complex process for students. For
example, suppose during math class you'd like students to estimate the number of pencils in a
school. Introduce the strategy by saying, "The strategy I am going to use today is estimation.
We use it to . . . It is useful because . . . When we estimate, we . . ."

Next say, "I am going to think aloud as I estimate the number of pencils in our school. I want
you to listen and jot down my ideas and actions." Then, think aloud as you perform the task.
Your think-aloud might go something like this:

"Hmmmmmm. So, let me start by estimating the number of students in the building. Let's see.
There are 5 grades; first grade, second grade, third grade, fourth grade, fifth grade, plus
kindergarten. So, that makes 6 grades because 5 plus 1 equals 6. And there are 2 classes at
each grade level, right? So, that makes 12 classes in all because 6 times 2 is 12. Okay, now I
have to figure out how many students in all. Well, how many in this class? [Counts.] Fifteen,
right? Okay, I'm going to assume that 15 is average. So, if there are 12 classes with 15

students in each class, that makes, let's see, if it were 10 classes it would be 150 because 10
times 15 is 150. Then 2 more classes would be 2 times 15, and 2 times 15 is 30, so I add 30 to
150 and get 180. So, there are about 180 students in the school. I also have to add 12 to 180
because the school has 12 teachers, and teachers use pencils, too. So that is 192 people with
pencils."

Continue in this way.

When reading aloud, you can stop from time to time and orally complete sentences like these:

So far, I've learned...

This made me think of...

That didn't make sense.

I think ___ will happen next.

I reread that part because...

I was confused by...

I think the most important part was...

That is interesting because...

I wonder why...

I just thought of...

Think Aloud Protocol in Action

By now, you have read the text on the Think Aloud Protocol. It is used to demonstrate a
skill/strategy in action. View the video clip on how a teacher demonstrates the skill of making
prediction in a narrative/story. Focus on what she said to the learner and how she does the
think aloud based on an excerpt in the text.

Assignment 1: Think Aloud Protocol

Submit Assignment

Due Mar 20 by 9:59am

Points 20

Submitting a file upload

Available Feb 21 at 11pm - Mar 19 at 11:59pm 27 days

Find a text from any genres to teach reading to your students.

Plan a Think Aloud Protocol using the stimulus chosen.

Include classroom talk in your lesson procedures (Teacher &

students interaction)

*due date is 20 March 2016.

Rubric
Canvas Support TEST Rubric
Canvas Support TEST Rubric
Criteria

Ratings

On time
submissions

Before due date

After due date

5 pts

0 pts

Teaching

Teaching steps are clearly

Teaching steps are

Pts
5 pt
s
No teaching

5 pt

Canvas Support TEST Rubric

Criteria

Ratings
written. Steps are wellsequenced.

steps

Pts

somewhat clear.

steps provided

3 pts

0 pts

5 pts

Grammatical
Errors

TeacherStudent
Interaction

No
grammati
cal errors
5 pts

Assignment
contains 3
or less
grammatica
l errors

Assignment
contains 46
grammatic
al errors

Assignment
contains 79
grammatic
al errors.

Assignment
contain 10
or more
grammatica
l errors.

4 pts

3 pts

2 pts

1 pts

Teacher-student
Interactions are
appropriate to teaching
steps

Teacher-student
Interactions are
somewhat clear
3 pts

5 pts

No teacherstudent
interaction
provided.

5 pt
s

5 pt
s

0 pts

Total Points: 20

Assignment 2: Think Aloud Report

Submit Assignment

Due Mar 20 by 9:59am

Points 10

Submitting a file upload

Available Feb 21 at 11pm - Mar 20 at 9:59am 27 days

Implement your Think Aloud protocol in your classroom.

Submit a reflection on the lesson by 20th March 2016.

Reading Strategies
In this module, we will discuss 4 reading strategies that you can use in your classroom.

Reading Strategy 1: Prediction

Please note that Prediction strategy has been demonstrated in the
Think Aloud video.Please refer to the video on Week 1: Think Aloud
Protocol in Action.

Reading Strategy 2: Inferencing

We have established that readers need to have a repertoire of effective reading strategies.
Good writers normally provide opportunities for readers to interpret and make meaning based
on their prior knowledge and inferencing skills.
This segment provides the opportunity for readers to explore and acquire the skill of getting
meaning in context from contextual.

Activity 1: Getting meaning from context (through a think aloud protocol)

You will view two video clips on how two teachers demonstrate the think aloud protocol.

As you view the video clip, observe how the teacher explains and demonstrates a think
aloud in getting meaning from context.

Video 1:

http://www.youtube.com/watch?v=pxkE56l1z2w (Links to an external site.)

As you listen to the commentary, notice how the teacher does a think aloud and arrived
at an appropriate meaning to the unfamiliar word.

Video 2:

http://www.youtube.com/watch?v=Lqgg74IKBU8 (Links to an external site.)

Activity 2: Practice makes perfect

Study the text below. Two words have been highlighted. Using the think aloud protocol,
practice and demonstrate to a colleague/ course mate before teaching and mode for students.
Write out the transcript and post it in the discussion column.

Text 1

Bukit Jalil Recreation Park in Kuala Lumpur

All work and no play makes Jack a dull boy! Yes, you should take a short break
from your books and computer games and enjoy a relaxing time with your family
and friends. You do not need to go far. It is just a stones throw away from Kuala

Lumpur. Try Bukit Jalil Recreation Park in the southern part of Kuala Lumpur city.
You would be surprised with what you can see and do. If you are an avid jogger,
the winding track through hilly areas and the large lake makes it a pleasant
andinvigorating experience. Ever thought about going to Peru and climbing the
Mayan Pyramids? Well, the International Gardens showcase interesting replicas
such as the Windmills of Holland, the traditional Tea House of Japan and the
Minangkabau House of Malaysia in addition to the Mayan Pyramid. You can
always organize a small picnic with your friends and family and get away from the
hustle and bustle of the city life. Do not wait, make it a memorable experience.

Reading Strategy 3: Text Structure

Every text has a structure. It is important to teach students how to organized information as
they read. This strategy will only look at text structure.

Activity 1: Just follow the structure!

Study the text below and answer the following questions.

1.

Do you think Tommys response is correct?

2.

How do you know?

3.

Is there a convention to text structure?

Activity 2: Read the text and structure provided below. Then, answer the questions that
follow.

Dear Grandma,

How are you and Grandpa? Everyone at home is in the best of health. My piano
theory examination is just around the corner. However, I want to tell you about a
fund raising fair we went to. We went to the Klang Hospital fund raising fair last
Saturday. They had it in the hospital grounds. It was great. The hospital wanted to
raise money for a new childrens ward. Isnt that good? Remember how horrible
the ward was when I had my tonsils out? They raised RM50, 000!

First we checked out all the stalls. Mum bought a delicious carrot cake
from the cake stall. Joy won a toy on the hoopla. Dad filled a box with plants and
books and I had a pony ride. Boy, it was bumpy!

Then, it was time to eat! Grandpa would have liked the food. They had hot
dogs, popcorn, burgers, drinks and ice-cream. I was so full by the end of the day.

There were all kinds of special attractions. After lunch Joy and I left Mum
and Dad listening to the band while we went for our rides on the ferris wheel and
bumper cars. We had to queue for quite some time, as there were many people.
The ferris wheel ride was really fantastic.

After that we both entered the art competition. You had to draw a parent. I
drew Dad and Joy drew Mum. They looked a bit silly. However, I won a consolation
prize. Besides that, Joy and I also won the three-legged race! We were given a
whole bag full of goodies.

At 2.30 Dr.Dawood released five hundred coloured balloons. What a sight,

Grandma. I thought he was going to be carried away! I wish Id had a camera.

To sum it all, we really had a good time at the fair. You would have too.

I hope you and grandpa are both well. We cant wait until you come down
in February. Take care of yourselves.

Lots of love,
Nathan

Structure
Events

Setting

Character Time/sequenc Activities Why did it

s involved e of time

Klang Hospital

happen?

Last Saturday helped

Fund Raising

raised

fair

money
We Dad,
Mum, Joy
and I

I was so
full at the
end of the

day
5

Mum and
Dad,
We

Art
competition

Dr
Dawood

1.

What is purpose of the letter?

2.

Are there other ways to present the information in the letter?

Reading Strategy 4: Locating Main Ideas

and Supporting Details
The ability to locate and retrieve information is one of the areas assessed by the literacy tests.
Readers need to be able to identify and understand what is explicitly stated in texts. To do so,
they need to locate the information within the text that is the focus of their purpose for reading.
Whether it is to answer a literal question or to locate the basis of an inference or to make a
critical or evaluative judgment they need to find specific information within the text. As
readers read, they predict, sample, and either confirm or reframe their predictions before
moving on or rereading.

Read the article below to get an idea on the strategies used with learners to teach them how to
locate information in the text.

his is a graded discussion: 20 points possible

due Mar 20 at 9:59am

Discussion 2: Reading Strategies

11

unread reply.11 reply.

1. What are some of the pressing issues/challenges that you have had to face when
teaching reading skills to your students?

2. What did you do to overcome these issues/challenges?

3. Choose an issue from Question 1. If you encounter the same issue in the future,
will you resolve it the same way as Question 2? Relate it to the reading strategies
that you have learned last week.

Grading Criteria:

Maximum 10 points will be awarded for an original response to the questions above.

Maximum 5 points will be awarded for a justified reply to other participants' response.

5 points will be awarded for discussions before the due date.

The 3-Stage Theoretical Framework in

Practice
Teaching Method
How do we teach writing? That is not an easy question to answer. When planning a writing
lesson a teacher has to decide what the objective/s of the lesson/s is/are and how to stage the
teaching. It is the method which the teacher chooses that determines how the staging is to be
carried out.

(a) Pincas (1982) defines good teaching in a writing classroom by citing two main principles.
What are the two main principles?
First writing competence does not follow automatically from adequate vocabulary and
grammar, but has to be taught quite specificallySecond, a learner needs to be clear about
what he is aiming to do. Any aspect of writing that is to be learned should therefore be
demonstrated in a model of some kind. Learners need to start by becoming familiar with the
type of writing they are going to practice. Once they have achieved some familiarity with it, they
can practice the skills involved. After such exercises they can try to produce their own piece of
writing
(b) Based on the two main principles above Pincas outlines the process of planning and
teaching writing as a three-staged sequential process comprising familiarization, practice and
production stages using the principles of levels of guidance. The levels of guidance in this
teaching sequence begin with controlled and guided practice to free writing practice. Teaching
involves a series of lessons designed to teach specific skills and knowledge according to the
different stages in the sequential order.

Each stage may involve two or more lessons. For instance, when teaching learners how to
write comparative descriptions of buildings the teacher may plan a series of lessons following
the three stage sequential order in this manner:

Familiarisation stage:

80 minutes

Practice stage:

160 minutes

Production stage:

80 minutes

8 lessons (40 minutes each)

The number of lessons per skill will be determined by the degree of skill/knowledge
complexities involved, learners previous knowledge and the linguistic challenges within the
classroom. Teaching is not limited to one group of learners. At the Familiarisation stage, the

teacher creates opportunities for students to be aware of the key features in the text. In the
Practice stage, the teacher teaches the skills/knowledge identified through controlled and
guided teaching strategies aimed at all the learners to reinforce their understanding about the
key features addressed in the Familiarisation stage. At the Production stage, the teacher steps
back and lets the learners produce a written work either as a guided or free writing activity
independently.

The Teacher will have to consider and carry out the following steps when applying this three
stage procedure to teach writing:

A. Setting teaching objectives

The teacher will first select the writing skill and the written product that has to be taught
as prescribed by the English Language Syllabus specifications. This will determine the
teaching/learning objectives for the series of lessons to be planned following the three
stage teaching method.

Familiarisation Stage

Teacher identifies the written products that the learners are to produce according to
the teaching objectives.Teacher selects (a) sample/s of the written product which learners
are going to produce in the writing class as predetermined by the teaching objectives.
This could be narrative, argumentative, expository or descriptive type of writing.

The Teacher identifies the key features of the written sample which the Teacher wants
the learners to be aware of in order to produce a similar piece of writing. This could include
the format, paragraph development, grammatical structures, specific vocabulary and useful
expressions. The Teacher is guided by the features of the text type in the samples
selected. To raise awareness, the Teacher will use controlled activities to direct learners to
the text/s. Teacher uses controlled teaching techniques to get learners to analyse these
features in the sample texts.

Teacher plans the number of lessons needed to address all the key features in this type
of writing. The Teacher demonstrates the target writing in an interesting and effective way.
At this stage learners will only examine the text/s and to be aware of these key features.

Practice Stage (Controlled & guided)

The Teacher plans a series of lessons to provide the input on the key
features identified and analysed in the Familiarisation stage. Each lesson will have a
specific objective to cover the different aspects. For example if the focus is on writing
comparative descriptions of buildings, the Teacher may plan 3 lessons to teach and get
students to practice the skills needed to produce different features of the sample text/s,
e.g.:

Lesson 1

Useful expressions to show contrast: however, on the other hand, but, while, etc

Lesson 2

Grammar: Present tense forms & adjectives of comparison

Lesson 3

Essay organization & paragraph development

Teacher sources other similar text type material to design controlled and guided activities
to give learners practice in constructing similar type of writing features. Materials used in
the exercises are different from the model texts. Learners will practice writing by writing.

Teacher carries out the lessons using the controlled and guided type of writing activities
to teach learners the relevant skills to produce similar patterns of writing. The learners
practice doing controlled and guided writing exercises. The Teacher decides how much
practice is needed before learners are ready to produce a similar written product.

Production (Free/guided writing)

Teacher plans lessons where learners get opportunities to produce written

work similar to the sample texts analysed in the Familiarisation Stage. The objective of

these lessons is to get learners to write independently using the skills/ knowledge gained
at the Practice Stage to achieve written communication.

Teacher creates either guided or free writing tasks which allow learners to use the writing
skill to create something meaningful. Communicative writing activities are used to make
writing meaningful for the learners.

Guidelines

When planning to teach writing using the three stage procedure teachers should consider the
following:

Teach writing:

The focus of teaching is on teaching writing skills to produce written products. This is central to
planning and teaching.

Duration:

Teaching a writing skill involves a series of writing lessons which could also include homework.
Each stage will comprise a number of lessons as dictated by the level of complexity involved
and the linguistic abilities of the learners.

Incorporate revision: Focus on the critical skills to produce the written product and
integrate revision of related skills that have already been taught.

ypes of Writing Activities

Types of Writing Activities

A quick look at your textbook will reveal a bewildering variety of types of exercises. What
types of exercises have you used in your writing class? What principles guide your
choices?

(a) Read the general principles for the different types of exercises as given below.

Familiarisation exercises

They are designed to show students the kind of written work they will produce in the lesson.
They contain model samples of the end product expected of the students. For example when
teaching informal letter writing, the teacher will introduce a model informal letter in the
beginning of the lesson to help students see what they are going to produce at the end of the
lesson. The teacher will get students to explore the elements that make up the letter and show
them what they need to know in order to produce a similar piece of written English.

Controlled exercises

They give practice in writing where all the elements are given in the question and students only
need to either select or reorganize the elements to write up the product. The exercises are
devised so that students have virtually no freedom to make mistakes. This is a useful
technique for encouraging writing among beginners who have little knowledge of English
grammar and limited vocabulary. Some common types are:

Combining exercises that involve joining words into sentences, sentences into paragraphs or
paragraphs into essays. These include:

combining by matching or

re-ordering

Substitution frames are commonly used for structure exercises. The basic technique involves
allowing students make sentences by using words presented in columns showing the patterns
of the sentences. Just as words can be varied within one fixed sentence pattern, so can
sentences be varied within one paragraph pattern, and paragraphs within one essay pattern.

Guided writing

Guided writing stands as a bridge between controlled and free writing. It includes any writing
for which students are given assistance such as a model to follow, a plan or an outline to
expand from, a part-written version with indications of how to complete it, or pictures that show
a new subject to write about in the same way as something that has been read. Guided writing
exercises include completion/reproduction by matching, multiple choice questions, using plans
and outlines or by compression or paraphrase.

Free writing

Free writing is seen as the aim of a specific set of writing exercises that involve the ability to
write freely what has been taught. It means that writing which has been practiced under control

can, at last, be accomplished without control. Free writing is still a classroom exercise.
Students still need to be assisted in getting started and in organizing ideas to write to what is
given in the cue. Students need to analyse the cue and determine the content as well as the
form the writing will take place.

Communicative writing

In real life we do not write unless we have a purpose for doing so. We write to remember,
example, shopping list or notes. We write to communicate, example, letters, messages, etc.
We also write to inform, example, reports or descriptions. We write to appeal (letter for
donations) or to persuade (a prepared speech on protecting the environment for delivery in a
forum) or to record (diary entries/log books). The list is endless. In a writing task where the
writer needs to communicate a message to represent a real life need gives students an
opportunity to practice written English in a meaningful way. Students are expected to produce
written products that fulfill a communicative need. Such exercises are devised to give students
real life writing experiences in English.

Source: Pincas, A. (1982). Teaching English Writing. London: Macmillan

Discussion 3: The importance of Group and Pair Work in Writing

Activities
No unread replies.No replies.

Read the article below. Share your experience in conducting pair work and group work in
teaching Writing. Was it successful? Was it not? What makes the group/pair work activities a
success or a failure? How can a teacher incorporates group and pair work in the 3-stage
approach? In your opinion, when is it necessary for the teacher to carry out individual, pair
work and group work activities in the 3-stage approach?

Assignment 3: Teaching Writing

Submit Assignment

Due Mar 19 by 11:59pm

Points 60

Submitting a file upload

Available Feb 21 at 11pm - Mar 19 at 11:59pm 27 days

Designing a Writing Lesson using 3-stage Approach

Task: Design a complete 3-stage writing lesson. The lesson should consists of activities for
the 3 stages - Familiarisation, Practice and Production based on any text of your choosing.
You assignment should consist of:

Learning Outcomes based on the Curriculum Specifications

Step-by step instructions on how to carry out the activities

The teaching materials needed for the lesson (tasksheets, template of game cards
etc)

Your activities must show the progression of the 3 stages. You may adapt the text to
suit the level of your students. Consider School-Based Assessment and higher order
thinking skills when designing your activities.

All assignments are to be submitted in soft copies through this page.

Giving Instructions
Giving Instructions

Giving and receiving instructions are one of the most important communication skills in the
real world.
Giving wrong instructions will cause communication breakdown.
Teaching how to give instructions helps the students to use the language effectively in order
to achieve certain goals/tasks.

In this topic, the students will be exposed to three stages in writing instructions:

Familiarisation of the text

Practice

Production

Familiarisation _Sample Tasks

Giving instructions

Task 1
Listina is the Class Monitor for 1 Arif. They are planning for a surprise birthday party for Mrs.
Das, their class teacher. Read the email and answer the questions.

Dear Class 1 Arif,

As we all know, Mrs. Das birthday is coming next week. As the class monitor, I
would like to divide tasks among ourselves for her surprise birthday party. There
will be five committees and you will be responsible for different tasks. Everyone
will be involved in these committees.
The first committee will be responsible with the expenses of the party. This
committee will need to find out how much money we need to buy food, drinks,
birthday gift and decorations. Then, you need to decide how much money we
should collect from each member of the class. Can we have five people to be in
this committee? Can we pay small amount daily? I am sure our pocket money is
small!
The second committee will consists of three members. This committee will be
responsible to find a birthday gift for Mrs. Das. Find out what she likes from other
teachers. Find out the price for the gifts and get the money from the first
committee before you buy the gift. When you wrap the gift, can you use a redcoloured wrapper? I know she loves red. She has many red Punjabi dresses! Can
we buy gifts that are functional but memorable?
The third committee will be responsible for the arrangement of the classroom and
the activities during the party. There will be seven people in this committee. This
committee will arrange the tables to serve the food and drinks. You need to ensure
that there will be enough chairs for our class members and the teachers. Can we
have a few games to play during the party? I am sure we will enjoy playing games!
The fourth committee will decorate the class and prepare invitation cards for
teachers. Find a theme for the party. Inform the first committee the amount of
money you need to buy the decoration items. Can you suggest a few themes and
get the class to vote for their favourite theme? It will be fun if we can dress
according to the theme too!
The fifth committee will be responsible for food and drinks. Find out how many
vegetarians in the class. Find out the types of food that everyone loves to eat. Can
we have the food and drinks based on the theme chosen by the fourth committee?
Can you find a caterer that serves good cooked food? Do not forget to buy the

birthday cake too!

Let me know which committee you would like to join. Please reply to this email
before Tuesday with your preference. We will start our project on Wednesday. I
cannot wait to start! I hope all of you are excited too!

Yours truly,
Listina.

1.

Listina has created five committees to be responsible for different tasks.

1.

Name the committee

2.

List down the task that they need to do

The first example has been given to you.

Task 2

Look at these cartoon strips. Read the dialogue. Identify the purpose of each sentence used in
the dialogue.

These two sentences are generally used to

_______________________________________________.

These two sentences are generally used to

_______________________________________________.

These two sentences are generally used to

_______________________________________________.

These two sentences are generally used to

_______________________________________________.

Task 3

Look at these sentences. These sentences are taken from the Listina's email. All these
sentences have different purposes:

1.

To ask questions

2.

To give instructions / order / command

3.

To express strong emotions

4.

To form statements

Cut out these sentences. Identify the purpose of the sentence. Group them into the right
categories.

I cannot wait to start!

Find out what she likes from I am sure our pocket money There will b
other teachers.

is small!

in this com

I am sure we will enjoy

The first committee will be

Please reply to this email

When you w

playing games!

responsible with the

before Tuesday with your

you use a r

expenses of the party.

You need to ensure that

preference.

wrapper?

You need to decide how

We will star

there will be enough chairs It will be fun if we can dress much money we should
for our class members and according to the theme too! collect from each member
the teachers.

Wednesday

of the class.

Can you suggest a few

themes and get the class to She has many red Punjabi

Can we have a few games

Find out ho

vote for their favourite

to play during the party?

vegetarians

dresses!

theme?
Inform the first committee
I hope all of you are excited for the amount of money

Can you find a caterer that

too!

serves good cooked food?

you need to buy the

Can we buy

functional b

decoration items.

This committee will arrange

the tables to serve the food
and drinks.

To ask questions

The fourth
Can we have five people to
be in this committee?

I know she loves red.

decorate

prepare in

te

To give instructions

To express strong
emotions

To form statements

Task 4

The paragraph below is taken from the email you have read. Identify the purpose of each
sentence.

The fourth committee will decorate the class and prepare invitation cards for
teachers. Find a theme for the party. Inform the first committee the amount
of money you need to buy the decoration items. Can you suggest a few
themes and get the class to vote for their favourite theme? It will be fun if we
can dress according to the theme too!
Sentences

1.

The fourth committee will decorate the

class and prepare invitation cards for
teachers.

1.

Find a theme for the party.

1.

Inform the first committee the amount of

money you need to buy the decoration

Purpose

items.

1.

Can you suggest a few themes and get

the class to vote for their favourite theme?

1.

It will be fun if we can dress according to

the theme too!

Practice_Sample Tasks

Task 1
Sentence order
Before you give out instructions to other people, plan what you want to instruct them first. You
can use graphic organisers to plan and arrange your thoughts. You can give your instructions
verbally or in written form. To make your instructions clear, you can:

1. Below are the steps to arrange flowers in a vase. Read and rearrange the sentences into the
correct order.
I am sure your mum will love it!
Cut one inch of the stem and remove any leaves below the water level.

Perhaps you can include smaller flowers to accentuate the arrangement?

There should be 12 roses in this vase.

2. Below are the steps to make scrambled eggs. Read and rearrange the sentences into the
correct order.
Did you know that you can add onions and sausage pieces in your eggs?
Scrambled eggs are a quick, easy and popular breakfast dish.
Break two eggs into a bowl. Add a tablespoon of milk or sour cream.
Beat the ingredients.
The more you ingredients you add in, the more interesting it will be!

Types of Sentences
Instructions do not have to be monotonous. You can use different types of sentences to make
your writing more interesting. There are four types of sentences:
Types of Sentences
Declarative sentences are
the sentences that form a
statement.

Imperative sentences are

Examples

I like to eat chicken burger.

She missed the bus so she walked all the way home.

There a four types of sentences.

Close the door, please.

the sentences that give a

command or make a request

Try out different colours before you paint your house.

Give me some money.

Interrogative sentences are

the sentences that form a

question

Exclamatory sentences in
the English language are the
sentences that express
strong emotions.

Can you do this for me?

Do you think B is more interesting than A?

What does he do for living?

I did not do it!

I am so excited!

I can't believe how

Task 2

a. Write the sentences below using Declarative Sentence:

sushi -originally South East Asia

types of sushi Chirashizushi-Inarizushi-Makizushi-Nigirizushi-Oshizushi
-can eat sushi-with soy sauce-wasabi

b. Re-write the sentences below using Imperative Sentence.

The book must be returned by

Tuesday.
I like this car, we should buy it.
Nobody should leave this room.

c. Write the questions for these answers using Interrogative Sentence.

1.
I went to English Society meeting at 2 p.m. yesterday.
2.
He told me that my name was on the list.
3.
I dont think she understands the meaning of patience is a virtue.

4.
I know that he took Amirs bicycle because I saw him riding the bicycle near his
house.

e. Re-write the sentences using Exclamatory Sentence

It is a very hot day.

What a hot day!

She dances very well.

He is a very rude man.
The weather is very nice.
She is an incredibly strong
woman.

Task 3

Your friend has just adopted a cat. However, she does not know how to feed a cat. Write a note
to her to inform her how to feed a cat. Refer to the following pictures for instructions.

Fish / meat / dry catfood

Try out a variety of cat foods

Find out which ones your cat seems to enjoy

The cat will finish the food if it likes it!

Have a feeding schedule.

Feed your cat twice a day

7 a.m.

7 p.m.

Dont forget to feed the cat!

You can feed the cat in the kitchen

You need a food bowl and a water bowl

If you feel like you want to give your cat wet food, then put in in
a separate bowl or dish.

Dont forget to give your cat water!

Hi Anis,

I am so happy for you! You have a cute cat. I have three cats in my house. I will tell you
how I feed my cat.

Cats eat fish, meat and dry catfood._________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________

I hope you will enjoy having a cat. Cats are fun to play with. Let me know if you need
help with your cat.

Bye!

Nisa.

Production_Sample Tasks

Task 1

Tomorrow is Mrs. Das birthday party. You are the leader of the committee that is in-charge
in planning for the activities during the surprise birthday party. Write a note to your
committee member about the activities you plan to do.
Dear ______________________,

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Writing a Short Description

Genre - Writing Description

The purpose of a description is to record the outcome of close, critical and vivid
observation of specific objects and events. Fictional descriptions of characters, settings and
events may use figurative language to create memorable images, while factual description
usually uses technical language to compose an objective text.

Familiarisation_Sample Tasks

Task 1

Tasksheet A (Descriptive text)

Fiona has just visited the Bukit Jalil Recreation Park (Bukit Jalil International Gardens) in Kuala
Lumpur during the school holidays. She wrote a short description for her class bulletin. Read
the description reproduced below and answer the questions that follow.

Descriptive words/adjectives
(i) In her description, Fiona has used words such as short, relaxing, avid, winding, hilly, large,
pleasant, revitalizing, interesting, traditional, small and memorable. These are descriptive
words or adjectives. Underline them in the description above.

(ii) Fiona has also used other descriptions such as All work and no play makes Jack a dull
boy which is a proverb and hustle and bustle, an idiomatic expression to write the
text. Circle the proverb and idiomatic expression above.

a. What does All work and no play makes Jack a dull boy mean?

b. What does hustle and bustle of city life mean?

(iii) Why do you think descriptive words are important? If you do not have them, how will it
affect the descriptive text?

Task 2

Tasksheet B (modals)
Besides descriptive words, Fiona has also used modals such as should, would, can and do
not to persuade readers to visit the Bukit Jalil Recreation Park. Underline the modals and state
the purpose. No One (1) has been done for you.

Modal
1 should (line 1)

Purpose
encourage

2 do not
3 would
4 can (see)
5 can (always)
5 Do not (wait)

Task 3
Tasksheet A (adjectives)
(i) In her description of the Bukit Jalil Recreation Park, Fiona used 12 adjectives, as listed
below. Try and replace the words with your own words. Number One (1) has been done for
you.

Descriptive word

My word

from the text

1

short

relaxing

avid

winding

hilly

large

pleasant

revitalizing

interesting

10

traditional,

11

small

12

memorable

brief

Task 4

Proverb
Traditional sayings intended to offer advice or moral comment on how we should lead our lives
Idiom
Phrases with figurative meaning

Tasksheet B (Proverbs)

PROVERBS

Proverbs can be used to express a thought aptly and will add colour, subtlety and even
humour to our writing or speech

The examples below show you how proverbs are used and what they mean.

Don't count your chickens before they are hatched.

You cannot be sure that all the eggs which the hen sits on will hatch into chicks. Similarly, in
any other thing that you do, you should not assume success until you have overcome all the
difficulties.
Situation
Mr. Lim

Mary, lets go out and have a celebration. Well soon become millionaires.

Ive just bought shares in a foreign bank. I know that their value will rise sharply and rapidly,
and so Ill make a very big profit when I sell them.
Mrs. Wan :

Dont count your chickens before they are hatched. Lets wait till you make

the profit before we celebrate.

Similar Proverbs
Catch your bear before you sell its skin.
Never spend your money before you have it.
Do not triumph before the victory.

All good things must come to an end.

Pleasure cannot go on forever. A person cannot go on doing the things he or she enjoys all
the time because as time passes, the situation changes.
Similar Proverb
No feast lasts forever
Related Proverb
The best of friends must part.

It is no use crying over spilt milk

When you knock over a glass of milk and it flows away, you will not get it back, so there is no
point in crying over it. When we have made a mistake or suffered a loss, there is no point in
crying or complaining.

Similar Proverb
What's done cannot be undone.

Practice_Sample Tasks-6

Teacher Input

(a)In writing description, words such as short, relaxing, avid, winding, hilly, large, pleasant,
revitalizing, interesting, traditional, small and memorable are used to help the reader to form
clear and vivid mental images of what is read.

Study the examples and explanations on descriptive words below.

Descriptive

Explanation

examples

Adjective used in

My family and I had

words/adjectives
short

attributive position

a shortholiday in Kyoto
during the mid-year
school holidays.

relaxing

Adjective to express

We had a relaxing time

judgment

at the beach in Cheating

during the last school
holidays.

avid

Adjective to express

Azlan is an avid reader.

attitude

He has read most of the

books in the library.

winding

Adjective used in

The road to go up to

attributive position

Genting Highlands
is winding and
dangerous.

hilly

Adjective used in
attributive position

The scouts set up their

tents on the hilly slopes
of the campsite.

large

Adjective used in
attributive position

We took a boat ride

around thelarge lake in
Mines Wonderland.

pleasant

Adjective to express
judgment

We had
a pleasant surprise when
the hotel gave us a fruit
basket upon checking in.

revitalizing

Adjective to express

The climb up the hill to

judgment

the Kuala Lumpur lookup

point was
both revitalizing and
breathtaking.
interesting

Adjective to express
judgment

We had
an interesting time at the
Genting Theme Park from the indoor to the
outdoor activities.

traditional

Adjective used in
attributive position

I prefer
the traditional Malay
dishes to the fusion food
we can get from the
eateries.

small

Adjective used in
judgment position

My sister had
a small wedding
reception at a hotel
recently.

memorable

Adjective to express
judgment

We had
a memorableexperience
watching the turtle
swimming ashore at
Kuala Terengganu beach
last holiday.

(b) In writing descriptions, you may want to include proverbs and idiomatic expressions. They
are traditional sayings which take the form of concise sentences and they are usually

expressed in clever, witty or memorable language. They also give a better and clearer meaning
of what you want to say but with a few words. Therefore, it also aims to expand your
vocabulary and power of expression.

Below are examples of proverbs and idiomatic expressions.

Proverbs

Proverb

Meaning of the

Examples

expression
1

All work and no play Everyone needs some

Its true that all work and

makes Jack a dull

leisure and recreation,

no play makes Jack a

boy

as working all the time

dull boy; I sat with

will make them boring

Lokman for dinner last

and uninteresting.

week and all he talked

about was school and
homework because he
does nothings else.

A bird in the hand is It is better to hold on to

Jenny went for several

worth to in the bush

interviews and has

something which you

already have, than to try already been offered a job

to get something less

which he has either to

attainable.

accept or reject right

away. He really has to
decide whethera bird in
the hand is worth two in
the bush, because he is
still waiting to hear about
a job with much better
prospects.

A friend in need is a A true friend is someone When Halims house was

friend indeed

who helps you when you badly damaged in the fire,

are in some kind of

Jalil immediately invited

difficulty or trouble.

him to stay with him until

he could stay in his house
again; a friend is need is
a friend indeed.

(c) Idiomatic Expression

Idiom
1 up to my eyes

Meaning

Examples

It refers to a lot of work

I told my teacher I was up

which you have you have to to my eyes in work and

do

couldnt possibly go out

with him this evening.

2 a high-flier

3 pull my socks up

Someone with ability and

A new boy just joined my

ambition who will succeed in class a real hightheir chosen time (usually in flier according to the
a short time)

school principal.

To change your ways and

I better start to pull my

start working harder or more socks up, otherwise Ill

efficiently

not be able to pass the

year end examinations.

(d) Modals

In her description of the Bukit Jalil Recreation Park, Fiona tries to persuade the readers to
visit the park by using words such as should, would, can and do not. Study the explanation
given to help you to understand better

Modal

Explanation

Examples

should

Should can be used to talk

All the toilets in public

places shouldbe kept clean

about what people are

expected to do because of a and dry.

duty, an arrangement, or a
rule.
Should also express a
strong recommendation in a
particular situation.
would

We use would to say there

In fact, there should also be

an attendant to keep the place
clean.

The Birds park in Malacca is

is a possibility of something a place you should not miss.

You would be surprised at the
happening or being true.
myriad and hues of the birds

at the park.
can

We use can to suggest

Parents can help out by

possible actions

making sure that their

children take to school only
those books that are to be
used for the day.

may

We use may to say there is

a possibility of something

Pupils who carry heavy

bags may run the risks of

happening or being true.

having nerve problems or

spinal injuries when they grow
older.

Production_Sample Tasks-6
The activities in the production stage should have a similar focus to the activities conducted
in the presentation and practice stages. You have designed controlled and guided type
activities for the practice stage. Here are some sample questions for the production stage.

Sample Questions

1. You represented your state for the National Robotics Competition. Describe your
experience to your brother in an email to him.

2. Your parents have insisted that you follow them to visit an old family friend from their
village. You were reluctant and wished instead that you were out with your friends.
However, your views and impression of a village changed as soon as you saw your parents
village. Describe your experience and what you saw to your best friend.

Writing a Recount
WRITING RECOUNTS
One of the activities you do daily is recounting. You either describe an event you have
observed or retell what you have overheard or have been told to do. Most recounts are
done verbally. However, we do write recounts. Some people keep diaries of daily
happenings, others may write letters or e-mails to relate what had happened. Some
recounts are personal and others may just be factual descriptions.

A personal recount reconstructs past events in the temporal order in which they occurred.
It retells an activity that the writer has experienced. It has personal and emotive comments
and anecdotes added and may take the form of a letter or diary entry. The letter is for a
reader other than the writer, whilst the diary entry is exclusively for the writer
himself/herself. It is also written in the first person pronoun, I and We. Details
of who,what, when, where and sometimes why are included.

In this session, you are going to see how the three-stage teaching method is interpreted as
a series of activities.

By the end of this session you would have:

examined the English Language Syllabus specifications on writing skills to teach

written recounts

considered how the three-stage teaching method is implemented to teach writing

looked at the different types of activities found in the three stages

explored how levels of guidance is used to teach and practise writing

Activity 1:

Looking at the Curriculum Specifications

The syllabus requires students to produce a number of writing text types including letters,
messages, instructions, invitations and personal recounts. This activity will focus on identifying
the different types of recount texts.

Based on the Form One English Language Curriculum Specifications (CS), select the
LO/CS/examples related to recounts and write them in the table provided.

Learning

Specifications

Outcomes

1.0

LANGUAGE

FOR
INTERPERSONAL
USE
1.1

Make friends

and keep friendship

by

Examples/Activities/Not
es

Level 2
vi

e.g. Giving a recount of

a visit to a place of
interest such as a place

Giving an account of of recreation. Telling

about an incident one
experiences or
preferences and
describing feelings
with the correct
intonation, word
stress, and sentence
rhythm (orally) in a
face-to-face-situation
and writing simple
paragraphs.

saw or experienced and

describing ones feelings.

Activity 2:

Types of Recount

(a) In Activity 1 you identified and listed all the types of written recounts students are expected
to produce. According to Barwick, J. et al (1999), there are five types of recounts which are
listed in the boxes below. For each type of recount list one example of the writing task given in
the English Language Syllabus specifications. Write them in the boxes provided as shown in
the example.

Personal
recount

Factual recount

Literacy or story
recount

Language for Interpersonal Use

1.2 Take part in social
interaction by
Level 1 viii Writing simple

Procedural
recount

instructions
Level 3 xi Writing out plans to
go somewhere or do something
for others to follow

Critical recount

Activity 3:

The Three Stage Teaching Method in the Classroom

In this part you will explore how the three-stage teaching method can be applied to teach
learners to write personal recounts. A set of activities are provided for each stage to illustrate
how teachers can use this method in their writing classroom.
In the first stage, which is the Familiarisation Stage, the teachers focus is on highlighting the
key features found in a written personal recount. This will include items such as the use of
transitional words, sentence connectors and past tense forms as well as the development of
ideas into paragraphs and useful expressions to convey opinions.
The section below contains a set of awareness raising activities to get learners to examine
these features as writers by examining a sample model text.

Familiarisation_Sample Tasks-6
Task 1
TASKSHEET A (Transitional words)

Nathan has written a letter to his grandmother recounting his visit to the Klang Hospital fund
raising fair. Read the letter reproduced on the next page and answer the following questions.

Dear Grandma,

How are you and Grandpa? Everyone at home is in the pink of health. My piano theory
examination is just around the corner. However, I want to tell you about a fund raising
fair we went to.

We went to the Klang Hospital fund raising fair last Saturday. They had it in the
hospital grounds. It was great. The hospital wanted to raise money for a new childrens
ward. Isnt that good? Remember how horrible the ward was when I had my tonsils out?
They raised RM50, 000!

First we checked out all the stalls. Mum bought a delicious carrot cake from the
cake stall. Joy won a toy on the hoopla. Dad filled a box with plants and books and I had
a pony ride. Boy, it was bumpy!

Then, it was time to eat! Grandpa would have liked the food. They had hot dogs,
popcorn, burgers, drinks and ice-cream. I was so full by the end of the day.

There were all kinds of special attractions. After lunch Joy and I left Mum and Dad
listening to the band while we went for our rides on the ferris wheel and bumper cars. We
had to queue for quite some time, as there were many people. The ferris wheel ride was
really fantastic.

After that we both entered the art competition. You had to draw a parent. I drew
Dad and Joy drew Mum. They looked a bit silly. However, I won a consolation prize.
Besides that, Joy and I also won the three-legged race! We were given a whole bag full of

goodies.

At 2.30 Dr. Dawood released five hundred coloured balloons. What a sight,
Grandma. I thought he was going to be carried away! I wish Id had a camera.

To sum it all, we really had a good time at the fair. You would have too.

I hope you and grandpa are both well. We cant wait until you come down in
February. Take care of yourselves.

Lots of love,
Nathan

Source: Adapted from Barwick, J. et al (1999) Targeting Text Upper Level, Blake Education

In his letter, Nathan has used words and phrases such as last Saturday, first, then, after
lunch, after that and at 2.30 to show the sequence of events. These expressions are called
transitional words. Can you spot these words? Underline them in the letter?

Why do think transitional words are important? If you do not have them, how will that
affect the letter?

Task 2

TASKSHEET B (Sentence connectors)

Besides transition words, Nathan has also used sentence connectors such

as however, as andbesides that to link ideas. Can you spot the sentence connectors?
Circle them in the sample letter.

The ideas below are taken from the letter. Read the letter to see how Nathan connected

the two ideas. Write the word/expression he uses in the space below.

Sentence
Idea

We had to queue for

connector
s

Idea

There were many people.

quite some time.

They looked a bit silly.

I won a consolation prize.

Joy and I also won the threeI won a consolation

legged race!

prize.

Notice how Nathan has joined the ideas. Is there any change in the structure of the
sentence? Punctuation? Discuss.

____________________________________________________________________

Why do you think Nathan joins the two ideas? Why doesnt he leave the two ideas as
separate information?

____________________________________________________________________

Task 3

TASKSHEET C (Paragraph Development)

Nathan describes his visit to the fair in six paragraphs and he has recounted the events

in a chronological order which he has organised into paragraphs. A paragraph is a

group of sentences that describe an event which is elaborated to include information

on aspects of Who, When, Where, How and Why so that the reader can understand

what the writer is recounting. Now lets see how Nathan does this in his letter.

Study the letter again. Complete the grid below to find out how Nathan has developed
the paragraphs.

Is there any aspect of Who, When, Where, How and Why that could have been added/left
out? Which ones and why?

Paragraph Important
information

WHO or

WHEN

WHAT is Why did

what was did it

the

it

involved

action?

happen

in the
actions?

happen?

Verbs

Nouns

Klang

Last

Hospital

Saturday raised

Fund

helped
money

Raising fair

We
Dad,
Mum, Joy
and I

I was so
full at the
end of
the day

5
Mum and

Dad,
We

Art
competition

Dr
Dawood

Task 4

TASKSHEET D (Tense)

In the letter Nathan recounts experiences which are in the past. He uses verbs to talk about
what he did and felt. These verbs are listed in the table below but they are written in their base
form. Refer the Nathans letter and do the following:

Write down the actual form of the verb used against its corresponding base form listed in
the table.

What form of the verb has Nathan used to recount what he did?

_____________________________________________________________

Why did he use this verb form in his letter?

_____________________________________________________________

Task 5

TASKSHEET E (Giving Personal Comments)

Nathan wanted his grandmother to know how he felt about the things that happened to him
during the fair. So, he has included his own opinions about what he saw and did. His opinions
and comments are listed below.

Study the letter again. For each opinion expressed, identify what Nathans comment
refers to and write it inside the appropriate box. The first one has been done for you.

Why do you think Nathan included personal comments in his letter?

Practice_Sample Tasks-7

The Practice Stage is the second stage in the three stage teaching method. The teachers
focus at this stage is on teaching all the key features she has highlighted at
the Familiarisation Stage. You will see how controlled and guided activities are used to teach
and give learners practice in how to use transitional words, sentence connectors and past
tense forms, how to organise the recount of events into paragraphs and how to express
opinions about them.

TEACHER INPUT (Transition words)

In writing recounts, transitional words such as last Saturday/week, first, then, after, at 2.30 are
time clues used to show the sequence of events arranged in a chronological order. The use of
transitional words contributes to the coherence and cohesion of the text and helps the reader
to follow the recount of events easily.

Study the examples and explanations on transitional words provided below.

Transitional words

Explanation

Firstintroduces the recounts of many

events in chronological order.

Then/After that/After

Examples

lunchintroduces an event that occurs

after an earlier event. They usually
begin the second sentence and are
followed by a comma.

European settlers moved into

Canada gradually. First, the
English and French came to
Last Saturday,
first,

At 2.30refers to a specific point in

time

then,
after
at 2.30

Task 1
TASKSHEET A (Transition words)

Task:
Write a composition entitled What I did last Saturday. Use the pictures and
notes to write the composition. You have to use at least three of the
transition words given in the box below.

last Saturday

first

then

after that

after lunch

in the evening

This is Ritas composition. She wrote it based on the pictures and notes given. Rita has
used a number of transition words to show a link between ideas and events. However, she
has failed to follow instructions in the use of these words.

Read the composition and note the errors. Rewrite the corrected version in the space
given below. You may add any other relevant details.

What I did last Saturday

I got up at nine oclock. I wrote a letter to Scott. After that, I did

aerobics from eleven until twelve. After that I met some of my friends
in town. We had lunch at the Bridge Caf. I had a fish burger while
my friends had chicken and beef burger. Before lunch, we went
shopping. I bought some shoes. They cost 65. I went to the
cinema with my brother.

What I did last Saturday

___________________________________________________________________________
___________
___________________________________________________________________________
___________
___________________________________________________________________________
___________
___________________________________________________________________________
___________

TASKSHEET B (Transition words)

You want to write a letter about what you did on your birthday to your friend in Australia.

Here are some of the things you did on your birthday.

morning shopping in town

missed the bus ran all the way home

tripped over a loose stone fell against the front door

had lunch

baked cake party

added salt by mistake - sugar

friends arrived eight

dinner - served cake

realized cake salty

threw cake away

Complete the letter below with the help of the notes given. Write two paragraphs. Use
appropriate transition words in your letter.
The first and the last paragraphs have been done for you.

Dear Nick,

How are you? I hope you are in the best of health. I am fine here. I have been
staying back most of the time in school as we are preparing for the annual sports
events. Anyway, I wanted to tell you about my birthday celebration which turned out to
be quite embarrassing.

___________________________________________________________________________
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This is all for now. Take care and reply to my letter soon.
Love,
( Name)

Task 2
TEACHER INPUT (Sentence Connectors)

In writing recounts, you may want to include many ideas which have to be linked to each other
so that your recount reads fluently. We use sentence connectors such as however, but,
besides that, in addition to, as and because to link sentences and ideas.

Study the explanations and examples given.

Sentence

Explanation

Examples

connectors

However/but

I enjoyed the
used to show contrast dinner. However, I did
However or butis
of ideas

not like the dessert.

Howeverstarts a new
sentence and there is
a coma after it. We
use it in written
English.

Besides thatcan be
Besides that/ in
addition to

replaced with in
additionto, to indicate
additional information

The head girl won the

main prize for the
science quiz. Besides
that, she is the
president of the
Science club.

As/because

As is used when the

As its raining again,

reason is already

well have to stay at

known to the

home.

listener/reader or
when it is not the most
important part of the
sentence.

As he is the only child,

he gets a good deal of
attention.
We had to wait as the
shop was still closed.

Because puts more

emphasis on the
reason and most often
introduces new
information which is
not known to the
listener /reader

I lost my
job because I was ill
for six months.

We had to stay
overnightbecause the
car broke down.

TASKSHEET A (Sentence Connectors)

There are two ideas in each question. Combine these two ideas to show the two are
linked. Use the sentence connectors in the brackets.

TASKSHEET B (Sentence Connectors)

The picture and notes given are about what you and your friend Charlie did on Sunday. The
pictures contain many ideas. Write a paragraph on what you and Charlie did. Use three
different sentence connectors from the list given to form your paragraphs.

however/but,

as/because

besides that/in addition to,

Last Sunday, Charlie and I

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Task 3
TEACHER INPUT (Developing paragraphs)

The frame below can help you list and order all the events that will be part of your recount
before you start writing. First list the events in the order they happen.

Then for each event add the following details with enough information that will help your reader
understand what you are recounting:

Person (who)

Time (when)

Place (where)

Action ( what)

Reason (why)

Sequenc Events
e
1

Details

TASKSHEET A (Developing paragraphs)

Imagine you went on a day trip to Pulau Ketam. Use the sentences below to write a
composition in six paragraphs about your trip. The first paragraph has been done for you.

It was a bumpy ride.

The bus ride took one hour.

I felt sick.

I paid RM3.00 for my ticket.

I travelled to Klang on a bus.

The food was delicious.

The boat was packed with people.

At 10 am I caught a boat to Pulau Ketam.

After I reached Klang I had to buy a ticket for my boat ride.

It was noisy and the engine made a very loud sound all the way to Pulau Ketam.

After that, I visited a fish ball factory.

When I arrived at Pulau Ketam my friends were waiting for me.

It was fun.

Last Saturday, I went on a day trip to Pulau Ketam to visit my friends Tony and Nick.

At 4 pm I caught the boat back to Klang.

I also watched the women boil anchovies in salt water.

They took me on a walking tour around the island.

I bought two packets of fish ball for my mother.

It was a noisy smelly place. I did not like it.

Then my friends took me to a Seafood Chinese restaurant.

We ate prawns, fish and vegetables.

After lunch I visited Tonys home.

There were fish and squid drying in the sun.

We played video games and ate fish satay prepared by his mother.

Then I travelled by bus back to Petaling Jaya.

I had a great time

I got home at 5.

A day trip to Pulau Ketam

Last Saturday, I went on a day trip to Pulau Ketam to visit my friends Tony and Nick.
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TASKSHEET B (Developing Paragraphs)

Imagine you wrote the set of notes below about your visit to the Jurong Bird Park and the
Singapore Science Centre. Expand each set of notes and write a paragraph each.

- Saturday my mother and I Science Centre visited - Star Wars exhibition saw characters tried Jedi mind control experiment great time went to Snow City
played in the snow snow ball -wonderful

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- dinner my mother took me - Night Safari animal show volunteered - held snake
pet tiger scary - watched - short - documentary on Pandas -

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TASKSHEET C (Developing Paragraphs)

You want to write about what you did last Sunday. Write about the football match you and your
friends played. Write three paragraphs describing the match. Use the guidelines given below to
help you write a recount.

Paragraph 1: Who did you play with?

Where did you play?

When did you play?

What was the weather like?

Paragraph 2: How did the game go?

What were the highlights of the match?

Did anyone suffer injuries?

Paragraph 3 What time did the game end?

Where did you go after that?

Did you enjoy what you did after the game?

Task 4
TEACHER INPUT ( Tense)

Most recounts are written in the past tense form as it narrates events that are completed.
Study the examples and the explanations on the past tense form and aspect.

Verbs

Explanation

Examples

Verb to - be (Be) Use was with singular nouns and Akiko was at home last night.
with the pronouns I, he, she, it,
this and that.

Akiko and her sisters were born in

Use were with plural nouns and

Osaka.

with the pronouns you, we, these

and those.
We use the past simple tense to:
Simple past

to talk about complete

events or actions in the past.

We saw the Himalayas for the first

time.

to talk about events which

occurred at a definite point of At lunchtime today we arrived at
time in the past
Pokhara.

With the past time

adverbials like ago, yesterday,
last month, in 1998, etc

to narrate past events

They arrived three days ago.

First, they flewto Nepal and then

they trekked in the mountains.
Notes:
Time clauses in the past are often
introduced by before and after.
e.g. he left before/after he heard the
news

Past Perfect Tense The past perfect tense refers to an I had eaten when Bob came.

activity or situation completed

(The past perfect expresses an

before another event or time in the activity that was completed before a
past. It is more common in written particular time in the past.
English than in spoken English.

I ate noon. Bob came at 1.00 pm. My

Activities completed before

meal was completed before Bob

another time in the past

came).

Use had for both singular and

plural subjects
Add had to a past participle to
form the past perfect tense

Before Helen died, she had learnt

Helen died.

six languages and had written 11 Before she died she had written 11
books.
books and had learnt six languages.

present

Past

Past participle

walk

walked

walked

eat

ate

eaten

cut

cut

cut

let

let

let

come

came

come

drive

drove

driven

Regular verbs

The past form is used for the

I called but no one picked up the

simple past tense. Regular verbs phone.

are the simple form + -ed.
She shouted for help but no one
heard her.
Irregular verbs

Verbs that end other than with + -

Base form

Past tense

go

went

think

thought

draw

drew

bring

brought

win

Won

eat

ate

ed

TASKSHEET A (Tense)

Below is the recount of Sallys trip to Paris. It has been written in the present tense.
Rewrite the description in the past tense. Write in the space provided

My sister and I went to Paris last

weekend.___________________________________________________________________
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TASKSHEET B (Tense)

Sally and her sister have just returned from a holiday in Paris. Below is Sallys recount of
her trip. Read the model text and write a similar one using the notes given below.

Notes:

my parents and I Sydney last month

wonderful time

uncle and family airport

took us out - dinner

spent Paddy market

pictures Sydney Harbour House

antique shop old piece of China - 20 dollars

left Sydney - Melbourne train to go on a guided tour

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Now choose another city or town you are familiar and write a parallel paragraph.

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Task 5
TEACHER INPUT (Including Personal Comments in written text)

When you write a personal recount, you will also include opinions. These take the form of a
comment or a remark.

Examples

It was fantastic.

They looked silly.

I loved it.

It was scary.

It was horrible.

I had a wonderful time.

A comment can either be one that is positive or negative. It depends on what you think or feel
about the activities/experience you are recounting.

Imagine you are going to write about your day at the funfair. Study the box below and see how
the writer has used the frame to order the activities he is going to write about. See how he has
included comments to show what he feels about each activity.

Order

Events and Comments

At the funfair, I played hoopla with Larry. We played two

rounds and won 4 prizes. I changed the two soft toys for a
bottle of mineral water, as I was very thirsty. The water

tasted so good after a great game.

Then, we went to the Fortune corner. An old lady with a

crystal ball was sitting in the middle of the room. The room
was dark and smelled of perfume. It was so scary so we
left.

Then, we queued for our turn for the ferris wheel. I looked
down when I was high up in the air. I had a birds eye view
of the whole funfair. It was fantastic and I loved it.

After lunch, we went to watch the clowns performing. They

4

wore purple and orange wigs. We could not stop laughing at

their antics. They looked silly indeed!

TASKSHEET A (Giving Personal Comments)

You are writing a personal recount of your recent holiday to Genting Highlands.
However, you have forgotten to add personal comments. Rewrite the recount by adding
relevant personal comments.

Last week I went to Genting Highlands with my friends.

I took a bus from Pudu bus station. It was an old bus without air-conditioning.

The journey took forty-five minutes. The road was winding with many hair-pin curves. I
was sick along the way and threw up the food I ate for breakfast.

I arrived at Gotong Jayaat 9.30 am and took the Skyway to Genting Highlands Resort
World. My friends were waiting for me at the Resort World Theme Park. It was misty
when I arrived at the Resort World. As I was not prepared for the change in
temperature, I felt extremely cold and kept sneezing.

I had to buy a wristband ticket to enter the theme park. I paid RM50.00 for the ticket.
First, I had to queue for the roller coaster ride as there were many people. As it was my
first ride, I was not prepared for the experience.

Then, I had a burger for lunch. There were many restaurants and food outlets. I had a
tortilla burger. It was huge with lots of fillings.

After lunch, I went for the bumper car rides. The queue was long. I shared a car with
Johnny and we took turns to steer. We kept knocking into other cars.

At 5, I took the Skyway to Genting Hghlands. I caught the 5.30 bus to Pudu Station. I
was home by 6.