Com WRITING 4 VB1 LTBVY WEEK 1 15

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UNIT 1: DESCRIPTIVE PARAGRAPHS

Lesson aims:

On completion of this unit, students can

 Be aware of the typical features of a descriptive paragraph

 Know how to organize ideas in a descriptive writing

 Be able to write a good description

Lesson focuses:

 Descriptive organization

 Typical language features

Time allocation table: 8 periods

chestnut brown eyebrows draw attention to her deep blue eyes, which remind me of a lake on a stormy day Her eyes are large, but not too large, with thick eyelashes Her nose

is straight and neither too neither long nor too short A small black mole on the left side

of her mouth adds to her beauty And her mouth! It is small mouth that looks delicate and feminine Her lips are rather thin, but not too thin; her light pink lipstick adds another touch of feminine beauty When she smiles, which is often, her well-formed and even, white teeth brighten up her whole face There is nothing but extraordinary beauty in the face of Marie

The Long Life of my Grandfather’s Car

I own a car that has special meaning for me because it belonged to my grandfather When he was a young man, he saved money so he could buy a beautiful car to use on

trips around the country He finally bought a Cadillac convertible It was white and blue with silver trim There were white circles on the tires, and it had a powerful horn that made people jump out of his way The seats were also white, but the dashboard was black The steering wheel had a brown leather cover The mats were gray and always clean My grandfather took very good care of the car, and after he died my uncle gave it

to me I am very happy because it still has the original motor, and the body is intact If it has problems, I will fix it myself I plan to take very good care of my grandfather’s car because someday I will use it to travel to all the states and cities that my grandfather visited when he was a young man

Activity 2: Read the paragraph again and then discuss the following questions:

1 What does the topic sentence of a descriptive writing state?

2 What are the supporting sentences about?

3 How is the paragraph ended?

Activity 3: Fill in the outline below with information from the paragraphs above If you do not find the information for a certain part of the outline from the paragraph, write “it is not mentioned” in the blanks of the outline

Topic sentence

- The item to be described:………

- The author’s general feeling/opinion about the item:………

Supporting sentences - Background information about the item ………

………

………

………

- Descriptive details about the item ………

………

………

………

- Details about the author’s feelings ………

………

………

………

Concluding sentence - Restated idea:………

1.2 Language features ([1], pp 39-45)

Activity 4: Examine the two descriptive paragraphs above again and then point out their common features involving the following points:

- The choice of language

- Parts of speech

- Verb tenses

1.2.1 Using specific language

Activity 5: Read the following pairs of sentences Circle the letter of the sentence that is more specific

1

a I like to wear my grandmother’s jewelry

b I like to wear my grandmother’s pearl necklace

2

a My best friend gave me a novel by Chang- Rae Lee for my birthday

b My best friend gave me a book for my birthday

3

a Someone lent her an umbrella

b Her father lent her an umbrella

4

a I inherited some furniture

b I inherited my grandmother’s chair

5

a Steve has a new laptop

b Steve has a new computer

6

a Jordan received a toy

b Jordan received a teddy bear

Activity 6: Rewrite the following sentences Replace the underlined words and phrases with words that are more specific

1 Maria found some jewelry in the basement

2 My mother gave me some money

3 I like my desk

4 My father enjoyed making things

5 My grandparents collected souvenirs

6 We always have vegetables for dinner

1.2.2 Using adjectives

Activity 7: Change the following sentences by adding two or three adjectives to each one

1 I love my bicycle

2 No one understands why I still wear my jeans

3 If I could only save one thing from a fire, it would be my chair

4 The piano in my parents’ house is located in the room

5 My mother gave me her ring

1.2.3 Using Be to define and describe

Activity 8: In each of the paragraph above, find 2 examples to illustrate each

mentioned usage of “to be”

1.3 Writing the paragraph

Activity 9: With your group, choose one the following topics to write a descriptive paragraph within 150 words

- An adorable person

- A pet

- One of your favorite things

- A place you like most

Activity 10: Exchange your writing with the other groups for comments and edition The feedback involves the following points:

Task 1: Write an individual writing on one of the topics in Activity 9

Task 2: Exchange your writing with a partner for comments and edition

Task 3: Improve your writing, based on the feedback you have got from your peer

Reference:

[1]Savage.A.& Shafield, M Effective Academic Writing 1: The Paragraph Oxford

University Press 2007

HOME WORK

UNIT 2: NARRATIVE PARAGRAPHS Lesson aims:

On completion of this unit, students will be able to

 be aware of the role of narrating skill in real communication

 get knowledge of the typical features of a narrative writing in terms of

organization and language

 know how to write an effective narration

Lesson focuses:

 Definition and usages

 Descriptive organization

 Language features

Time allocation table: 8 periods

1 Definition and usages

Narrative organization

1st to 2nd period

2.1 Theory and controlled practice

2.1.1 What is a narration? ([1], p 122 &[2], p 65)

Activity 1: Arrange the following pictures and then use them as cues to write a complete story

(1) (2) (3)

(4) (5) (6)

(7) (8) (9)

Activity 2: Discuss these questions:

1 What is a narrative writing?

2 In what ways is a narrative paragraph similar to and different from a descriptive paragraph?

3 What kinds of texts you have ever read in the real life do you think are of

narration?

4 What could be the situations in which you are supposed to narrate?

2.1.2 Narrative organization ([1], pp 126-127 & [2], p 65)

Activity 3: Read the paragraph below and answer the questions

1 Which is the topic sentence?

2 What information appears in the topic sentence?

3 How is the paragraph developed?

a By telling a story

b By giving reasons

c By describing an objects with details

4 Which sentences give specific information about the topic?

5 What does sentence 2 do?

a It gives details about the topic sentence

b It tells the reader when and where the event happened

c It lets the reader know that the paragraph will talk about UFOs

6 Is sentence 11 the concluding sentence?

7 What does the concluding function in this paragraph?

a Wrap up the story

b Include a comment about how the writer felt after the event

c Mention the outcome of the event

Activity 4: The following groups of sentences belong to a story Arrange them in a logical order so as to make a meaningful narrative paragraph

(a)

(b)

(c)

(d)

Activity 5: Identify each of the four parts in the following paragraphs

The Best Hamburger of My Life When I was thirteen years old, I had a great surprise at the Grand Hotel in Toronto

My favorite soccer was visiting from Mexico, so I went to the hotel to get autographs from some of the players When I got there, I waited outside for a long time because I was very nervous Finally, I told my legs to start moving, and I went up to my favorite striker, Sergio Verdirame, and asked for his autograph My voice was trembling, but it controlled it He stopped to listen to me, and then an amazing thing happened He invited

me to his table for dinner I could not believe it! Suddenly, I was sitting across the table from Sergio Verdirame! I ordered a big hamburger with everything on it except onions When the food came, my hands were shaking, and I could not eat or talk After a while, I took a deep breath and said to myself, “Hey, this happens just once in your life.” I got rid

of my nerves and started talking with the team and enjoying my hamburger They were really great guys, and we had a good time laughing and joking together That was the most delicious hamburger I ever ate in my life because I was eating it with my idol

An Accident at the School Gym

At 10:15 am on Friday 23rd March there was an incident in which a student sustained a minor injury The student was participating in a gymnastics class involving a series of floor exercises During an attempt at backward rolls, the student strained her neck slightly Following the assessment of the injury by the supervising teacher, the student was taken to hospital, where the injury was diagnosed as minor neck strain The medical officer on duty advised the student that she would be fit to return to school the next day

2.1.3 Language Features

Activity 6: Read the two paragraphs above again and then state:

1 What factors you think a narration needs to acquire so as to be interesting to the reader

2 What the typical language features of a narration are, in terms of parts of speech, sentence structure, verb tenses, pattern of organization and transitions

3 How the first paragraph similar to and different from the second one in terms of organization and language features

2.1.3.1 Using sensory and Emotional Details ([1], pp 132-133)

 Sensory details give information about how something looks, smells, tastes, feels

or what it sounds like

Ex: My teeth chattering and my legs felt like jelly

The morning sun warmed my back

 Emotional details help the reader understand the writer’s feelings

Ex: Suddenly, my fear vanished, and I felt confident as I looked out at the crowd The sight filled me with excitement

Activity 7: Read the sentences below Write an S next to the sentences that have sensory details Write an E next to the sentences that have emotional details

1 The morning mist brought in the smell of the ocean

2 We were very nervous, so we called the police

3 I had never felt such happiness

4 The dates were sticky and sweet, and they were a delicious compliment to the hot, bitter tea

5 Ricky and I arrived around 8:00, and we were happy to be home

6 The news left us saddened and worried about the future

7 I felt a sharp pain in my ankle, and I recognized the sting of a jelly fish

8 We could hear the roar of the waterfall for a long time before we actually saw it

9 I was shocked and disappointed by the results

10 My mother always smelled like flowery perfume

Activity 8: Find and underline all the groups of words that you think are of sensory

or emotional details in the 2 paragraphs of activity 5

Activity 9: Support the following sentences with either sensory details or emotional details

Sensory details

Example: Our guide had an interesting fashion sense

He wore the same khaki pants every day, but his shirts always had colorful patterns of flowers, dancers, or other tropical scenes

1 We ate a wonderful meal

2 The flower garden was delightful

3 My father taught me to swim in a river behind my house

4 My mother’s kitchen was everyone’s favorite room

5 His house has not been taken care of for many years and it is now in a poor

condition

Emotional details

Example: I would like to forget my first job interview

I was so nervous; my hands were wet and so was my shirt

6 I met my girl- friend on the Internet

7 At first, I did not like the new puppy, but after a while I changed my mind

8 I began to walk down the aisle towards my future husband

9 I walked into the cold dark cave

10 The test was over, and I had earned the highest score

2.1.3.2 Using adverbials of sequence and time ([1], p 134)

Showing order of events

Adverbs Adverbial phrases Adverbial conjunctions

Next, then, later, afterwards,

before, after (+noun)

Before, after, until, once (+clause)

No sooner… than…/ hardly….when…

Showing simultaneous events

Adverbs Adverbial phrases Adverbial conjunctions

(for sequence) and SE ( for simultaneous events) above the underlined word(s) Activity 11: Arrange the following sentences in the order you think they occurred Use the sequence words and phrases as clues

1 A few years ago, my two brothers and I went trekking in the mountains

2 Finally, I found the muddy trail, and we made it back to our base camp

3 Soon we were hiking through thick pine forests

4 We set out from our base camp on a bright winter morning

5 After that experience, I realized it is very important to be careful when hiking in the mountains

6 A little while later, we stopped to eat, any my oldest brother said we should turn around because we were losing trail in the snow

7 Eventually, it began to snow, and the visibility became poor

8 Going back down the mountain was harder because it was icy and slippery, and we could not find the way We became tired, cold and thirsty

2.1.3.3 Using past tenses ([1], pp 136-140)

Activity 12: Complete the sentences with either simple past or past continuous form

of the given words

1 I …….(talk) to my friend while the teacher …… (explain) the grammar, so I

…… (understand) it

2 I…… (live) in Paris when I…….(have) a terrible car accident

3 I…… (work) on my paper and…….(watch) the game when he…….(called)

4 When we……(arrive) home, a stranger…….(stand) in the doorway

5 In those days, I………(work) and (go) to school, so I…….(have) much free time

Activity 13: There are nine mistakes in the following paragraph Find and correct them

When I was a university student about two years ago, I enrolled in a scuba diving course My scuba diving teacher was having a big surprise: I wasn’t knowing how to swim In fact, I had a big fear of water When I was a child, my parents tried to help me,

so they made me take many swimming courses Although I try hard, I did not learning to swim When I enrolled in the scuba diving course, I was still afraid of water Every day when I entered the swimming pool, I battled with my fear Fortunately, my courage won every time Finally, one day while I practicing my dive, I realized that I was do very well

So, finally, after six months of hard work, I completed the course It is true that I was always the worst of the group, but in my own evaluation, I was a champion because I conquer my fear of water For me, this experience was very important It was a test of courage, and I passed it

2.2 Writing and Editing

Activity 1: Write a short paragraph about an experience that you cannot forget

Activity 2: Exchange your paragraph with a partner for evaluation and edition, using the editing form

UNIT 3: PROCESS PARAGRAPHS Lesson aims:

On completion of this unit, students will

 be aware of the role of process in real-life communication

 get knowledge of the typical features of a narrative writing, in terms of language

Time allocation table: 8 periods

1 Definition of process writing

Process organization

1st period to 2nd period

3.1 Theory and controlled practice

Activity 1: Look at the pictures and do the tasks below:

1 Arrange those pictures in the order that you think make sense

2 Guess what the pictures are about

(1) (2) (3)

(4) (5) (6)

3.1.1 What is a process writing ([1], p.76)

Activity 2: Read the paragraph below and then state what you think a process

paragraph is

How Rice Grows

Nowhere in the world is rice production more advanced than in California Careful attention to every step in the cropping cycle and milling ensures that rice produced in our warm Mediterranean climate meets-and often exceeds-customers' expectations for great rice

In March, farmers begin to prepare their fields for planting First, fields are carefully leveled with precision, laser-guided grading equipment Flat fields allow rice farmers to conserve water Fertilizer

is then added, and shallow furrows are rolled into the field By April, the fields are ready to be planted

After the land has been prepared well, water is run into the fields to a depth of only 5 inches Consistent water depth has been shown to improve the rice plants' ability to compete against weeds for nutrients and sunlight, reducing the need for herbicides Rice seed is then soaked and loaded into planes Flying at

100 mph, planes plant the fields from the air The heavy seeds sink into the furrows and begin to grow