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English Access Micro-Scholarship Program
Preparing Students for Writing Tasks
English Bagrut Examination, Module D
Compiled by:
Rina Akotonas
Participating Teachers:
Maha Gaboa, Suhad Saif, Suhair Altawana, Zakya Shufani, Khaled El Hassanat, Raed Jubran, Majed Hallak, Zidan Bacri, Awni Judeh, Mohamad Marane, Mofid
Moara, Mohammed Abu Kdir, Ibrahim El Amour
Pedagogical Advisor:
Dr. Rachel Tal
April 2009
FOR INTERNAL USE ONLY
Preparing Students for Writing Tasks Module D
1
Dear Teachers!
In response to ongoing requests for materials that will assist you in preparing your students for the writing tasks on the Bagrut examinations, this guide has been prepared specifically to assist in preparing students for Module D.
This guide was written based on the experience of the teachers participating in the English Access Micro-Scholarship Program. The Access Micro-Scholarship Program has increased the number of Bedouin students successfully completing the 4-point matriculation examination in English, at the same time significantly improving their scores. Nonetheless, the writing skills required for Module D continue to present a major challenge. This guide was prepared with that challenge in mind.
Writing is an important skill that should be developed on an ongoing basis, throughout the students' high school studies. If students are to successfully meet the benchmarks specified in the English curriculum, they need to practice their writing skills as much as possible. This guide is intended to supplement existing study materials.
Special thanks to Dr. Rachel Tal and Maha Gaboa for their help.
I hope that this guide will help both students and teachers.
Good luck to you!
Rina Akotonas Director, English Access Micro-Scholarship Program
Preparing Students for Writing Tasks Module D
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Contents
Introduction ............................................................................................................. 3
Unit I: Writing an Informal Letter ........................................................................... 5
A. About a Trip .................................................................................................. 5
B. Describing an Event...................................................................................... 7
Unit II: Writing a Formal Letter ............................................................................... 9
A. Applying for a Job ......................................................................................... 9
B. Applying for a Course ................................................................................. 11
C. Complaining about the Quality of a Product .............................................. 13
Unit III: Writing a Description ............................................................................... 15
A. Describing a Person .................................................................................... 15
B. Describing a Place ...................................................................................... 17
Unit IV: Writing a Review ...................................................................................... 19
A. Describing a Book ....................................................................................... 19
B. Describing a Movie ..................................................................................... 21
Unit V: Writing an Opinion .................................................................................... 23
A. A Technical Device that has Changed Our Lives ........................................ 23
B. A Moral Issue that Affects Our Lives .......................................................... 25
C. A Social Phenomenon ................................................................................. 27
Unit VI: Writing For and Against ........................................................................... 28
Practice Using Connectors ..................................................................................... 30
Writing Assessment Criteria.................................................................................. 36
Preparing Students for Writing Tasks Module D
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Introduction
Rationale:
The Bedouin tradition is an aural tradition, with little emphasis is placed on written communication. Typically, our students need more practice in preparing for written tasks.
Non-native speaking students are afraid to make mistakes.
The students' level of spoken English below grade-level for two reasons:
1. Teachers tend to use their mother tongue in class to be sure they are understood.
2. The students are not exposed to the language in daily life - few are connected to the Internet, and most watch television programs in their mother tongue.
Most of the books used for writing are not geared to the needs of our students.
Goals:
To expand students' vocabulary
To encourage students to speak and discuss various issues
To expose students to the range of writing tasks in Module D
To familiarize students with the styles and formats of the different writing tasks
To encourage students to write regularly and improve their writing skills
Module D Writing Requirements
Per the specifications set forth by the Ministry of Education, the Written Presentation section of Module D calls for students to be prepared to:
React to the content of something read
Relate to themes/ideas from a personal perspective
Express ideas and opinions about general topics and experiences using main and supporting ideas
Present an argument for or against a particular point of view
Write informal or semiformal letter (100-120 words)
Write short review or composition (100-120 words)
Preparing Students for Writing Tasks Module D
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Five-Step Unit Structure:
Each unit is divided into five steps:
Step 1: The situation Introduce the situation orally and brainstorm with the students. Ask them to role play the situation – one student asks a question; the other answers. They can also act it out in front of the other students. If time permits, let them write the questions and answers in their notebook. Optionally, have students hand in their work for you to grade. Hand out the substitution table (or copy it onto the board) and ask them to make as many sentences as they can.
Step 2: Vocabulary Teach the vocabulary that may be needed. Use the words in sentences, including in the context of the previously presented situation. Be sure they know if the words are nouns, verbs, or adjectives. They may translate the words into Arabic and copy them into their notebook.
Step 3: Reading Read an article or report connected with the vocabulary. Focus on main ideas, details, and sentence expansion. Prepare Yes/No and Wh/Questions: What, Who, When, Where, Why, How …? Do not forget to ask the students how the sentences relate to the situation, the vocabulary, and the topic of writing.
Step 4: Learning about Writing in Module D Introduce and explain the format demanded in the writing task. It is imperative that students know that their writing must be modeled based on the defined layout/structure. Provide students with a checklist and/or a rubric for checking and evaluating their own work.
Step 5: Practice Practice is important, therefore let the students practice. Grade their work, providing constructive feedback to enable them to learn from their mistakes. Students should then resubmit the corrected assignment.
Additional Materials in this Guide
To complement the unit structure described above, the following additional materials have been provided at the end of this guide:
Practice Using Connectors, which is aimed at encouraging the correct use of connectors in students' writing.
Writing Assessment Criteria, which outlines the standard criteria for assessing writing tasks.
Preparing Students for Writing Tasks Module D
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Unit I: Writing an Informal Letter
A. About a Trip
Step 1– Present the Situation
Last year our class traveled to the north. What did we see and do?
Role play: Ask and answer the following questions:
Where did you travel?
Where did you go?
What did you see?
What did you visit?
Who did you listen to?
What did you buy?
Make sentences using the following table:
I traveled to a museum
We went through an exhibition
The pupils saw on an old city
The teachers visited at presents
My friend listened to the beach
The principal walked the guide
shopped a temple
bought the mall
souvenirs
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
A trip; to travel; to walk; to visit; to meet; to speak; to shop; to buy; to sightsee
A guide; ancient places; modern places; monuments; villages; cities; parks; rivers; beach; lakes; museums; exhibitions; a mosque; a church; a temple; a mall; presents; souvenirs; tourists
Step 3 – Reading a Text about a Trip
Module D Practice Papers (Eric Cohen Books, 2004), pages 17 and 29
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 5 and 18-19
Preparing Students for Writing Tasks Module D
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Step 4 – Writing an Informal Letter
Write approximately 100-120 words in English on the following topic.
Write a letter to your friend, telling about a trip to …
You may relate to the following points:
The places you visited
The people you met
The activities you participated in
Date: _______________________
Dear _______________________,
How are you? I hope that you are fine. I am fine too.
I want to tell you about ______________________________________________
_________________________________________________________________
__________________________________________________________.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
See you soon,
__________________
Step 5 – Practice Writing an Informal Letter:
Module D Practice Papers (Eric Cohen Books, 2004), pages 10 and 31
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 7 and 32
Preparing Students for Writing Tasks Module D
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B. Describing an Event
Step 1 – Present the Situation
Describe an accident/ a disaster/a fire/you witnessed.
Role play: A reporter is interviewing you as a witness
What did you see?
Where were you?
What happened?
What were the rescuers doing?
How was/were the person/people saved?
Who was injured/killed?
Who managed to survive?
Make sentences using the following table:
I witnessed to the windows
People were shouting from the hospital
Children were jumping by people
Rescuers were trying escape
Witnesses were injured a fire
were taken save
managed ambulances
an accident
survive
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To see; to witness; to save; to rescue; to crash; to manage; to survive; to help; to run over;
A flood; an earthquake; a fire; an accident; killed; injured; wounded; ambulances; firemen; police; rescuers; a report; hospital; upset; worried; scared; sad; happy; terrible; frightening
Step 3 – Reading a Text about an Event or Disaster
Module D Practice Papers (Eric Cohen Books, 2004), page 32
The New Bagrut Companion (Eric Cohen Books), pages 50 and 54
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of an Informal Letter
Write about 100-120 words in English on the following topic:
Imagine you are a witness to a natural disaster or an accident. Write a letter to a friend describing what you saw.
You may relate to the following points:
What happened when the disaster/accident took place
What happened after the disaster/accident
How you felt
Date: _______________________
Dear _______________________,
How are you? I hope that you are fine. I am fine too.
I want to tell you about a disaster/ an accident I witnessed.
Yesterday, ______________________________________________
_________________________________________________________________
__________________________________________________________.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
See you soon,
__________________
Step 5 – Practice
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 32 and 38
Summer Bagrut 2004 – Writing a letter to a friend about a summer job you have taken
Winter Bagrut 2005 – Writing a letter to a friend about a job you have taken in the afternoon
Summer Bagrut 2007 – Writing a letter to a friend who is planning to visit you
Preparing Students for Writing Tasks Module D
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Unit II: Writing a Formal Letter
A. Applying for a Job
Step 1- Present the Situation
You saw an ad in the local newspaper which requests someone of your age for a summer job. You go for an interview.
Role play:
How old are you?
Do you have any experience?
What can you do?
What qualities do you have that are relevant to the job requirements?
Why do you want the job?
How much money do you expect to earn?
Make sentences using the following table:
I am applying for per hour
know how to clean
am patient to serve
polite to help
responsible to use a computer
want x shekels the job
to work
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To apply; to help; to look after; to serve customers; can; cannot;
Summer; job; application, working with disabled children; waiter/waitress; babysitter; coach; cleaning; responsible; patient; polite; clean; organized; salary; per hour/ month/ day; experience; well qualified; I wish; I look forward to hearing from
Step 3 – Reading a Text about Jobs
Module D Practice Papers (Eric Cohen Books, 2004), page 20
Results for 3 points Companion (Andrew Wilson, Eric Cohen Books), pages 92, 100, and 101
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of a Formal Letter:
Write in English on the following topic. Write about 100-120 words.
Write a letter to the manager of the company/restaurant/association that is offering you a job.
You may relate to the following points:
Why you think you are fit for the job
What you will have to do
How much you expect to get
Date: _________________
Dear Mr/Mrs _______________________,
I read your ad in the local newspaper and I would like to apply for the job of
__________________________.
My name is ________________ and I am __________________years old.
I think I am fit for the job because _____________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________.
I hope that I can work for you this summer.
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Sincerely,
__________________
Step 5 – Practice
The same as in step 4, but define the job.
Preparing Students for Writing Tasks Module D
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B. Applying for a Course
Step 1- Present the Situation
You have read an ad in the school magazine about a summer course for learning English in England. You ask about more information.
Role play:
What course is it?
Where does the course take place?
How much does it cost?
Who are the teachers?
How long does the course last?
Where do the students live?
What activities are offered?
Make questions using the following table:
What … do we do?
How many… does it teach?
When will I be?
Who hours study?
Where students stay?
How much … cost?
take place?
live?
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To learn; to travel; to visit; to train; fees; tickets; arrival; expenses; budget; courses; teacher qualifications; roommates; hotel room; activities; summer camp; leaders; I would like to study; a student at; experience; intensive
Step 3 – Reading a Text about a Course
Module D Practice Papers (Eric Cohen Books, 2004), page 23
The New Bagrut Companion (Eric Cohen Books), page 18
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of a Formal Letter
Write in English on the following topic. Write about 100-120 words.
Write a letter to the principal of the school where you would like to study.
You may relate to the following points:
What makes the school special
What course you would like to attend
Why you think the school suits you
Date: _________________
Dear Mr/Mrs _______________________,
I read about your school in a magazine and I would like to study there because
_____________________. It _______________________________________
_______________________________________________________________
I would like to attend the following course __________________________
_________________________________________________________________
__________________________________________________________.
I am sure that_________________________________________________
_________________
I look forward to your quick reply.
Sincerely,
__________________
Step 5 – Practice
Write a letter to the director of an English Course in England
Write a letter to the person in charge of sports activities in the London area
Preparing Students for Writing Tasks Module D
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C. Complaining about the Quality of a Product
Step 1- Present the Situation
You bought something at a shop, but when you come home, you see there is something wrong with it. You decide to go and complain about it.
Role play:
What's wrong with what you bought?
How do you feel about it?
Who are you complaining to?
How much did it cost?
Do you want your money back?
Do you want to replace it?
Are you satisfied with the solution?
Make sentences and questions using the following table:
Could you hear at all
want to complain about x
I cannot replace it ?
It broken well
i get my money properly .
is see back
X isn't working a part
missing
give my money
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To complain about; to talk to; to tell about; to refuse; to give back; to replace; a complaint; a device; an appliance; the salesman; the saleswoman; the clerk; the manager
Faulty; broken; illegal; disappointed; compensation; low quality; thank you for
Step 3 – Reading a Text about a Complaint
Module D Practice Papers (Eric Cohen Books, 2004), page 8
The A.E.L. Bagrut Practice Book, page 65
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of a Formal Letter
Write in English on the following topic. Write about 100-120 words.
Write a letter to the manager of the shop where you bought a faulty good.
You may relate to the following points:
What the product is and why you bought it
What is wrong
What you would like to happen
Date: _________________
Dear Mr/Mrs _______________________,
On __________, I went to your shop to buy _____________________________.
I bought it because ___________________________________________
______________________________.
When I came home, I saw that________________________________
__________________________________________________________
____________________________________________________
I would like you to ________________________________________and to
_____________________________________.
Thank you in advance.
Sincerely,
__________________
Step 5 – Practice
Module D Practice Papers (Eric Cohen Books, 2004), page 25
Preparing Students for Writing Tasks Module D
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Unit III: Writing a Description
A. Describing a Person
Step 1 – Present the Situation
Describe a teacher, family member, TV or movie personality, politician, or athlete who has affected you. What impressions do you have about that person?
Role play:
Who is the person?
What does he/she look like?
What is his/her relation to you?
Where did you meet him/her?
What do you like about him/her?
How did he/she affect your life?
Make sentences using the following table:
X looks important humor
He is tall graceful
She could short elegant
has happy
sets kind determined
moves a sense of role model
seems an example
strong
successful
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To appear; to be; to look; to set an example; to seem
Face; eyes; nose; hair; physical appearance; smooth; to appear; delicate; look elegant; well dressed; self-satisfied; successful; slim; fat; attractive; shy; behavior.
Step 3 – Reading a Text about a Description
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), page 26
The New Bagrut Companion (Eric Cohen Books), pages 32, 36, 50, 54 and 70
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of a Description
Write in English on the following topic. Write about 100-120 words.
Describe the person who has most influenced your life.
You may relate to the following points:
What he/she looks like
What kind of a person he/she is
How he/she influenced your life
There are many people who influenced my life, but____________________
has influenced my life the most.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
When you look at ______________ you see a ___________person. His/her
face__________________________________________________________
____________________________________________________.
_________________________is the kind of person who
_____________________________________________________________
_____________________________________________________________
For these reasons, ____________________________________________
_____________________________________________________________
___________________.
Step 5 – Practice
The New Bagrut Companion (Eric Cohen Books), page 116, topics 2 and 5
The New Bagrut Companion (Eric Cohen Books), page 117, topic 7
Module D Practice Papers (Eric Cohen Books, 2004), pages 7, 10, 12 and 16
Preparing Students for Writing Tasks Module D
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B. Describing a Place
Step 1- Present the Situation
Describe a place, such as a restaurant, classroom, bank, train station, bus station, airport, or store.
Role Play
What is the place?
Where is it?
How is it decorated?
What pictures are on the walls?
What is it used for?
Who uses it or lives there?
Who is there now?
Make sentences using the following table:
It is sitting crowded
People are standing large
A man are eating attractive
A woman looks waiting unpleasant
look reading worried
smells standing tired
nice
in line
noisy
* Make changes in form as needed.
Step 2– Necessary Vocabulary
To notice; to examine; to attract; to matter; to count
To the right/to the left; next to; above /below; smell; pictures; walls; closet; pleasant; unclean; cheerful;
I could tell / think / believe;
Step 3 – Reading a Text about a Description
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), page 26
The New Bagrut Companion (Eric Cohen Books), pages 32, 36, 50, 54 and 70
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of a Description
Write in English on the following topic. Write about 100-120 words.
Describe a place that has influenced your life and that you will never forget.
You may relate to the following points:
What the place looks like
Where it is
Why it is so important for you
There are many places that have counted in my life, but the place I like most
is______________________________________________________
It is located ___________________________________________________
_____________________________________________________________.
_____________________________________________________________
_____________________________________________________________
It is important to me because ____________________________
_______________________________. In addition, it is important because
____________________________________________________
I will never forget it.
Step 5 – Practice
Describe a place where you ( would)like to spend your vacation
Describe a city /a country where you would like to come back
Preparing Students for Writing Tasks Module D
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Unit IV: Writing a Review
A. Describing a Book
Step 1- Present the Situation
Describe a book you read.
Role play:
What was the book about?
When and where did the story take place?
What kind of book was it?
Who were the main characters?
What happened? (describe the plot)
Did you like the book? Why or why not?
Make sentences using the following table:
The author wrote about real
The main character was/were very disappointed
The characters recommend well
The actors described a romance
The book told a tragedy
I a mystery
boring
a biography
good
interesting
a historical event
fascinated
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To write; to act; to look like; to enjoy; to like; to dislike
The author; the director; the reader; the characters; the plot; a romance; a thriller; a detective story; action; love; suspense; tragedy; comedy; funny; sad; disappointed; surprised; interested; boring; real; imaginary; courageous; amazing; fascinating
Preparing Students for Writing Tasks Module D
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Step 3 – Reading a Text about a Book
The New Bagrut Companion (Eric Cohen Books), pages 36 and 58
Step 4 – Teaching the Format of a Review
Write in English on the following topic. Write about 100-120 words.
Write a review of a book you read.
You may relate to the following points:
The title of the book
The genre of the book
What happened in the book
How you felt reading it
Would you recommend it to others, and why
Recently I read __________________________________________ by
___________________________ .
It was about ___________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________________________________
In my opinion, _________________________________________________
_____________________________________________________________
_____________________________________________________________.
I recommend/do not recommend that you read it because
_______________________________________________________
Step 5 – Practice
Describe a book you recently read
Recommend a book you recently read
Write a magazine article about a book you particularly liked
Preparing Students for Writing Tasks Module D
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B. Describing a Movie
Step 1- Present the Situation
Describe a movie you saw.
Role play:
What was the movie about?
When and where did it take place?
What kind of movie was it?
Who were the main characters?
What happened? (describe the plot)
Did you like the movie? Why or why not?
Make sentences using the following table:
The director created about a thriller
The main character
enjoyed very realistic
The characters was/were good well
The actors directed a love story
The leading actor/actress
acted a comedy
The movie Recommend/do not recommend
a mystery
I has disappointed
a biography
interesting
soundtrack
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To write; to act; to look like; to enjoy; to like; to dislike; to recommend; to enjoy
The author; the director; the readers; the characters; the actors; the actresses; the music; the dialogues; the script; the plot; a romance; real; imaginary; a thriller; a detective story; a historical movie; action; love; suspense; tragedy; comedy; funny; sad; disappointed; surprised; interested; bored; long; rating; soundtrack
Preparing Students for Writing Tasks Module D
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Step 3 – Reading a Text about a Book or Movie
Module D Practice Papers (Eric Cohen Books, 2004), pages 5 and 26
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), page 11
The New Bagrut Companion (Eric Cohen Books), pages 24 and 72
Step 4 – Teaching the Format of a Movie Review
Write in English on the following topic. Write about 100-120 words.
You may relate to the following points:
What kind of movie it was
What happened in the movie
Music and sound effects
Would you recommend it to others, and why
Recently I saw the movie _________________________________________
which was directed by ___________________________ .
It was about ___________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________________________________
In my opinion, _________________________________________________
_____________________________________________________________
_____________________________________________________________.
I recommend/do not recommend that you read it because
_______________________________________________________
Step 5 – Practice
Describe a movie you recently saw
Recommend a movie you recently saw
Write a magazine article about a movie you particularly liked
Preparing Students for Writing Tasks Module D
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Unit V: Writing an Opinion
A. A Technical Device that has Changed Our Lives
Step 1- Present the Situation
Television, computers and cars are devices that have changed our lives. What do I think about them?
Role play:
Is the device important?
How much do I use it?
What are its advantages?
What examples can I give?
What are its disadvantages?
Do many people like it?
Do I like it?
Make sentences using the following table:
X makes important skills
It helps educational modern
They is life easy
may be us interesting
are dangerous
teaches useful
amusing
a necessity
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To influence; to affect; to learn; to teach; to I think; to control; to develop;
I believe; in my opinion; it makes people; positive; negative; make life easier; boring; interesting; exciting; modern
Step 3 – Reading a Text about Giving an Opinion
The New Bagrut Companion, pages 16, 28, 34, 38 and 40
Module D Practice Papers (Eric Cohen Books, 2004), page 36
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of Writing an Opinion
Write in English on the following topic. Write about 100-120 words.
Some people believe that cell phones have changed the world. Do you agree or disagree with this idea? Write a passage for the newspaper stating and explaining your opinion.
You may relate to the following points:
Why mobile phones have become so important
Why people use cell phones so often
The advantages and/or disadvantages of having a cell phone
Cell phones are here to stay
For years people have used regular phones to speak to each other.
Then, suddenly cell phones appeared. They __________________________
_____________________________________________________________
_____________________________________________________________
People use them because ________________________________________
_____________________________________________________________
_____________________________.
However, cell phones ___________________________________________
_____________________________________________________________
_____________________________________________________________
In conclusion, I think ___________________________________________
___________________________________________
Step 5 – Practice
Bagrut 2006 Moed Aleph, writing an opinion about the most important qualities in a friend.
Bagrut 2006 Moed Bet, writing an opinion about the most important values children should be taught
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 10, 17, 21, 22, 25 and 34
Preparing Students for Writing Tasks Module D
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B. A Moral Issue that Affects Our Lives
Step 1- Present the Situation
What do I think about moral issues such as friendship, volunteering, helping others, important values, discipline?
Role play:
Debate about one of the issues listed above
Describe the issue
Where we can see it?
Why is it positive?
Why can it be difficult?
What does it give you?
What does it give others?
Make sentences using the following table:
I offer make children
My friend like do elderly people
Teenagers enjoy propose students
could help time
is able encourage money
should give sick
donate
contribute
volunteer
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To care for; to protect; to help; to donate; to obey; to respect; to benefit; to contribute; to volunteer
Important; valuable; difficult; hard; each other; others; a quality; personality; society; social life; values;
Step 3 – Reading a Text about Giving an Opinion
The New Bagrut Companion (Eric Cohen Books), pages 16, 28, 34, 38 and 40
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), page 36
Preparing Students for Writing Tasks Module D
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Step 4 – Teaching the Format of Writing an Opinion
Write 100-120 words in English on the following topic:
Good friendship is shown in hard times. Do you agree?
You may relate to the following points:
How you helped someone or someone helped you
What you or the other person did
Why helping someone in hard times shows good friendship
(Introduce the topic and give your opinion)
_____________________________________________________________
_____________________________________________________________
_______________________________________________________
I think so because_____________________________
_____________________________________________________________
_____________. For example,______________________
_____________________________________________________________
________.
As I wrote before, in my opinion, __________________________
________________________________.
To conclude, I suggest that ______________________________
______________________________________________________
Step 5 – Practice
Module D Practice Papers (Eric Cohen Books, 2004), page 22
Practice Papers for Module D (Danny Graber, Eric Cohen Books, 2007), pages 10, 17, 21, 22, 25 and 34
Preparing Students for Writing Tasks Module D
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C. A Social Phenomenon
Step 1- Present the Situation
Our life is full of situations and problems that affect our society; for example, cigarettes, violence, unemployment, and children who have to work. Present one such situation/problem to the class.
Role play:
What is the situation/problem about?
Who is involved?
Can you give an example?
What are the causes?
What are the consequences?
What are the dangers?
Who could help?
How could we solve the problem? Personally? Socially?
Make sentences questions using the following table:
The problem can about in
Teenagers should help laws
My cousin cannot involved x
Parents are attend students
School is pass the problem
The government need talk school
Children identify
listen
* Make changes in form as needed.
Step 2 – Necessary Vocabulary
To be involved in; to cause; to affect; to influence; to pass laws; to control; to identify; to resolve an issue; to solve a problem
Peer pressure; teenagers; parents; counselors; society; the government; causes; consequences; positive; negative
Steps 3, 4 and 5 are the same as for previous topic
Preparing Students for Writing Tasks Module D
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Unit VI: Writing For and Against
Each of the topics in this unit should be implemented based on the strategies presented in Unit V.
A. A Technical Device that has Changed Our Lives
B. A Moral Issue that Affects Our Lives
C. A Social Phenomenon
Outline of approach for all topics:
Step 1- Present the Situation
Step 2 – Necessary Vocabulary
Step 3 – Reading a Text about Giving an Opinion
Step 4 – Teaching the Format of Writing an Opinion – For and Against
Write in English on the following topic. Write about 100-120 words. Computer chat rooms have become very popular these days. Present the advantages and disadvantages of chatting online. You may relate to the following points:
Why people like to use chat rooms
Why chat rooms can be a problem
How you can prevent problems from occurring
Introduce the topic
__________________________________________________________________
_________________________________________________
Present the advantages and give examples ________________________________
______________________________________________________________________________________________________________________________________
_________________________
Present the disadvantages and give examples ______________________________
___________________________________________________________________
___________________________________________________________________
___________________
Conclude and give your opinion ________________________________________
______________________________________________________________________________________________________________
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Step 5 – Practice
Discuss and/or write for and against the following topics:
Cell phones
Internet
Motorbikes
Computers
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Practice Using Connectors
Sentence connectors are used to describe the relationships between ideas and to combine sentences in a meaningful way. The correct use of connectors can greatly improve the level of students' writing.
For this reason, it is important that you acquaint students with their correct use and encourage their use in writing tasks. When possible, ask students to rewrite sentences in their written work using connectors.
For instructional purposes, the connectors introduced herein have been divided into the following categories:
Connectors that introduce additional information
Connectors that introduce examples
Connectors that indicate sequence in time
Connectors that indicate order of ideas
Connectors of consequence
Connectors of contrast/opposition
Connectors of reason, cause and purpose
Examples of each type of connector are provided in the following sections, together with practice sentences.
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Connectors of Addition
The following connectors are used to introduce a new piece of information:
in addition
moreover
furthermore
Ask students to use a connector in each of the following sentences:
1. The food was cold. ___________, the service was terrible.
2. ________________, students are assigned three hours of homework every day.
3. Students start the day early, _________________ they leave school late.
4. They claim that the death penalty deters crime. ________________, it saves the state the cost of keeping criminals in prisons.
Connectors that Introduce Examples
The following connectors are used to introduce examples: such as for example for instance like
Ask students to use a connector in each of the following sentences:
1. Try a snack _________________fried peanuts or pickled vegetables in hot sauce.
2. Plan a trip for the middle of the winter, _________________, if you want to see the snow on Mt. Hermon.
3. In the camps, just _____________ in the army, discipline is strict.
4. He felt that more should be written about people living in the modern world. _________________, the fact that the Chinese are great fans of American football.
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Connectors that Indicate Time Sequence
The following connectors help understand time sequence and can help you list in the order in which events took place.
since then when after before finally
Ask students to use a connector in each of the following sentences:
1. _______________ studying for many years, she used her knowledge of Arabic to work as a translator.
2. I haven't seen Jim ___________ he moved to New York.
3. ____________ , after years of saving, Joseph has enough money to buy a car.
4. ______________ the American Civil War, slavery was legal in the United States.
5. We will discuss the problems ___________ I get to the office.
6. First, I will do my homework. ______________ I will play on the computer.
Connectors that Order Ideas
The following connectors help organize the flow of content:
first /first of all / firstly
second / secondly
then
finally
to sum up
in conclusion
Ask students to use a connector in each of the following sentences:
1. When taking an examination, ______________ you should read the instructions and ___________________ answer the questions.
2. Many people dream of moving to the U.S. This is for many reasons. _____________, because salaries are higher in America. _________________, there are better job opportunities. ___________________, some people think America is a better place to work.
3. France is expensive and I don't know the language. __________________, I don't plan to visit France anytime soon.
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Connectors of Consequence
The following connectors introduce a result or a consequence:
as a result
therefore
consequently
Ask students to use a connector in each of the following sentences:
1. The product didn't work, _______________, I am asking for a new one.
2. _______________ of his poor performance, he was fired from the job.
3. Most children spend a lot of time outdoors, ________________ , they should use sunscreens every day.
4. Mercury and Venus are very hot planets. _______________, no human being could ever survive on them.
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Connectors of Contrast/Opposition
The following connectors contrast people, things or ideas that are different:
but
yet
however
despite / in spite of
although
on the one hand … on the other hand
Ask students to use a connector in each of the following sentences:
1. _______________ the movie was made in 1955, it is amazing how relevant it is for teenagers today.
2. You might think that this is just another party __________ you would be wrong.
3. The sun's radiation has both good and bad consequences. _______________, it gives us warmth and light. ___________________, overexposure to it is dangerous.
4. ______________ the fact that market has been badly damaged many times by earthquakes and fire, it is still the oldest and largest covered market in the world.
5. _______________ the heavy rain, we took a hike in the forest.
6. There are two reasons why Martin got the job: _____________, he was very talented; _____________, he was available.
7. The Smiths wanted to build a new garage, ________________ the neighbors complained.
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Connectors of Reason, Cause and Purpose
The following connectors indicate the relationship between a cause and its effect:
because / because of
since
The following connectors indicate the relationship between a cause and its effect:
in order to
so / so that
Ask students to use a connector in each of the following sentences:
1. I made lunch ________________ because my mother was busy.
2. Sharon went to Washington ______________________ to attend her cousin's wedding.
3. He bought a laptop computer _______________ he could take it to school with him.
4. _________________ I can type faster than you can, I will type the letter for you.
5. Omar flew from Houston to Boston ________________ it was too far too drive.
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Writing Assessment Criteria
Writing assessment tables for both Module B and Module D are provided for your convenience.
Depending on your students' competence, you may initially prefer to start by assessing their work using the rubric for Module B. You can then provide the students with the rubric for Module D, explaining the increased importance of language use and mechanics.
Writing Assessment – Module B
Criteria Descriptors
Content and Organization
Information is relevant to the topic
Fluent expression
Text is well organized
Some information is irrelevant to the topic
Message is sometimes difficult to follow
Text is fairly well organized
Information is irrelevant to the topic
Message cannot be understood
Text is poorly organized
10 8 5 2 0
Vocabulary Use of appropriate vocabulary
Occasional use of inappropriate vocabulary
Consistent use of inappropriate vocabulary
6 5 4 2 1
Language Use Correct use of basic language structures
Few errors of agreement, tense, word order, pronouns, prepositions
Occasional incorrect use of basic language structures
Several errors of agreement, tense, word order, pronouns, prepositions, fragments, run-on sentences
Consistent incorrect use of basic language structures
Frequent errors of agreement, tense, word order, pronouns, prepositions, fragments, run-on sentences
11 8 6 4 1
Mechanics Few errors of spelling, punctuation, capitalization
Occasional errors of spelling, punctuation, capitalization
Frequent errors of spelling, punctuation, capitalization
3 2 1 - 0
Note: The maximum assessment per this rubric is 30.
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Writing Assessment – Module D
Criteria Descriptors
Content and Organization
Information is relevant to the topic
Fluent expression
Text is well organized
Task is written mostly in student's own words
Some information is irrelevant to the topic
Message is sometimes difficult to follow
Text is fairly well organized
Chunks of the task are not written in the pupil's own words
Information is irrelevant to the topic
Message cannot be understood
Text is poorly organized
Task is not written in student's own words
8 6 4 2 0
Vocabulary Correct use of varied vocabulary
Appropriate word/idiom choices and usage
Use of appropriate register
Correct use of appropriate vocabulary
Occasional errors of word/idiom choice and usage.
Occasional use of inappropriate register
Limited or inappropriate vocabulary
Frequent errors of word/idiom choice and usage.
Use of inappropriate register
6 5 4 3 1
Language Use
Correct use of language structures
Few errors of agreement, tense, word order, pronouns, connectors, prepositions
Occasional incorrect use of basic language structures
Several errors of agreement, tense, word order, pronouns, connectors, prepositions, fragments, run-on sentences
Consistent incorrect use of basic language structures
Frequent errors of agreement, tense, word order, pronouns, connectors, prepositions, fragments, run-on sentences
12 10 7 4 1
Mechanics Few errors of spelling, punctuation, capitalization, paragraphing
Occasional errors of spelling, punctuation, capitalization, paragraphing
Frequent errors of spelling, punctuation, capitalization, paragraphing
4 3 2 1 0