Thursday, November 11, 2010

Adding Details and Examples

Lesson 1

Students write a paragraph about the most difficult thing about learning English.


Vocabulary

topic sentence- A sentence that tells what the subject of the paragraph is. Often it is the first sentence in the paragraph.

first draft- the first time something is written.

Brainstorming- thinking of lots of ideas. For example, if I’m writing about a city I could just write the name of the city, and add all the things it makes me think of.


Write Learning English in a bubble on the board, and surround it with Speaking, Writing, Reading, and Listening and Understanding. (Have students copy this in their notebooks as you are writing.) Ask students for suggestions and add them. For example, students might add things like pronunciation, spelling, people talking fast, slang, and vocabulary. Ask for some examples and students might add things like, asking for directions, filling out forms, etc. Add more examples if you can. Now the students are thinking of their own experiences that they have some ideas to write.


Write the first sentence on the board and explain that this is the topic sentence. The topic sentence is the subject of the paragraph, what the paragraph is about. Everything in the paragraph will be about this.

The hardest thing about learning English is _______________. Encourage them to use words and phrases from the board and to add their own examples and experiences.


Model a few sentences as examples. Also ask students for examples.


The hardest thing about learning English is speaking. I have trouble pronouncing some letters. When I say words wrong and sometimes people don’t understand me. I didn’t know where to go when I got off the bus, but the bus driver didn’t understand me.


Why is speaking hard? What is the reason? Pronouncing some letters.

Examples and details: Not being understood. (general)

Lost on the bus. (specific)


Encourage students to write about things that have happened to them for examples. As students are writing, circulate and ask for questions for more details in the paragraph. If a student has a few good sentences, read them aloud.

Transitional words page 2

Tansitions

Spelling words

about

friends

probably

tomorrow

address

fuel

party

tonight

advise

getting

peace

traveling

again

goes

people

trouble

all right

grade

piece

truly

along

guard

played

until

already

guess

poison

used

although

half

practice

vacation

always

handkerchief

pretty

very

among

having

principal

what

arithmetic

hear

quarter

when

aunt

heard

quit

wear

awhile

height

quite

where

beautiful

hello

raise

whether

because

here

read

weather

been

hospital

receive

weigh

before

hour

remember

were

birthday

house

right

we’re

blue

instead

rough

when

bought

knew

route

where

built

know

said

which

busy

laid

says

white

buy

lessons

school

who

children

letter

several

whole

chocolate

little

skiing

women

choose

loose

something

would

close

loving

soon

writing

color

laugh

store

wrote

come

let’s

straight

especially

coming

making

studying

everybody

cough

many

sugar

favorite

could

maybe

suppose

off

country

minute

surely

trouble

cousin

morning

surprise

two(2)

cupboard

mother

surrounded

usually

dairy

name

swimming

people

dear

neither

teacher

write

decorate

nice

tear


didn’t

none

terrible


doctor

o’clock

threw


doesn’t

often

through


early

once

tired


easy

outside

together


enough

no

too (also)