Chapter 5 teaching foreign language writing activities

Creative Corner - Story starter worksheets for the budding young author. Poetry Worksheets and Activities My Alphabet Poem - Choose from two page designs and write a poem about yourself beginning each line with a letter of the alphabet. Months of the Year Acrostic Poems - This file includes 12 pages, one for each month of the year, providing students with the opportunity to write a new poem each month. Spring Acrostic Poem - Write a poem about spring and begin each line with a letter from the word spring.

Chapter 5 teaching foreign language writing activities

It has only been since the s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom. There are also links to classroom activities and lessons with literature that you can download and use straight away.

First of all, any method or approach towards using literature in the classroom must take as a starting point the question: The Macmillan English Dictionary gives the following definition: One broader explanation of literature says that literary texts are products that reflect different aspects of society.

Other linguists say that there is no inherent quality to a literary text that makes a literary text, rather it is the interpretation that the reader gives to the text Eagleton This brings us back to the above definition in the sense that literature is only literature if it is considered as art.

Before doing any study of a literary text with your learners, one idea would be to ask them what they think literature is. There are many good reasons for using literature in the classroom.

Printable Second Grade (Grade 2) Tests, Worksheets, and Activities

Here are a few: Literature is authentic material. It is good to expose learners to this source of unmodified language in the classroom because they skills they acquire in dealing with difficult or unknown language can be used outside the class.

Literary texts are often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions. Literature expands language awareness. Asking learners to examine sophisticated or non standard examples of language which can occur in literary texts makes them more aware of the norms of language use Widdowson, quoted by Lazar Literature educates the whole person.

By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom. Literature holds high status in many cultures and countries.

For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature. Also, literature is often more interesting than the texts found in coursebooks.

How the teacher will use a literary text depends on the model they choose. The cultural model views a literary text as a product. This means that it is treated as a source of information about the target culture. It is the most traditional approach, often used in university courses on literature.

The cultural model will examine the social, political and historical background to a text, literary movements and genres. There is no specific language work done on a text. This approach tends to be quite teacher-centred.

Second Language Acquisition in Kindergarten In this book, Nassaji and Fotos not only succeeded in affirming the importance of grammar instruction in language teaching but also in informing practitioners how grammar could be best taught in actual classrooms based on theoretical and empirical evidence. Each chapter introduces the theoretical background of a particular approach, theory, or construct of second language acquisition SLA substantiated by empirical evidence.

The language model aims to be more learner-centred. As learners proceed through a text, they pay attention to the way language is used. They come to grips with the meaning and increase their general awareness of English.

chapter 5 teaching foreign language writing activities

Within this model of studying literature, the teacher can choose to focus on general grammar and vocabulary in the same way that these are presented in coursebooks for example or use stylistic analysis. Stylistic analysis involves the close study of the linguistic features of the text to enable students to make meaningful interpretations of the text — it aims to help learners read and study literature more competently.

chapter 5 teaching foreign language writing activities

The personal growth model is also a process-based approach and tries to be more learner-centred.C.B. Putnam's Home Page Foreign Language Teaching on the Internet: Resources with Teaching Activities.

Teaching activities and materials for French, German, Italian and Spanish classes. Cooperative Learning in Modern Languages. (D) In the case of an employee other than a covered noncareer employee as defined in 5 CFR (a), travel expenses, consisting of transportation, lodgings or meals, incurred in connection with the teaching, speaking or writing activity.

If you are a foreign language teacher in an inclusive setting, there is a good chance you will interact with students with dyslexia. This lesson discusses issues and strategies in helping students. Chapter 5 Language Moves: The Place of “Foreign” Languages in Classroom Teaching and Learning DIANE LARSEN-FREEMAN DONALD FREEMAN University of Michigan L anguage as subject matter is highly protean; it has been defined in various ways in schools, usually as a reflection of predominant images of teaching and learn-ing.

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Online Writing Lab (OWL) – Purdue’s writing lab has great resources for writing resumes and professional documents. This site is a very handy tool for university students and adults seeking work in an English-speaking country.

Difficulties in vocabulary development and syntax, impoverished or immature writing, and difficulty keeping up and participating in class may all be symptoms of an earlier lack of competence in a first language.

Teaching English as a Second or Foreign Language (3rd Edition)