METHODOLOGY AND DIDSCTICS II

ESSAY SECTION

Name: Andrea de los ngeles Granda Campoverde

B. DESIGN 4 DIFFERENT ACTIVITIES THAT HELP STUDENTS WRITE. (2 p)

Strategy: To do this activity you need to read and understand information from unit 7 of
your didactic guide (chapter 7 of your textbook).

The following chart contains the rubric considered for this activity. This rubric will help
you to create a high quality work.

ACTIVITY 1

Materials:

- sheet of plain paper for each pair of students.

- Pencils.

Instructions:

- Draw the face of a person in the top right-hand corner of the page.
- Once they've done this. Give the person a name.
-On the top left of the page, write five adjectives to describe the person's appearance.
- Then, write five more adjectives to describe the person's character.
- Write who the person lives with
-Then, they are going to attach all the information with complete sentences. They will have
20 minutes to finish the activity.
-Once all the students have added a sentence to their stories, they will pass the paper to the
pair on their right. This means that every pair of students now has a new character. The
students then read through the information and the beginning of the story and then add one
more sentence to it.
-Finally each pair of students will have a story and they are going to try to find and correct
mistakes.

ACTIVITY 2

Materials:

- Role cards for each group.

Instructions:

- The teacher is going to describe each character of the story.

- The class is going to be divided into four or 5 groups.

 - Each group have to change the story according the characteristics of the role card.

-Finally they read and dramatize the story.

ACTIVITY 3

Materials:

- copies of helpful hints

- Pencils.

Instructions:

- Students are given individual copies of a new essay topic appropriate to the unit of literature
just studied.

- Students are allowed to refer to the Helpful Hints sheet only. They are given the ninety-
minute block of time to write a five-paragraph essay.

-They must spend twenty to thirty minutes (minimum) planning their essay, thirty to forty-
five minutes writing their drafts, and fifteen to thirty minutes revising and editing their drafts.

-Finally the teacher receive the essay at the end of the time.

Bibliography:
- Nation, I.S.P (2009). Teaching ESL/EFL reading and writing. New York; Routledge