Weaving It Together Exeter

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Weaving It Together Connecting Copyright 2010 Heinle Cengage Learning. Reading and Writing Instructor s Manual, ALL RIGHTS RESERVED No part of this work covered by the copyright herein. Books 3 and 4 Third Edition, may be reproduced transmitted stored or used in any form or by any means. Milada Broukal John Chapman and, graphic electronic or mechanical including but not limited to photocopying. Patricia Brenner, recording scanning digitizing taping Web distribution information networks. Publisher Sherrise Roehr or information storage and retrieval systems except as permitted under. Section 107 or 108 of the 1976 United States Copyright Act without the prior. Acquisitions Editor Thomas Je eries,written permission of the publisher.
Editorial Manager Berta de Llano, Senior Development Editor For product information and technology assistance contact us at. Margarita Matte Cengage Learning Customer Sales Support 1 800 354 9706. Director of Global Marketing Ian Martin For permission to use material from this text or product. Director of U S Marketing submit all requests online at cengage com permissions. Further permissions questions can be emailed to,Jim McDonough. permissionrequest cengage com,Senior Marketing Manager Katie Kelly. Marketing Manager Caitlin Driscoll,ISBN 13 978 1 111 00238 1. Marketing Assistant Anders Bylund,ISBN 10 1 111 00238 X.
Director of Content and Media,Production Michael Burggren. Content Product Manager Mark Rzeszutek,20 Channel Center Street. Print Buyer Susan Spencer Boston MA 02210,Cover Design Page2 LLC Gina Petti USA. Rotunda Design, Compositor Glyph International Cengage Learning is a leading provider of customized learning solutions with. o ce locations around the globe including Singapore the United Kingdom. Australia Mexico Brazil and Japan Locate your local o ce at. international cengage com region, Cengage Learning products are represented in Canada by Nelson Education Ltd.
Visit Heinle online at elt heinle com,Visit our corporate website at www cengage com. Printed in the United States of America,1 2 3 4 5 6 7 11 10. 00238 X 001 005 indd 2 14 12 09 2 07 PM,To the Teacher 4. Sample Lesson Plan Book 3 6,Sample Lesson Plan Book 4 9. Sample Grading Rubric for Written Work 12,Sample Correction Symbols 13.
Sample Student Essay with Correction Symbols 14,Teaching Hints and Answer Key Book 3 16. Writing Handbook Book 3 64,Teaching Hints and Answer Key Book 4 74. Writing Handbook Book 4 119,Glossary of Grammar Language Terms 125. Contents 3,00238 X 001 005 indd 3 14 12 09 2 07 PM. To the Teacher,consistently emphasized in this series The.
Organization of the editing tips at the end of each section will help. Student Book students become effective editors of their own. Weaving It Together Book 3 has eight and each other s work It is also important to. units Each unit is divided into two chapters value original and thoughtful writing as well as. related to the unit theme Weaving It the amount of effort invested in the work. Together Book 4 has nine chapters Each Here are some suggestions for correcting. chapter has two readings related to a single students written work. chapter theme The themes have been carefully Use written correction symbols so that. selected to appeal to a wide range of interests students have to nd their own mistakes. and to promote discussion and comparison of see page 13 for examples. different cultures Make clear your criteria for grading. The sequence of activities in each chapter written work You may want to use the. follows this pattern same criteria each time or you may. prefer to focus on speci c points You,What Do You Think activity. might focus on paragraph formatting for,Pre reading and predicting activities. the rst assignment for example and,then gradually add other criteria such. Vocabulary activities,as grammar vocabulary and content. Comprehension activities,See page 12 for possible writing rubrics.
Discussion and critical thinking questions,which may be adapted for your class. Writing skills,Have students work in pairs to check. Writing practice activities,their essays before handing them in Peer. Each step in the sequence is important to,editing is a great way to help students. the nal goal of enabling students to produce,learn to become more independent.
excellent written English All skills of reading,Encourage students to use the editing. writing generating ideas and developing,checklist at the end of each chapter in. vocabulary are integrated throughout each,the student book when correcting each. chapter with the aim of achieving this goal,other s work. Remember that a page covered, Grading of Written Work in corrections is going to be very.
The criteria you choose for grading your discouraging for your students If one. students written work will vary according to mistake recurs frequently in an essay. the aims in your course description In general correct it just once and ask the student. your students can be expected to hand in at to nd other examples of the mistake by. least one preliminary draft of their work before himself or herself. handing in their nal draft The process of Remember to use a balance of both. re writing and editing written work is praise and criticism in your comments. 4 To the Teacher,00238 X 001 005 indd 4 14 12 09 2 07 PM. State your criteria for grading journals at,Journals the beginning of the semester You may. Journals provide an effective way of nd it suf cient if students complete the. increasing the value of class time as they required number of journal entries or you. encourage learning outside of class Students may want to grade effort or relevance to. can experiment with new language they have course material It is important that these. recently learned or read prepare their thoughts criteria be clear to your students before. about a topic before discussing it in class or they begin journal writing. respond in a personal way to the topics that Set a xed number of journal entries and. are discussed in class Journals are especially a xed number of times for journals to be. effective with shy or quiet students who may handed in over the course of the semester. not feel comfortable speaking out in class, They are also an excellent way for you to get Internet Activity. direct feedback from students as to how well,Also at the end of each unit is an Internet. they have understood a lesson and what their,activity which gives students the opportunity.
feelings are about the topics under discussion,to develop their Internet research skills This. Journals allow teachers to communicate directly,activity can be done in a classroom setting. with individual students on a regular basis,with the guidance of the teacher or if. There is no doubt that the use of,students have Internet access as a homework. journals creates extra work for the teacher,task leading to a classroom presentation or.
Be realistic about how much time you can,discussion The Internet activities are designed. spend on reading and responding to your,to help students develop a critical approach. students journal writing However the more,to information obtained on the Internet We. enthusiastic you are about journals the,have not suggested any speci c Websites. better your students will respond and you,but this manual provides suggested keywords.
may nd yourself learning a great deal that,to be used with a search engine as well as. will ultimately help you to understand your,additional activity ideas Go to elt heinle com. students better and aid you in your classroom,weavingittogether to nd out more about how. teaching Suggestions for journal writing tasks,to do an Internet search. are given throughout this manual,Note Remember that not all Websites provide.
Following are some suggestions for using,accurate information Students should be. journals in your class,advised to compare a few Websites to help. Use journals for freewriting Do not,verify data Be careful to warn students of the. correct spelling grammar or other errors,dangers of giving up any personal information. Respond with brief supportive comments,on Websites or downloading any les from.
that show you appreciate the writer s,unknown sources. feelings as an individual or engage,in dialog with the student by asking. questions about what has been written,Provide a model journal entry to show. students the length and the type of,writing you expect to see. To the Teacher 5,00238 X 001 005 indd 5 14 12 09 2 07 PM.
Sample Lesson Plan Book 3, Each chapter in Weaving It Together Book 3 to introduce the speci c theme of. follows a carefully designed sequence of the chapter Activating students. activities which guides students through background knowledge of the topic will. the process of connecting reading to make the readings easier to understand. writing Each chapter takes approximately,2 hours of class time 3 Predicting 5 minutes. This activity helps students focus, Lesson 1 60 minutes more closely on the material they will. encounter in the reading The aim of, 1 Unit Photo and Warm Up the predicting activity is not to nd. 10 minutes the correct answers though they may, The unit opens with one or more check the answers after doing the.
photos re ecting the theme of the reading but to develop the skill of. unit Use the photos to ask questions anticipating what the text is going to. related to the general theme and to be about by looking at a few key items. gather ideas to be used later in the two The predicting activity in Unit 2 for. chapters The unit opener also contains example encourages students to guess. the What Do You Think activity which the meaning of words and compare. is meant to tap background knowledge their guesses with the meanings in the. and generate interest in the topic of reading the predicting activity in Unit. the readings in the unit Have students 4 encourages students to guess what. complete the What Do You Think the story is about by looking at a few of. activity individually When they have the key words. nished match students with a partner,4 Vocabulary and Comprehension. and have them compare answers and,Questions 25 minutes. agree on one answer for each item, The teaching hints for each chapter To encourage rapid and effective. give additional information related to reading skills you may wish to follow. the chapter theme and creative ways this pattern,of introducing the theme thereby. a Ask students two or three easy,activating the visual audio and.
comprehension questions that,kinesthetic learning styles of students. guide them to the main points of,the reading See the teaching hints. 2 Chapter Photo Pre Reading,for suggested questions Set a time. Questions 5 minutes,limit of about 3 minutes for students. Use the chapter photo to elicit more to nd the answers quickly. focused discussion on the topic of the b Have students read the Vocabulary. reading Use the pre reading questions in Context questions work in. 6 Sample Lesson Plan,00238 X 006 073 indd 6 11 12 09 8 39 PM.
pairs to answer them and then processing of the material which will. go back to the reading to check help students remember the vocabulary. their answers Have students work and the theme and develop ideas to use. in pairs to answer the Vocabulary in their writing later You may assign. Building questions and then students to summarize ideas from the. compare their answers as a group discussion for homework. Ask them if they can think of any,additional word forms for each of. the vocabulary items Then have,Lesson 2 45 minutes. students work individually or in 1 Review 10 minutes. pairs to complete the Vocabulary in,Review the vocabulary and themes. New Context sentences,from the rst part of the chapter. c Have students read the general,Extend the vocabulary to include.
comprehension questions Looking,words and phrases related to students. for the Main Ideas and set a time,own cultural context if appropriate. limit of 3 minutes for a second,Encourage students to keep a. reading of the passage Then give,systematic record of new vocabulary. students 10 minutes to write the,in a notebook or on cards adding.
answers or discuss them in pairs,de nitions and example sentences to. Have them check the answers by,help them remember To provide an. referring back to the passage,opportunity for peer teaching match. d Give students a chance to search,students with a partner and have them. for and guess the meaning of,compare their vocabulary notes and.
any unknown words Then ask,suggest additional examples. students to answer the detailed,comprehension questions Looking. 2 Writing Skills 15 minutes,for Details and the questions in. the section Making Inferences and Present the new grammar or. Drawing Conclusions referring back organizational writing point to be. to the passage for the answers practiced in this lesson Set a time limit. e Use the teaching hints for additional for students to complete the guided. ideas on using the reading and writing exercises Allow plenty of time. extending the comprehension so that all students are able to complete. Teaching Hints and Answer Key Book 3 16 Writing Handbook Book 3 64 Teaching Hints and Answer Key Book 4 74 Writing Handbook Book 4 119 Glossary of Grammar Language Terms 125 Contents 00238 X 001 005 indd 3 14 12 09 2 07 PM 4 To the Teacher To the Teacher Organization of the Student Book Weaving It Together Book 3 has eight units Each unit is divided into two chapters related to the

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