92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

• Information gap tasks ;
• Opinion gap tasks (Learners engage in cooperatively solving a problem);
• Role-play, drama, simulation (Learners freely act out roles and situations using initial cues, often
replicating real-life actions and experiences) ;
• Interviews (Learners obtain information from each other on a specific issue);
• Discussion (Learners discuss specified topic/ theme).
Rhetorical functions
Rhetorical functions have been defined as being language functions that are often used in academic spoken or
written texts. Rhetorical functions at Level Four include:
• Defining
• Cause and effect
• Purpose
• Addition
• Concessions
As mentioned earlier, it is productive to adopt a text-based approach to the teaching/learning of rhetorical
functions; that is, to deal with them as they occur naturally in authentic texts. The teaching/learning of rhetorical
functions should follow this pattern:
• Noticing : Learners notice the instance of the rhetorical target in text and how it is realized
linguistically;
• Practice: Learners practise the exponents of the target rhetorical function through a series of exercises;
• Performance: Learners use the target rhetorical in performance-based tasks such as projects.
Exposing the learners to authentic texts to teach rhetorical functions, followed by noticing tasks based on the
texts and communication activities which provide them with the opportunity to use what has been noticed in the
texts is conducive the achievement of the standards connected with social/communicative functions and
rhetorical functions; namely, to demonstrate the ability to use them appropriately and accurately in a variety of
contexts and for diverse purposes.
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التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007