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helping students one by one. Especially good compositions can be read aloud at the end of the lab period. A few composition exercises are of the highly controlled variety, in which the students’ task is basically to copy a given text and to make cer tain required changes of tense, pronoun usage, or similar changes. These occur primarily in the first half of the book, when the students’ grammatical repertoire is still fairly limited. Dicto-comps are used in almost every chapter to form a bridge between grammar work and free writing. They resemble dictations in that the content has been predetermined. However, as the directions indicate, the students are not asked to write a word-for-word copy of the original. Rather, they are to listen three times before writing, and then to compose a paragraph from memory, as close to the wording of the origi nal as possible. Partly completed compositions with large blanks are a kind of con - trolled composition that calls for more student input. These assignments provide the students with choices that are varied enough to allow an op portunity for expression, but controlled enough to make incorrect combi nations rather unlikely. By completing each sentence appropriately, stu dents can practice writing paragraphs, letters, and memos in their own words, conforming to a standard form. Some composition assignments are almost entirely free, stimulated by a list of questions or a picture. When this kind of assignment is given, there has been a previous text in the chapter which can serve as a model. In the second half of the book there are exercises that treat the pro - cess of composition as a problem of arranging and ordering ideas. In these assignments, sentences are given to the students, but they are out of order. The students’ task is to rewrite the composition in a logical order. 6. Vocabulary and Spelling Often the final section of a chapter is a game activity. There are puzzles and word games to expand student vocabulary and to focus attention on accurate spelling. In this section, as well as in the grammar section, attention is given to the spelling and usage of inflectional and derivational affixes. These sections are intended to bring some fun to the drudgery of spelling work. They should be done in class in pairs or even in teams. At the end of a unit, the teacher may want to reward the class by arranging a competitive game, in which two teams try to be the first to complete a puzzle. xi
Below are two possible time schedules for a typical chapter in the book. Two-Hour Plan with Homework Day one Text Read the text aloud or silently, clarify vocabulary, and ask comprehension questions. Mechanics Explain the rule, have students write the sentences on the board, and correct their work. Grammar Review the rule and do some problems orally. Students write out the exercise individually or in pairs. Collect the papers. Homework Sentence Construction Exercise Day Two Correct the Sentence Construction exercise in class and compare answers. Dicto-Comp Puzzle Students work in pairs or in teams. Homework Controlled Com - position Four-Hour Plan with no Homework Day One Text Read the text aloud or silently, clarify vocabulary, and ask comprehension questions. Mechanics Explain the rule, have students write the senten ces on the board, and correct their work. Grammar Review the rule and do some problems orally. Students write out the exercise individually or in pairs. Collect the papers. Day Two Sentence Construction exercise Have students act out dialogs, compare different student answers, or do Concentration game in class. Dicto-Comp Day Three Controlled Composition Use the writing lab technique. The students may do one or more compositions, as time permits. Day Four Discuss the student compositions and compare them. Have students read each other’s work to develop a critical eye. Puzzle Team game xii
Page 1 and 2: P a t r i c i a W i l c o x P e t e
Page 3 and 4: Developing Writing Writing Skills P
Page 5 and 6: Chapter 4: “In a Restaurant” ..
Page 7 and 8: Chapter 11: “Riddles” .........
Page 9 and 10: Chapter 18: “Planning a Trip” .
Page 11: correction builds awareness of the
Page 15 and 16: I. Mechanics Capital letters at the
Page 17 and 18: IV. Controlled Composition Dicto-co
Page 19 and 20: until all the squares are uncovered
Page 21 and 22: CHAPTER TWO THE WEEKEND COOK My dad
Page 23 and 24: 2. A few verbs add -es in the third
Page 25 and 26: Verbs that cannot take an object ar
Page 27 and 28: VII. Grammar Adverbs of time at the
Page 29 and 30: I. Grammar Contractions: subject pr
Page 31 and 32: Consonant sounds ___pill ___pain __
Page 33 and 34: CHAPTER FOUR IN A RESTAURANT Peter
Page 35 and 36: 8. A cook works in a restaurant. C
Page 37 and 38: VIII. Vocabulary and Spelling Puzzl
Page 39 and 40: I. Mechanics A. Noun plurals A few
Page 41 and 42: and playing records. Roberta has on
Page 43 and 44: VII. Sentence Construction Asking a
Page 45 and 46: I. Mechanics A. Noun plurals Follow
Page 47 and 48: 4. weather the weather / be / cold
Page 49 and 50: CHAPTER SEVEN ENORMOUS CABBAGES SHO
Page 51 and 52: Use the for: Don’t use the for: R
Page 53 and 54: Winters are cold in Fairbanks, so i
Page 55 and 56: VII. !ontrolled !omposition Incompl
Page 57 and 58: CHAPTER EIGHT FOOD CUSTOMS The Peli
Page 59 and 60: 4. are your eyes bigger than your s
Page 61 and 62: 7. Some people / think / alcohol /
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CHAPTER NINE THE KR!MERS’ WOODPIL
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Mr. Kramer isn’t rich, but he has
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VII. Sentence Construction . Words
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I. "r$mm$r Count and noncount nouns
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IV. Sentence Construction Questions
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3. Land is expensive in the city. I
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CHAPTER ELEVEN RIDDLES A: What is f
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B. Questions with who, what, and wh
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3. We say that a shoe has a tongue.
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VIII. Vocabulary and Spelling Puns
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CHAPTER TWELVE CROWDHNG Look around
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3. Verbs that end in a single stres
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2. looking for jobs what / people /
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5. Many people throw garbage on the
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I. Mechanics A. Spelling of ing f
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Positive Comparative Superlative sl
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The corner grocery store was an Ame
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CHAPTER FOURTEEN FAMILY ROLES Fathe
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they must be learned separately. Re
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Use the vocabulary that is given an
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no friends. Then a T.V. station in
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Old Stormalong became very angry. H
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The paragraph below tells about her
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4. “They don’t make ships big _
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VIII. Controlled Composition Respon
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I. Mechanics A. Regular and irregul
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cream. Cover the ice cream with whi
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the “submarine sandwich.” The d
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loyalty and intelligence. We train
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1. Mr. Brown (he) doesn’t like do
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The city _____ take a dog from its
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Officer Thomas: ___________________
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CHAPTER EIGHTEEN PLANNING A TRIP 12
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1. Most verbs take ed to form a p
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May 20,1983 Dear Sara, I’ve recei
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3. “Can I eat two pieces?” “I
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CHAPTER NINETEEN PHOBIAS Phobias ar
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2. A person…has claustrophobia. H
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elative pronoun. Rewrite the paragr
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CHAPTER TWENTY A DAY AT THE BEACH S
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the chart to fill in the blanks in
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4. Does one of these swimming suits
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DOWN 1. past of feed 2. past of hid
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Simple Form Past Tense Participle g
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APPENDIX B—REVIEW OF GRAMMAR ARTI
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Sentence patterns with be 1.V Sente
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Page 83 142
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Developing Writing Writing Skills P
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