Khanh Linh Tran Dang Nha Trang College of Education.

Khanh Linh Tran DangKhanh Linh Tran Dang

Nha Trang College of EducationNha Trang College of Education

(Geoffrey Petty,1993, p.114)(Geoffrey Petty,1993, p.114)

NARRATINGNARRATING AA STORYSTORY

Questions:Questions:

• How to begin a story?How to begin a story?

• How to construct the story?How to construct the story?

• When to move to a new paragraph? When to move to a new paragraph?

• How to use the Simple Past, Past How to use the Simple Past, Past Continuous and/or the Past Perfect?Continuous and/or the Past Perfect?

Answer:Answer:

Visualise / dramatise a story and see!Visualise / dramatise a story and see!

Model storyModel story

Alice was beginning to get very tired of sitting in the field Alice was beginning to get very tired of sitting in the field having nothing to do. Suddenly a white rabit ran by her, having nothing to do. Suddenly a white rabit ran by her, saying to itself, “Oh dear! I shall be too late!”. Burning with saying to itself, “Oh dear! I shall be too late!”. Burning with curiosity, she jumped up to follow it. The rabbit ran down a curiosity, she jumped up to follow it. The rabbit ran down a hole, and she jumped after it.hole, and she jumped after it.

It was a long hole, and she fell for such a long time that It was a long hole, and she fell for such a long time that she thought she might fall through the other side of the she thought she might fall through the other side of the earth. Finally, she reached bottom. There she saw a bottle earth. Finally, she reached bottom. There she saw a bottle with a label that said, “DRINK ME.” So she did, and found with a label that said, “DRINK ME.” So she did, and found that the liquid had a very pleasant flavour. But as she that the liquid had a very pleasant flavour. But as she drank, something curious happened – she began to shrink!drank, something curious happened – she began to shrink!

Scene 1 (para. 1, past cont. Scene 1 (para. 1, past cont. for action)for action)

Scene 2 (para. 2)Scene 2 (para. 2)

event 1,event 1,Past simpPast simp.

event 2,event 2,Past simpPast simp.

UNDERSTANDING THE NATURE OF AN ESSAYUNDERSTANDING THE NATURE OF AN ESSAY

Questions:Questions:• How many parts are there in an essay?How many parts are there in an essay?• What is the function of each part?What is the function of each part?• How are the parts related to each other?How are the parts related to each other?• How to arrange ideas?How to arrange ideas?• … …

Answer:Answer: • An essay is like a sandwich / a tree.An essay is like a sandwich / a tree.

General StatementGeneral Statement

Thesis StatementThesis Statement

A.A. Topic sentenceTopic sentence Support 1+2+3 …Support 1+2+3 …

(Concluding Sentence(Concluding Sentence))

B. Topic sentenceB. Topic sentence Support 1+2+3 …Support 1+2+3 …

(Concluding Sentence(Concluding Sentence))

C. Topic sentenceC. Topic sentence Support 1+2+3 …Support 1+2+3 …

(Concluding Sentence(Concluding Sentence))

I. INTRODUCTIONI. INTRODUCTION

II. BODYII. BODY

III. CONCLUSIONIII. CONCLUSIONRestatement or summary Restatement or summary of the main points;of the main points;final commentsfinal comments

An essay as a sandwichAn essay as a sandwich

ConclusionConclusion

Body para. 1Body para. 1

Body para. 2Body para. 2

Body para. 3Body para. 3

IntroductionIntroduction

An essay as a treeAn essay as a tree

Main idea Main idea (thesis statement)(thesis statement)

development 2

development 1

development 3

development 4

Traveling to a foreign country is always Traveling to a foreign country is always interesting, especially if it is a country that is interesting, especially if it is a country that is completely different from your our own. You can completely different from your our own. You can delight in tasting new foods, seeing new sights, delight in tasting new foods, seeing new sights, and learning about different customs, some of and learning about different customs, some of which may seem very curious. If you were to visit which may seem very curious. If you were to visit my country, for instance, you would probably my country, for instance, you would probably think that my people have some very strange think that my people have some very strange

customs, as these three examples will illustrate.customs, as these three examples will illustrate.

(Regina L.Smalley & Mary K.Ruetten, 1986, Refining Composition Skills, Macmillan Publishing Company)

WRITING ESSAY - THE FUNNEL INTRODUCTION

NA

RR

OW

DO

WN

GENERAL IDEAGENERAL IDEA

THESIS STATEMENTTHESIS STATEMENT

THE FUNNEL INTRODUCTIONTHE FUNNEL INTRODUCTION

TRAVELING TO A COUNTRY TRAVELING TO A COUNTRY COMPLETELY DIFFERENT FROM YOUR OWNCOMPLETELY DIFFERENT FROM YOUR OWN

IS ALWAYS INTERESTINGIS ALWAYS INTERESTING

TASTING NEW FOODSTASTING NEW FOODS

SEEING NEW SIGHTSSEEING NEW SIGHTS

LEARNING LEARNING DIFFERENT CURIOUS CUSTOMSDIFFERENT CURIOUS CUSTOMS

VISIT MY COUNTRY VISIT MY COUNTRY TO SEE SOME TO SEE SOME

STRANGE CUSTOMS STRANGE CUSTOMS

GIVING ACCURATE INSTRUCTIONSGIVING ACCURATE INSTRUCTIONS

To see the significance of To see the significance of accuracy in giving instructions, accuracy in giving instructions, do the “Folding Paper” do the “Folding Paper” experiment!experiment!

Other examples of visualising Other examples of visualising conceptsconcepts

• Hands movement in pronouncing word Hands movement in pronouncing word stress and diphthongs;stress and diphthongs;

• Time line in teaching verb tenses;Time line in teaching verb tenses;• Contextualised pictures in teaching Contextualised pictures in teaching

modals;modals;• Mind maps for teaching word fields;Mind maps for teaching word fields;• Narrow paper strips to split sentences to Narrow paper strips to split sentences to

clusters;clusters;• etcetc

Final commentFinal comment

““Trainees (or learners) Trainees (or learners) rememberremember10% of what they read, 10% of what they read, 20% of what they hear, 20% of what they hear, 30% of what they see, 30% of what they see, and 50% of what people and 50% of what people hear and see.”hear and see.” (Pretty J.N. (Pretty J.N. et al, 1995, p.24)et al, 1995, p.24)

Visual presentation of concepts: Visual presentation of concepts: time-saving and effectivetime-saving and effective