Cycleonreadingandwriting.doc

Cycle on reading and writingGenera : descriptionStage 1: Building knowledge of the fieldPurpose: Building knowledge of the field so as to develop learners knowledge to create written languageLearning Experience1. Share experiences. Ask students to collect the samples of descriptive texts on the topic about Chinese traditional food on different festivals. They can also collect menus from different kinds of Chinese restaurants. They can search them on the Internet to get information or collect the pictures of the food .When they have finished collecting . let them share the experiences such as knowledge and experience of finding accommodation. Then students use the resources that have been collected to learn about the function, the tactics and the language used. They can present the pictures of the food .(see attachment 16) 2. Build up and extend vocabulary relevant to the topic or text type. Students learn new vocabulary the names of the food on the menu. Students use the dictionary to check the meanings of the words and describe different kinds of food with the appropriate adjective words (see attachment 17 ) .With the teachers help , students will understand the way to describe the food. 3. A traditional Chinese food sampling session is organized. Students sample the different traditional of food and use the most appropriate adjectives to describe the food. They write the adjectives on the post it notes and stick them to the food samples they also complete a worksheet on adjectives. (see attachment 18 )4. learn grammatical patterns .Students compare a written and a spoken text and draw a list of differences between them so that they can have a deeper understanding of noun group with the teachers explanation and two activities on noun groups and nominalization (see attachment 19 ) 5. Students identify the noun groups in appendix 4. Using the noun groups, students learn about the pre and post modifiers and the order of the classes of words . They complete the exercise on noun groups by putting the words in the correct classes.(See attachment 20)6. Practice grammatical patterns relevant to the text type. Students brainstorm Chinese food festival. Such as moonquakes ,Chinese noodles , dumplings ,a traditional rice-pudding , spring rolls (chun juan) Students are given some traditional Chinese food , they elaborate with different ways that have been discussed. (see attachment 21 ) .Stage 2: Modeling of textsPurpose: To develop learners reading ability to read certain text types Learning Experience1. Students read three menus about Chinese food 2. Students study the purpose, analysis the structure and study linguistic features of the short functional texts. They will also do an accompanying exercises to deepen their understanding of the text types (see attachment 22 ) Monologue1. Teacher read an article about Chinese food .Before the teacher read it , ask them to predict the names of the food2. Students read it again 3. Students study the purpose , the structure and the linguistic features of the monologue. The teacher and the students will have a negotiation to deepen the students understand of the text type. Students will complete accompanying activities for the same purpose ,too (see attachment 23 )Stage 3 Joint constructionPurpose To develop learners ability to jointly write texts through scaffolding Learning ExperienceShort FounctionalTexts (.see attachment 24)1. Teacher shows the class some pictures of traditional Chinese food . Together , they list the food items in the picture according to the different festivals and select words to describe them.and create a Chinese food menu Next , they select the verbs to describe how the food can be enjoyed. 2. Deliberately highlighting the use of theme rheme, teacher and students jointly create an menu for a certain festival with the different kinds of traditional food Monologue(see attachment 25 )1. The aim of this group activity is to construct paragraphs to describe a Chinese food .2. Each group will take turn to share their products , followed by an attempt to organize these paragraphs into a whole using connectors.3. Students give feedback on the strengths and weaknesses of each paragraph.Stage 4 Independent construction Purpose : To develop learners ability to write texts individually Short Functional Text 1. Students write a menu of traditional Chinese food that they create . This menu must be related to their favorite food2. Students works will be displayed on the wall of the classroom .Students will choose the best menu they think by sticking a smiling face stiker on the menu3. Students write a menu individualsMonologue Students will be given the texts they have jointly created to work on their individual monologue. They will work on those drafts and write an article to describe his /her favorite traditional Chinese food . Attachment 16 Instruction to create a short functional text and a monologueStudents Learning ExperienceShort functional TextStudents write a Chinese traditional menu provided on a certain festival.MonologueAsk students to write a speech on traditional Chinese food of their choiceInstructionsShort Functional TextIn China , People eat different kinds of traditional food on different festivals. Ask students choose one festival they like and design a menu for it .Do remember to use the schematic structure too guide you in your writing MonologueWe have touched a lot extensively on the subject of traditional Chinese food. If you recall, we have talked about the zongzi (rice dumpling), mooncake. For this assignment , you will get to choose a type of traditional Chinese food of your choice. You will then write a monologue on this topic to describe your favorite traditional Chinese in a certain festival. The communicative function of your monologue is like the one we have previously done in a group, that is to identify a kind of traditional Chinese food and describe the parts, qualities and characteristics.Above all, dont forget to involve your audience in your speech.Appendix 1Preparation1.Collect the pictures of Chinese food and teach students the names of the food Beijing roast duck Yang zhou fried rice sweet soup balls mooncake cool noddles traditional rice-pudding stewed pork chops Sauted Crab in Hot Spicy Sauce fried dumpling dessert focal circle Kung Pao Chicken Balsam pear Fried eggs West Lake Fish in Vinegar Gravy Steamed baby food Examples of Menu Phrases The Salad Course: The Georgia Salad is a delightful combination of roasted pecans, fried green tomatoes and Virginia ham on a bed of spinach, arugula and bibb hearts, with sweet onion slices and buttermilk dressing ($11.95). Entre: Baby Clams Over Linguine - Baby Clams sauted with garlic, herbs, clam broth, and white wine over linguine pasta served with an Italian roll. Dessert: Peach Melba - Peaches sauted in rum over vanilla ice cream topped with fresh raspberries and sauce. 2. Ask them to use the dictionary to check the meaning of the foodAttachment 17Use the adjectives to describe foodSenseWordsTaste, a-r acidic bitter cool creamy delicious gooey hot juicy mild nutty peppery ripe Taste s-z salty savory sour spicy sticky strong sweet tangy tart tasteless tasty Do some exercises Use the adjectives to describe the food.1. mooncake 2. dumplings 3. noodles4. Beijing Roast Duck5. Kung Pao Chicken Attachment 181. Mooncake : round , sweat with nuts, eggs in it2.Rice dumpling sticky rice packaged by bamboo leaves with 3.beef with brown sauce:salty4. cool noddles sour and hot5. Sauted Crab in Hot Spicy Sauce : salty and hotWorksheetAsk the students to give the correct the names of the.food according to the adjectivesSweet : _Sour _Hot _Bitter_Oily _Salty_Crunchy_Sticky _Ask students to choose the best answer.bittersoursweet saltyhotoilycrunchystalesticky The bread is old. Dont eat it. Its too _.stalecrunchybitterstickysaltyoilysoursweethot The Indian food was too _ for me. It felt like my mouth was on fire!crunchysaltyoilystalebittersweetsourstickyhot Coffee and beer have a _ taste.hotsaltysweetsourcrunchystalebitterstickyoily Lemon juice is _.bitterstickystalehotsoursaltycrunchysweetoily _ food stays fixed to your fingers when you touch it, like honey.hotstalesaltycrunchysoursweetstickybitteroilyAttachment 19Compare a written and a spoken text and draw a list of differences between themSpoken text1based on clauses2.subjects :simple pronouns ( you, I ) or noun phrase ( my father)3. Gambit: help clarify interpersonal meanings4. fillers5. More emphasis on interpersonal meaningsWritten Language6. Based on sentence7. Subjects are realised in complex noun phrases8. Use passive pattern (less personal , objectified)9. More emphasis on ideational noun groupUnless a noun is used in a generalising sense (see articles), a noun group consists or at least the following elements: a determiner and a noun.A determiner is one of the following: an article (the, a, an, some, any), a quantifier (no, few, a few, many, etc.), a possessive (my, your, whose, the mans, etc.), a demonstrative (this, that, these, those), a numeral (one, two, three etc.) or a question word (which, whose, how many, etc.).Except in some very rare cases, a noun can only be preceded by ONE determiner:2) Other parts of a noun group.A noun group can also contain one or more modifiers; a modifier is an adjective, an adjectival phrase, a secondary noun, a prepositional phrase or a relative clause. The principal noun in a noun group is called the head noun.Adjective phrases usually come before the head noun: as in: a black-and-white striped vest a rather tight-fitting dress Secondary nouns behave exactly like adjectives, and come before the head noun: a beer glass, the police inspector, a London bus Prepositional phrases and relative clauses follow the head noun, as in: the students in our class or the girl who gave me her phone-number. Put all this together, and we get a complex noun group, such as: The nice old-fashioned police inspectorwith white hair, who was drinking his beer, was Mr. Morse.Exercise .Ask students to circle the noun groups Eggs , hold a special symbolic significance in many cultures, and China is no exception. The Chinese believe eggs symbolize fertility. After a baby is born, parents may hold a “red egg and ginger party“, where they serve round hard-boiled eggs to announce the birth. (In Central China, the number of eggs presented depends on the sex of the child: An even number, usually six or eight Red Boiled Eggs with a black point dotted on one end will be delivered for a boy and an odd number, usually five or seven without black point for a girl). Egg rolls or spring rolls (chun juan) resemble the shape of a gold bar, and thus are often served on the New Year as a symbol of wealth and prosperity in the coming year Attachment 20 Nominalization: turning a verb or an adjective into a noundiscover - discovery careless - carelessnessmove - movement difficult - difficultyreact - reaction different - differencefail - failure applicable - applicabilityrefuse - refusal intense - intensityUseful Nominalizations.1. Nominalization is a subject referring to a previous sentence.These arguments all depend on a single, unproven claim.This decision can lead to costly consequences.2. The nominalization names what would be the object of its verb.I do not understand either her meaning or his intentions. is more compact than the acceptableI do not understand either what she meant for what he intends.Exercise :Ask students to turn verbs or adjectives into nominalization.Such as1. My mother likes to cook delicious food.Cooking delicious meal is my mothers hobby2. My father likes to collect stampsCollecting all kinds of stamps is my fathers hobby3. The fact that I denied what he accused me of impressed the jury.My denial of his accusations impressed the jury.1.A delicious golden round shaped cake with eggs and meat in it 2. A pretty young girl with black long hair3. A bowl of delicious sour and hot soup which is popular with the people living in north part of China.Attachment 21Brainstorm for Food Festival Beijing roast duck Yang zhou fried rice sweet soup ballsmooncakes ,Chinese noodles , dumplings ,a traditional rice-pudding , spring rolls (chun juan)Activity : Ask the students to choose the right food in different kinds of menus Crispy Orange Beef or Kung Pao Chicken Sichuan Shrimp (prawns) - includes asparagus Szechuan Noodles Fortune Cookies Chinese Tea Spring Rolls and Chinese Seaweed (bok choy appetizer) White Cut Chicken Sweet and Sour Pork Stir-fried Chinese Greens (Bok Choy) Steamed Scented Rice (optional) Almond Cookies Chinese TeaSpicy Sichuan MenuCantonese Classic MenuAttachment 22Different kinds of Chinese food menusSpicy Sichuan Menu Crispy Orange Beef or Kung Pao Chicken Sichuan Shrimp (prawns) - includes asparagus Szechuan Noodles Fortune Cookies Chinese TeaShanghai Classic Menu West Lake Beef Soup Cold Asparagus Salad Lions Head Meatballs Yangchow Fried Rice Tea Eggs or Eight Precious Pudding Family Feast Menu Egg Drop Soup Lobster Cantonese Shrimp Egg Foo Yung Spicy Spareribs Stir-fried Broccoli Hong Kong StyleAttachment 23Monologue My Favorite Chinese food -MooncakesThere are many many kinds of Chinese food we can eat, such as apples, bananas, pears, carrots, onions, oranges, potatoes and many others.I like different kinds of food.I like dumplings, rices and so on. But my favorite food is moonquakes like them very m