writing wczesnoszkolna25

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I think, therefore I learn

Tessn Woodward us*s yisunl olds to promoto languago learnlng

Tha graphic organiMT can help you and the studenta to plan evectt and nuyi ot work out a ntvinon timetabk

*tore other Information, howeYCŁ fuch as vocabuUry of difTerent rcpiicr. i mner-cirdc language for use with doae fnenda. middle-orcJe language which » — neutral and uaeful in mott ńtiuttona. outer-circlc language for u*c with strangers and tho*e abov* mm*

Sun with numbered pointa and orcie* dnided up like pic* can be used for all •ortłof ihraga Fort

SeH kitroductłon

Fach number stand* for a category of

'Thct la the oonaoiatton ot a ttttte miód; you hava the fui ot changmg H wrthoul impoding the progreaa Ot mar*ind.’ frank Moora Cotoy

I a the iaat of lh» *eries of fn« articica I d like to dtscuu graphic organiści* and how thcy caa encouragc thiakmg io language cbusea.

What arę graphic organisers?

Graphic orpaiicrs are rimpiy wayt of npresorg and cncouragmg thmking uung vi*uaJ mcam No doubt you are already uung charta and tablcs, fontily U«c diagram*. ume linę*. mind map« and many Rtorc graphic orpsMcn in ytna own Icaactu. \Vc all we thcm bccause they can be fun. engagiog and memoraWe. Thcy can point u* io part. a hole chfnoołogical and otba rdatiooahip*. and can ahow na atut ae afaaady knoar and

atut ar hacc yet to leam---

If ae wiah to cncourape thmking. boaeyer, then one* atudeau huve bacn iatrodneed to a grapiuc organner aod underatood it, it u iraportant fał thera to make one of their_oem, rather than recóve a rcady -nudc. ftaished one.

Here are a fcw graphic organiten you mighi not ha** thoogbt of uaing yet

D The path

Draw a stopie lane ot path with a few hends m it bkc thir

bcforc an exam Studenta can add words and sbek on picturc* or notę*, depending on what you use it lor

| D The target

Draw aorne coocentnc anln Mario Rim-olucri and Chmune Franki student* wrote the aamet of thetr closeał. jtood and morę dirtant fnenda io the innet. middle and outside cirdea of thcsc socwgrarm and then talked abouMhetfr Target* can bcuted to---

Dl Stars and pie charta 1

pcrsoaaJ Information sacb as:

11nherited physical chnracteństic

2 Inhcrited character tran

3 Membcrahip of a group

4 Whal firta mc up 6 Memorie*

6 Thmga 1 tend tonoticc

Studenu then mtrodocc tbecucHcs to a partner by talk mg about ooe ot mott pointa on the star or piecct of pin

18 • Imu* *2 May ww • ruotno proftuional

Revlew głfflt

Eacb numbcr stands for a catcgory of cUmork. soch a* grunmar. socabulary, nor), puoctuahon, prommciatton. dncounc In Kinu, student* cboote a catcgory then rcceive and try to •ruwer a que»tion in that cacefoty.

Cl Vocabulary scales

Take a tunow setnantic ma such aa 'words deseń bieg the cum of tbings in thopa*. Drew a scalę and clsctt the anion)ms cheap and txptnttot (tom the studenta Write thetn on the *cak like Urn

cheap auponaora

Eaplam that the words cheap and

fit tato a sen lence slarUcg

ll't ... .

Aak the atudcou if they know any other rdated adjectives or apreusona If they come up with goud suggestioos. tuch at Jear or reattmablt. add thetn on to the scalę in the righi płaca:

A trlangle

ntopt up 0< oown

Uaofid reading

Btoom, B Taeonomy ofEducmoon* OCjectha- Nandboo* 1 The Ccgnaua Dommn Dav<3 McKay Co Inc 195B Buzan, T are) Butan. B The Umd Mtp 0cxM BBC Adtve 300S DoCba, J U*ng the Boro in me Ungomff* Cmuroom CUP 2001 Margcfiet. N and VW«raa. C Umai ThWong Crown Mcum 2005 WrM3*jcrt. M and Franfc. C Grammar w Action Prantco Hafl 1990 Wtoodward. T Heedstronp. a bock of ffuntoop ftenw* fer manta/anerrte TW Puttfcatora 2006

Wrapg. E C (Et* TaacMng and taaminp RouiloOpwFatnar 2004

Usotul woOsite*

•ww.tfanton0todaamnp.coni

«*• "SI org/tpi/tmocMaCmnUnęJmtnl

raasonabio e>penatve

Ma—mH0an*snaac.»Ai

i{ the> oonse up wnh words that are morę appmpnalc on a ditTcrcm wisie (usch at tcru/Jy. whsch bełongs morc om the ri■*»' > unhJf wale), point thia out In the acak above, tha cheap end -lookaa boapane. The student* can now aa where their socabulary ia ńcfe and where it if poor. Cher the nest fcw wceks. they can use tata. tapet. you or each other to fiad morę words to fit on -Ihe jakiculMHta^ dttłL «§*!5r piotting thcm orno the scalę, they mc their indtvidual and icłatńc mcanings Many other sensantsc arcas lend thcmscłve» to ftorage on scales, cg words dcscribing the ansount of tastc m food (iMieleu t> Iculy). moisture in the air (»« ♦ dry\ fricndliness of peopłe, etc. Ask your stodenu to cboosc arcas they are mtcroicd in. leep a vocabulary wala notebook and kccp track ot their imprwement as they kam mott and morc words for morę and tnorc tesle*.

I * Futaiły, berc ia a huk thinking Łisk. for you. Whut couhl you use the foOowmg for in yoor own work'

If you art intcrcated in encouraging thinking in ciast, you might like to do sotni further readtng oo

• what constiiutn a thinking skill (Wragg).

• a popular model that categonses thinking skilb from Ihe concrett to the abslract (Blooro).

• a collectioo of thinking frameworks for use in both eseryday and language kaming dcmains (Woodward) (32?

Writing for ETp

Woutd you tka to wrtto ter ETp?

We ara atways Intwmtsd In now wrttara and fraah Oms Fcr gukMinof and acS-c*. wrtto to ua or arrab

rnauan pro/eisionaJ • i»< ow,w»' 1B