WR 6.2. Annex. Fear of flying? Report on learning at EOI

Annex1. Report on my learning experience in our Language school

Have a nice flight!!!!

In the first week of October, I was given a boarding card whose flight number was 4B/9 to 11. While I was waiting that morning on the departure lounge I felt a kind of nervousness and excitement because I wasn’t sure I could cope with this new experience as I am not used to flying. 

As we were asked to get into the plane I was thinking to myself “I hope to get a nice seat”. While the engines were roaring outside, I was wondering who among the passengers was going to get the seat next to me. Once we managed to get a free seat by the aisle, the captain introduced himself. 

Taking off is the most difficult, and dangerous part, in a flight. Thank heavens everything went fine. But after a few hours in our plane I felt there was something weird about it. I also noticed that this ‘something’ was shared with most passengers. We were ordered to unfasten our seatbelts and move around the aircraft. I can still picture our captain snapping (and I hated him for that) “I remind you civilians are not allowed to remain on the same seat throughout the trip”. I guessed by the way we were staring at one another that no-one was very pleased by his remark either. I must know confess I've been at almost every corner of my compartment!

When you fly long-distance, you know where the stop-overs are made, but this time everybody was at a loss, or perhaps being in the muddle. I can well state that this was due to the way the aircraft was being piloted. At least, that’s the reason we blamed our captain at that moment, more when we heard through the loud-speakers “you are going to become a great team”. We were used to being pain-stakingly instructed what to do (and when to do things), and for the time being it seemed a very unlikely thing to happen. The good thing about that was that none of the team was forced to do anything, as much as you rolled your sleeves up to perform the tasks (unobstrusively supervised, may I add) and you took whatever came out of it.

Time went by, and most of us seemed to get used to our facilities, except three of us who took their parachutes. Our captain didn’t allow us to get bored so we were engrossed into different activities throughout the trip. I’ll mention briefly some outstanding features of the four life skills we practised daily in flight. 

Firstly, writing which comes as my favourite. What was a neglected skill turned up to be ever present (may I say more than in Catalan!). Taking notes, composing and this stuff of writing was oddly organised to my view. I was not very keen on my job when we had to become journalists, to interview each other and on top of that to write our own magazine. Secondly, I quite enjoyed the reading pastimes when we were given sundry texts. I didn’t like them all but was fond of some of them (“Who is crazy?”, “Hooked on a quiet cup of caffeine” “Desirable work” or “A sharing pleasure”) and specially the fables. At the plane library I browsed some useful books (even grammar ones!) and some English mags with CD (Think in English or Hot English) that could be bought. Thirdly, some other times we had the chance to listen to some of the audio-programs the captain enjoyed –I confess that most audio tasks were hard to follow indeed. The good thing is that most of the times we could use the radio-channels to listen to the tracks any other time or even rewind some parts at our own whim. Last, but galaxies away not least, the art of conversation. Speaking was what we enjoyed the most because, without being aware of it, we were getting to know who the other passengers were, improving our communicative skills and we turned into a proficient team. ‘Only English’ became the norm, nobody bothered at all if we had other languages at hand (in the end we were glad to have compied to this rule). I admit sometimes we drifted away from our initial topic of discussion and we moved smoothly towards small talk. We knew that talking was what really counted.
Glad to be announced our destination, we wiped our smiles off and we learnt we had to hand in a final assignment: a report with metaphors. He whispered – “yes, with metaphors, imaginery, personal touch if you like, you heard it right”.
So here I am, trying to do my best -like anyone else-, and put into words, as honest as I can, my flying experience. I can sincerely state that turbulence moments we had a few, as we all are afraid of flying. Sometimes we heard the aircraft cracking, other times thought we were going to crash. Even though I knew where the parachutes were, and I was tempted twice to take the same flight next year, I may assure you that our airplane was landing safe and sound on EOI airfield the last week of May.

I’d rather enjoyed my time there, especially because I had the chance to get on well with most of the passengers. The lucky ones will probably meet on next year’s flight 5B/9 to 11/ which I will book as early as possible. See you there.

PS: Our passenger, Fina, is currently flying with our low-cost company at 5A/16 to 18/. We are truly pleased to have her as a frequent flier and takes advantage of our discount scheme with mile bonus fare.

by Fina V. (Edited version)

WR1. Annex2. Long life learning. Writing about my learning

ANNEX 2. END-OF-THE-YEAR REPORT Ana V. -·3E (edited version –end of May)

October 2005. My adventure starts. After two years in our EOI, I was ready to start the 3rd level. I was rather nervous because I was under the impression that this course was going to be different.
I remember every detail of the first day. I arrived 15 minutes late and I found a young teacher talking about … fairytales! We spent a very long hour talking about “Puss in Boots”, “Cinderella” and “The Three Little Pigs”. My first impression was weird. I could not understand how English language learning related to those stories that my parents had told me when I was three. Where were the hateful grammar exercises? Silence. That was the first clue that showed me that this course was going to be different.
The beginning of any course is the most difficult, and this one was no exception. I had to start to assimilate a new way or method through which I was supposed to learn English. After my initial doubts, I decided to go along with it and just to get on the train. Let me explain you some of the outstanding features of the skills we practised during the course.

When you are learning a foreign language, writing skills are always the most difficult to develop. For this reason, almost everyday we did a 6-minute ‘quick-writing activity’. In doing so, we had to develop our imagination and write about the most varied topics. Serious ones, like our opinion of the European Referendum, funny ones, like my favourite grammar problems, or simply odd ones, like explain the first time that I had ever been to the Circus (I was just two, how can I remember it?). Though difficult, and sometimes absurd, I did my best trying to write faithfully about topics not always to my liking.
With regard to the reading activities, the love of our teacher for the fairytales was ever present in this task. The main reading activity was the reading of “Shorts Stories” by Oscar Wilde. After the fascinating reading of the “Young King”, “The Star-Child” and “The Student in love” we had to tell the teacher our favourite story. Because storytelling had been one of the skills that we have also developed during this year.
Listening activities have been my favourite. We did all sorts of ‘listening and complication’ activities. Some classic, like listening and write the correct answer and others like visiting the laboratory. The latter has been one of the best ways that I have ever practiced. At the lab, everybody had their own headphones set and we could listen to the tapes as many times as we wanted. Furthermore, we had a large quantity of dictations. In this way, we have developed not only our listening skills but also our writing ones.
The main way through which humans communicate amongst themselves is talking. For the first time ever, speaking activities have been the main focus of the classes. Every class we spend an important part of the time simply talking. Above all, the last month, when we went to a new ‘classroom’: the canteen! Where else could we spend one hour speaking every day? In this task imagination played a crucial role. In spite of the informality of the spoken activities, we also had time to remember that it is very important to have good spoken English. And, for this reason, we did a lot of pronunciation exercises.
Now, the course is nearly finished and I have the huge responsibility of¬¬¬¬ writing an end-of-the-year report. This implies, not only to explain what we have done during the course but also assess what we have learned.

To be honest, I have to say that this year has been full of mixed feelings. During the first month, the situation was rather difficult. We are used to do what we are told to do, when we have to do it and why. Though this is not the best way of learning, we are used to this mechanism and, as we all know, it is very difficult to change routines. However, I have to recognise that this year I was able to develop all the skills we practised. The friendly atmosphere that characterised the classes has made it possible to learn without noticing it (I am not sure about the others, I did indeed). I have worked hard, but it was well worth the effort! My personal assessment is extremely good and I have to congratulate our young teacher for this.

My adventure finishes today and I have to recognise that it saddens me a bit. I have shared this experience with great people: Alicia, Santi, Marisa, Enric…. Let’s hope everything turns out all right next year!

WR1.3. A narrative report on learning

WR1.3. A narrative report on learning 3-4-5 level 20 min.

GOAL. To find guidelines to write your own report on Being a learner today.

WARMING UP. Prewriting stage.

TASK 1. Answer the questions below about if you had to write Once upon a year (a learner’s report).

Q1. Which would be the contents included?

1- skills 2- language 3 – study time 4 – preparing my writings 5 - autonomy

Q2. Which would be focus for the introduction paragraph?

1- personal anecdote 2- first day 3- explicit the parts of the report 4 – introduce myself

Q3. Which of these topics would you also include?

1- attendance 2- school regulations 3 – my progression 4 – my weaknesses

5 – social life 6 – the teacher 7- the future 8 – previous years

Q4. Which could be your outline for the report?

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LANGUAGE STUDY.

TASK 2. Study both opening paragraphs. Which is the most focussed? ……………..

2.A# I might say that this has been a long year for me. First of all, I have learnt English in a different way: to say it in short, I have been in a practical language course, mostly focused on being a user of the language. In the previous years English was learnt like any other subject in my studies, similar to Maths. But now I think differently, and I will try to write my views in this learning report.

2.B# English has become finally another language I use. The point is that you welcome English in your life not only in my EOI classes: It’s up to me to decide so. I dive in this world which shows a bit of English language as well. I believe it’s worth a visit.

Why? ……………………………………………………………………………………………………………..

TASK 3. Read this paragraph from a learner’s report and answer the questions below.

First Paragraph

I may begin at the beginning. I remember every detail of the first day. I arrived 15 minutes late and I found a young teacher talking about … fairytales! We spent a very long hour conversing about

“Puss in Boots”, “Cinderella” and “The Three Little Pigs”. My first impression was weird. I could not understand how English language learning was related to those stories that my parents had told

me when I was three. Where were the hateful grammar exercises? Silence. That was the first clue that showed me that this course was going to be different.

Anna

Q1. Underline interesting narrative devices in this reminiscence.

Q2. Could you consider this account of the first day succcsessful? Explain.

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Q3. The best phrases: ……………………………………………………….………………………………………………………..

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Q4. What about you? Write your paragraph on first day impressions:

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So far we have seen different possibilities to dress your report with colourful content.

Besides the obvious comments on the 4 skills and vocabulary and grammar you may describe some texts or activities as you go through tasks 4 and 5.

TASK 4. Have a look at this learner’s report on texts and activities. Do both questions below.

4.A# One of the early activities that sticks in my mind, which was a bit absurd at the time, was pointing ourselves in a sheet of paper with a lot of students in a circle around the class. I remember very well where I put myself, and perhaps I would repeat the place in the classroom.

4.B# In reference to the texts used in classes, I don’t remember especially any of them, but I liked the units which dealt with Psychology and themes related to learning or people’s behaviour with its curious tests.

Q1. Underline interesting language items.

Q2. Could you consider the first one more succcessful? Explain.

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Several learners make the teacher invisible in their reports, some find occassions to put them forward somehow. Now watch the ability of the reporter in task 5.

TASK 5. Have a look at the edited text from another student and compare them.

5A# student: Regarding to the lessons, I remember the first term as one of the funniest as a student, because the teacher made us to laugh very much. I think it was his character and his behaviour. I remember that it surprised me very much, like his way of doing the classes.

5B# Edited: Regarding to the lessons, I remember the first term was (as) one of the funniest as a student, because [our] the teacher made us to laugh very much. I think it was his character and his behaviour. I recall today how (remember that) it surprised me very much, for example his peculiar/particular way of doing the classes.

activity one. Explain the main corrected mistakes (mostly due to lack of time).

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activity two. Rewrite in your own words the same passage keeping most of the content.

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Most students may include some reflections on your autonomy as a learner.

TASK 6. Have a look at these excerpts on personal study work.

6A# I kept working on my English Vocabulary book, where I did half of it. also got the Sound Advice pronunciation book and have already done the exercises from units 1-6. I will add them to the my Extra Learning File.

6B# In my opinion, English is not only writing some answers in the coursebook or listening to a tape. English surrounds me in my daily life: I listen to ABC News in my cable TV, Films in DVD are in OV, music in my iPod.

We could try to dive in this world which shows a bit of English language as well. I believe it’s worth a visit.

activity one. Underline interesting language items.

activity two. Could you consider the first one more succcessful? Explain.

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activity three. What about you? Write your paragraph on autonomy:

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So far we have seen different possibilities to dress your report with colourful content.

We end up with a fair conclusion.

TASK 7. Have a look at these excerpts from the conclusion of these learners. Underline interesting language items.

7A# Summarizing I would say that it has been, on the one hand, a very great year for my improvement in English, and, on the other hand, for the special relationship with my classmates.

7B# I assume this course will be my last year of studying English at the EOI (I flunked the previous year: I’m a 5th-bis student). I am also a bit worried about passing the exam in June but I keep telling myself “Never mind, Yolanda, there’s another opportunity in September”. As the English say, “The dice is cast”. That’s all, folks.

7C# My adventure finishes today and I have to recognise that it saddens me a bit. I have shared this experience with great people: Alicia, Santi, Marisa, Enric…. Let’s hope everything turns out all right next year! M C

TASK 8. Could you consider the first one more succcessful? Explain.

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ROUNDING OFF

You can read the two annexed reports from third level and forth level to find inspiration for your own assignment.

See also Writing 6.2. Have a nice flight! in this website

Wr1.2. Writing a monthly self-assessment report 3-4-5 level 25 min.

Wr1.2. Writing a monthly self-assessment report 3-4-5 level 25 min.

GOAL. To study a written account (200-word) on learner’s own assessment. It offers a good model to practising your writing skills.

WARMING UP
TASK 1. Underline the surprising things in this learner’s report on self-assessment made in January.


Speaking. Weak
I have to work more on Pronunciation. From time to time, I realise I’m just translating expressions (wrong syntax). When I have to speak for long time, often my speech is so diffuse that my listener cannot understand my ideas because I have a lack organization of the contents.

Writing. Good.
This mark is true only if I have had time to write , and I could work at my own pace. Against the clock the pleasure of writing turns into a sort of punishment where the text is full of infamous errors.

Listening. Good
I have had some problems with American films, as usual, but I think I have improved my level of comprehension by working with audio at home. I have not found problems when I have spoken to English people.



Reading. Good.
(Particularly in journals and magazines). It is difficult to read against the clock, mainly if I have to answer questions about the topic.

Grammar . Fair -
I know I have to study more because I have the same problems with basic spelling and translated tenses and lately I’ve become obsessioned with phrasal verbs.

Vocabulary. Good.
It is difficult to incorporate new expressions in the oral language (for me it is always easier to include the new vocabulary in my writing work).

Social life. Good
Much better than I thought at the beginning of the year due to different ages and interest in a crowded classroom
Jose Enrique T.






TASK 2. Answer these questions about the previous text.
I. How often have you written a similar text? …………………
II. Would you say it is an honest account? ………
III. Which skills is the learner more/less optimistic about?
more: …………………… less: …………………………….
IV. Which comments show the learner’s initiative in the learning process? ………………………………..………….. ……………..…………………..……………… …………………………..…………………..……………………………………………….
V. Which comments show the learner’s concerns about facing problems? ………………………………………………..……………… …………….………………..……………… ..…………………………………………..…………………..…………………………………………………
VI. Which ls interesting about the remarks on social life? … ………………..……………………………………………………..

TASK 3. This mini-report can be written with an opening paragraph. Fill in the blanks with these words: weaknesses / skills / thoughtful / language assessment / November

Here you can read about my ....................... in ........, with my ....................... account on the seven ............. where I show my ....................... and strengths.

TASK 4. Write a final paragraph for the text trying to summarize the ideas expressed or making his point about assessing his Lerning life in January.
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LANGUAGE PRACTICE
TASK 5. Write your own month assessment on the several skills taking the previous task as a model with a suggested length of 200 words.


FOLLOW UP.
Read other learner’s assessment reports on a variety of topics: from Social skills to English in my town to My best companions studying English.
See Writing 8. My Quest for English in this website.

WR1.1 Long life learning. Writing about my learning

WR1. Long life learning. Writing about my learning

WR 1.1. An activity report on October class activities 3-4-5 level 20 min.

GOAL. To enhance your writing skills practising with learner’s own assessment on what are really doing during class life.

In this worksheet we will see a couple of quick written assignments.

WARMING UP

TASK1. Answer the questions below about your self-assessment

Q1. How often do you reflect on your learning? …………………………………………………………..

Q2. How can you express your fears or satisfaction with your English?

Q3. What things are easier to write about? Order the list below from most to least.

my oral progress interesting learning activities fulfilling written tasks exam results

Most > …………………………………………………………………………………………. <>

Q4. What two topics would you like to report about? ………………………………………………………

TASK 2. Have a look at this learner’s Report on Activities made in October and answer these questions at the end.

1. numero uno: Chinese Zodiac

Because you learn lots of vocabulary. In this way, you may improve your speech and writing skils. Besides, you acquire fluency without noticing it.

2. second to none From rags to riches

These reading exercises are very useful to understand a text, especially long stories. The questions were very specific about the different parts of the passage.

3. the underdog: A trip to Bangkok

Because you pay attention and sharpen your listening skill. They also trigger your imagination (as you’re receptive you’re always guessing, anticipating...)

n. At the tail of my list: A day in my life

This activity doesn’t really help you remember dates or any other useful content. Besides, I was late and I hadn’t enough time to prepare for it.

I. Would you say it is an honest account? ………

II. How often have you written a similar text? ………………… Why? …………………………………………….

III. Why did the teacher suggested this writing? ………………………………………………………………………..

IV. Which skills has he activated according to the report? ……………………………………..…………………. ………………………………..…………………..…………………………………………..…………………..……………………………………

V. Which words does he uses to sequence the activities? Copy them here: ……………………………………..………………………………….. ………………………………..…………………..………………………

LANGUAGE PRACTICE

TASK 3. Have a look at this learner’s Report on Texts. This short self-assessment made at the beginning of the course. Answer these questions at the end.

1. the bestest): A travel agent.

Because it’s a current topic that deals with something interesting, which leads to open discussions among us. Obviously it’s great to increase our oral practice.

2. almost the best: The best is yet to come..

Perhaps this text shows perfectly all what I think. It deals with what I consider the very important point of school life: aims, methods of improving language use, classmates, & so on. This sort of text let you access to other individual opinions and offer you contrast, which is good --as sometimes we are poles apart!

3. a runner-up to the very best: The year of the bear

Sure it’s a funny, witty test. This quality may make us to be attentive and keen on what we’re creating in English. What’s more, it also makes reading aloud in class more “bearable” --meaning: relaxed and enjoyable.

n. At the other end: Who is crazy?

I didn’t like this text at all. Firstly, it’s difficult to understand; next, it doesn’t say anything interesting --at least to me; and lastly, I couldn’t see the author’s point

--that’s it: intention. Don’t do it again, please.

I. How often have you written a similar report? …………………

II. Would you say it is an honest account? ………

III. Which reasons are given to have enjoyed the texts in class? ……….………………………………..…………………. ………………………………..…………………..…………………………………………..…………………..……………………………………………….

IV. Why did he dislike the text Who is crazy?, (guess)? ………………………………..……………………………………………………..…………..

TASK 4. Write your own month assessment about your class activities taking the previous task as a model.

FOLLOW UP.

Read other learner’s assessment reports on a variety of topics: from Social skills to English in my county/town to My best companions studying English.

See Writing 8. My Quest for English in this website

Editing my writing work -INDEX (9 worksheets)

Teachers’ notes on Editing my writings worksheets


WR1. Long-life learning. Writing about my learning
WR 1.1. An activity report on October class activities 3-4-5 level 20 min.
GOAL. To enhance your writing skills practising with learner’s own assessment on what are really doing during class life.

WR1.2 Writing a monthly self-assessment report 3-4-5 level 25 min.
GOAL. To study a written account (200 words) on learner’s own assessment. It offers a good model to practising your writing skills.

WR1.3 A narrative report on learning 3-4-5 level 20 min.
GOAL. To find guidelines to write your own report on Being a learner today.

Classroom life allows students to reflect on their own learning. Our first two worksheets cover the issue and show how self-assessment is always a good topic to write about from time to time, and teacher’s know the content of the text!
Our last worksheet illustrates how a 3rd year student writes a 300-word report on a third course at the EOI and the edition of her composition may trigger learners’ initiative to do something alike.

WR 2. Editing a complaint: Catalogue shopping 4-5 levels 40-60min

WR 2.1. Assessment on a complaint: Catalogue shopping 4-5 levels 15-20min
GOAL: To learn how the process of assessment works.
WR 2.2. Process of editing a complaint: Catalogue shopping 4-5 levels 30-40min
GOAL: Follow the guided comments on the assesment of a complaint.

Sometimes learners’ texts are corrected with a few comments. In this worksheet we observe the process of assessing a formal text: a complaint. Different criteria can be used and the idea is to make the marking categories more visible for the students.
With our second worksheet the paragraphs are compared between the first and the edited versions. The annexes include the teacher’s marking scales and both texts in full with clear corrections. Afterwards students are expected to write their own complaint.



WR 3. The art of summarising
WR 3.1. Decoding Columbus 3-4-5 level 30-40 m.
WR 3.2 The men behind Wikipedia 3-4 level 40-50 min.

GOAL. To write summaries on a couple of topics: A controversial character to see the bias of a text and on a means of mass communication like Wikipedia.
Cognitive. Gather information from several sources, available on internet, local libraries and general media, where we will offer the possibilites of our local Catalonia Today publication.
Study the configuration of Wikipedia, an ever-evolving means of communication. They will have to ponder on this question: How reliable can an open encyclopaedia be?

WRITING TASKS
The learners will develope a couple of tasks. In this case they will follow the diversos stages of the writing process.
1. Short summary (80 words): Colombus’ uncertain origen
Long summary (250-300 words composition): Wikipedia: people, process and product
summarising a couple of articles from The Boston Globe
MATERIALS:
CATALONIA TODAY 18/05/06: Columbus the Catalan?
4 PDF pages at http://www.histocat.com/htm/va_pre.htm www.wikipedia.org
The Boston Globe –online edition (archives)
1-Many contributors, common cause 2- Wikipedia volunteers: The idealists, and the world they share
http://www.boston.com/news/local/massachusetts/articles/2006/02/13/many_contributors_common_cause/
By David Mehegan, Globe Staff | February 13, 2006



WR4. Revising written mistakes
WR4.1. 4 Let the Music be with us 3-4 level 30 minutes
WR4.2. Revising musical mistakes 3-4 level 30 minutes

Goal. These worksheets offer the challenge of learning how to edit one's own mistakes by dealing with those of others first.
This is an excellent way of gaining the necessary distance and to see one's own work from outside, which for some students is quite hard.

LANGUAGE PRACTICE. The learners are offered some guided exercises to catalogue writing mistakes. 1. Spelling is a very visible category. Sometimes mistakes are difficult to explain at
your level. Most of them are related to visual or sound similarities.
2. Look at the underlined words.
There are music in the radio, in the TV, in the batroom ... is an universal language. I like too ear his music with CD than a friend give me. Although to listening classic records is useful I never listen.

Classyfying list correcting them: vocabulary /syntax / ......................
grammar>–tense: preposition: comparative ........................
Vocabulary: <2> to hum a song (inaudible words, just the melody), <3> sound, <4> lasts (v) <5> history, <7> live concert (adj + v), <8> lyrics, <9> teach, show
syntax <1> to listen more than to sing, <6> would really like

FOLLOW UP. Write about your own musical life answering: why I’m a music lover, which type of music I like more and how I enjoy it.

FOOTNOTE. The origin of the exercise was a list of mistakes taken from a students exam at the third level where they had 30 minutes to develop the task.
Here you have some of the speciemens collected. My task consisted in weaving a cohesive whole using them


I haven't favorites altough
the unique groups I listen are modern groups and jazz even.
I prefere the Rolling Estons because they remember me a lot of meravellous partys.
I like too ear music with CD than a friend give me.
I sing horrible when I go a bit drunk in the car when i go to home after a hard day selling appartments in my work.
We have fortune because festival is during only a week , noisy.
I listen sometimes the radio clasical songs of the eigthyes
In other way, I hate Rocio jurado and similars... they are bored than shout very loudly.
go to a concert of her if my fathers led me go, of cours.

Seven years ago when I was teenage I did a little concert with friends. They love sing and this actuation was more important for a lot of persons.
I can remember a song of Elvis excepte "Love my tender". I remember it and -i though in my firts love any i hear it.
I gaste my time in the pubs is more funy and there music is present in all something

I like going to concerts with nwe music tendencies.
Last week I enjoy go to a concerts of folk music. Aftr, I'd go to the pub for drink a bear. Do you like? I invite.

Published at Pilgrims magazine at http://www.hltmag.co.uk/may03/sart6.htm





WR5. Enhancing my composition: Sip a coffee (4-5 level 40- 50 min)
GOAL. To write a composition about coffee (tea) in our lives

The topic dealt with can be phrased in this way: How do we interact with coffee? The social and personal implications are shared by the community.
We share these experiences in class.
TASKS. Use computer searches to get real stories for input (reading) and raw text for output.
The learners will produce a text of their own with some help:
1) From the product (The god shot, an introductory text to develop interest) to the user (Darwich’s memories)
2) Two real passages form learners texts to act as prompts
3) TIP. How can we use ‘authentic texts’ to phrase them as a way to express myself without falling into the plagiarism fault:
Resource: Googleing these: “sip a coffe “ + twilight > The screen produces some entries.


I chose this one by chance:

the sun sets and twilight calms.Its getting dark earlier now.
Summer's almost over. I sip a coffe and ponder the what ifs.
What if things had happened differently?What if things had been the same but i reacted differently?What if we had all been stronger, better ,wiser?
They're pathetic; the what ifs.Sobbed apologies
Edited version for a personalised text:
“… My favourite cup of coffee takes place at weekends when I take half an hour for myself. No papers, no company.
The sun sets slowly, its getting dark the day light is almost over and the twilight calms. I sip a coffee and ponder the what ifs. It’s a dialogue with myself. What if I had acted differently? What if I hadn’t reacted that way? What if we had all been more curious? I have another sip.

MATERIALS. This working sheet consists of three pages.
We offer an additional edited text Two Hours of Joint Solitude by Chris Pluger (page three) as a model (length, mood, inspiration) for their final text.
found at http://www.coffeegeek.com/opinions/cafestage/10-19-2005

Additional resources: http://www.coffeegeek.com/
The Cafe Stage is your chance to get something off your chest. Think of it as a speakers' corner, but in a virtual cafe. As long as the subject even closely relates to coffee, espresso, cafes and coffee culture, it's a potential article we want to put up on the CoffeeGeek site. Visiting authors can also write on subjects near and dear to them.


WR 6. The metaphors we live by: learning is a flight 4-5 levels


WR 6.1. The write stuff. 4-5 levels 15-20min
GOAL. To learn ways of finding an angle to your composition.

WR 6.2. The rite of writing right: Fear of flying? 4-5 levels 35-40min
GOAL. To be aware of the uses of the metaphor of flying in a learner’s report (Have a nice flight!).
In the first worksheet you will meet Josh Freed, a succesful writer based in Montreal. Using his text, The write stuff, as guidelines you will face the problem of how to make your text interesting. There are three activities to help you.
In the second one, you see an ambitious writer, who prepared a report on the course with some metaphoric language of flying. Assess how successful she was and be ready to write your own course report.
Follow-up. See Collocations in use (CUP) -units 12, 43, 44 & 45- to help you at this point.

WR 7. A community effort –Dine out in Paris

WR 7.1 Who’s who in the community 3-4-5 level 15 min.
GOAL. To practise your writing skills working on a creative text based on real life characters. In this working sheet we will prepare a 60-word biography of our artists.

WR7.2 Writing a descriptive text: dine out in Paris 4-5 level 45 min.
GOAL. To enhance your writing skills practising with a creative text based on real life characters. In this working sheet we will see a model 300-word written assignment.

Students can practise their writing skills working on a creative text based on real life characters, how they met, with real documents from that time. In this first worksheet you will prepare a 60-word biography of our artists.
In the second worksheet, after studying a learner’s text, you will follow the process of edition. The proposal is you are eager to break your hand writing into your own version of that particular evening.
At the end the annexed pages give you real samples with two other learners.



Writing 8. Our Quest for English

WR 8.1 Quest – a history level 4-5 15-20 minutes
GOAL. To find style resources to add to my composition.
WR 8.2. My personal Quest for English 4 -5 levels 50 minutes
GOAL. To do some introspecting work to know how English is also part of your life.

In this sheet we wiil see how the process of writing evolves in shaping an interesting text. You will consider whatever stylistic devices you included in your previous texts.
You will study the creative process of a learner as he elaborated on the idea of ‘My personal Quest for English’. The compositions from both worksheets showed an unusual effort to be a risky writer and how the stages of writing shaped rich texts. As follow-up, there is an example from another learner about how Rock ‘n Roll affected his learning of English. Enjoy both, and be an adventurous composer with this interesting topic.


WR 9. WEB resouces to improve your writing
GOAL. To surf the web to discern what kind of writing centres you could rely on.
WR 9.1. Four webpages to get started
WR 9.2. University of Wisconsin-Madison’s Writing Center: five items
WR 9.3. The 25 Absolute Best Web Resources for Writers From Jamie Littlefield,
WR 9.4. Infamous mistakes: English Pet Peeves
Our first worksheet invites you to spend 20 minutes to evaluate four famous websites and see if any of them might be useful to your needs.
Our second worksheet pays a visit to the University of Wisconsin-Madison’s Writing Center. There you are offered a writing handbook that guides writers through all steps of the writing process. Here you can see a couple of pages presenting these five items:
1. Reduce unnecessary prepositional phrases 2. Avoid using vague nouns
3. Beware of nominalizations 4. Avoid noun strings
5. Carelessness with misplaced modifiers (with a one-page task)
Our next worksheet comes from Jamie Littlefield ‘s 25 Absolute Best Web Resources for Writers.
Before you start that essay assignment, check out these indispensable sites. The internet can guide you to discover how to write, what to write, where to find information, and how to format your paper.

Our last worksheet deals with a recurrent headache for many readers: language pet peeves, those infamous mistakes readers find unbearable. After doing a couple of tasks, learn how to avoid them. A pet peeve (or pet hate) is a minor annoyance that can instill great frustration in an individual, especially those English teachers who cannot stand them in your writing assignment. As follow-up, there is a link to a useful site to refer to for grammatical pet peeves: http://www.wsu.edu/~brians/errors/