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Reflection No.

1 Pauls business trip Activity: punctuating a text The writer who neglects punctuation, or mis-punctuates, is liable to be misunderstood.

Firstly, I consider this writing activity so unique and very dynamic. During that day, the facilitators told us to look at the pictures posted on the board, and eventually they let us listen to the story. The most challenging and indeed thrilling part of this activity was when we listen while and after to the speaker. We as listeners really need to be good in taking down notes, as well as we need to be aware where a speaker would pause to breathe and when reading the text out loud, as this will help us punctuate the task correctly. I could say that as listeners, we have to be keen and active in listening so that we could easily understand and detect where to use capital letters, commas, apostrophes and full stops.

The activity focuses more on punctuating the unpunctuated text or writing conventions. Actually, for me its not that easy to listen carefully to the speaker considering the fact that the class was a little bit noisy and I also need to deal with the speakers pronunciation, intonation as well as her vocal audio really does matter. It does not seem to be known that, even where the sense is perfectly clear, a sentence may be deprived of half its force or its point by improper punctuations.

I realized that words are indeed the raw ingredients of communication. When we speak, we use intonation and pauses together with facial expression and body language, in turn, this add layers of meaning to the words. On the other hand, punctuation serves the same purpose. Just as tone of voice may vary to suit the speakers intent, so might punctuation. As future English teacher, I think its worth investing a little time in boning up on punctuation basics and thus, I really need to strive even harder for greatness for me to avoid mishaps and misunderstandings.

Reflection No. 2 The genre analyser Activity: writing a review A genre has an underlying set of norms that are mutually understood either consciously or unconsciously by the audience for whom the text was created

This activity is all about teaching students to identify the different genre features as well as on how to write a review. Personally, I find this activity very entertaining, perhaps because the facilitators played some short movie clips about the famous films in our generation. I really enjoyed watching different genres of films, and must confess that among all those genres, romantic films struck me the most. Moreover, in this sequence students were task to write reviews of lays, concerts or films they have seen, and to do this in a way which is appropriate for the kind of audience (either real or imaginary) they are writing for. The unique thing about this activity was the use of reviewers genre analyzing kit for each movie. By studying the reviews and answering the questions, it helps the student to build up a picture of how they are usually written.

What I really learn in this activity was, studying different genres whether through a genre- analysing kit, data collection or even putting a variety of text is very much significant the different genre is a vital first stage in having students does their own writing in specific genres. Furthermore, genre can affect the form (shape and layout), structure (the sequence of ideas), style and content of a thing. Genre 'tells' what kind of setting, characters and events to expect in a particular narrative. This engages us all the more to study the review because we are able to guess more accurately what the movie is all about. The activity doesnt only give entertainment and enjoyment but also it enhances our minds on how to identify genre features. Thus, it is the presence, prevalence, and prominence of the norms characterizing the genre of a text/movie. It also develops our writing skills, as to how and when we write various genres as well.

Reflection No. 3 Writing a poem Activity: Running Dictation Finding ways to make writing fun and interesting can keep students motivated in the

classroom and beyond.

This activity was totally awesome. I really enjoyed looking the different reactions of my students that time. The basic idea of a dictation has been subverted somewhat so that students dictate to each other, making the writing that happens as a result of this enjoyable and perplexing in turns. In point of fact, we, the facilitators, made some revisions of the activity. At first, we had a motivational dictation quiz. Then we proceed to the main activity. Students are put into groups. Then, each group sends a representative to the front of the class to read only the first line of the poem, memorise it, the runner literally runs over to the text, reads and remembers as much as he/she can, then runs back to the writer and dictates as much as he can remember. When this happened, groups send a second (and then a third) representative to read the second (and the third) line(s) and take that back to their groups and dictate it. The activity goes on in this way until one group has the whole poem. We, the facilitators, let them had an oral recitation about the complete version of the poem and eventually we checked their outputs. After the game, we ask all the students to write down, in complete silence, what the poem means for them and eventually share their output to others. Certainly, the effect of writing and silence in this way can be dramatic and enjoyable. In general, this activity, for me, is valid even with older learners as it promotes the learners ability to chunk language, and is a good way to introduce a text that you want to work with later in the class. It gives a new playing field to students. It made writing very amusing as well as this promotes a great concentration in writing text correctly.

Reflection No. 4 Julias story Activity: story circle

Reflection No. 5 Lady Margaret Beaufort Activity: looking at notes

Reflection No. 6 Women in the US Activity: Report Writing