Teacher Guide

Level Domain Benchmark Content Theme
1 Access to Information Pupils extract information from visual data Animals


Unit Name Talking Without Words
Task Name Writing With Signs
Number of Lessons in Task 1-2
Language Level 1
Desired Task Outcome Pupils will write a story based on a picture they chose, with the help of signs.
Task Description Pupils will see several pictures that describe various situations. They will choose one picture and write a short story about that picture. In their writing, they will be able to combine words and signs. They will then submit their story to a story gallery. Pupils will read other pupils' stories, and narrate them to their classmates.
Assessment After completing this task, pupils will continue to the "Check" section and fill in a reflective checklist that describes what they learnt in the unit.

Task Stages

Task Stages Learning, Teaching and Assessment Principles
This task sums up the unit by asking pupils to apply what they learnt through writing short stories. Pupils will begin by looking at four pictures that describe various situations and conflicts, and that involve various signs learnt in the unit. They will then be asked to choose one picture to write about.
  • Pupils have the opportunity to choose texts and tasks according to individual preferences.
  • Pupils have opportunities for problem solving in the target language.
Pupils will write a story about the picture. Since writing full sentences is usually too hard for pupils at this language level, pupils are invited to use signs in their writing. There is a word and sign bank under the writing area and pupils can drag the words and signs into place as they write.
The teacher should try to see that the sentences convey a meaning, and not focus on their grammar at this stage. The main goal of this activity is for pupils to feel free and confident in using both words and signs to express themselves.
  • Pupils are not afraid to make errors.
  • Pupils feel challenged within the range of their possible performance.
  • Teachers create a supportive environment, one that allows pupils to take risks, to make errors, and experiment with the language.
After pupils complete their stories, they can publish them in the story gallery.Pupils can then be asked to search the gallery for another story written about the same picture. They can narrate this story to their classmates. An interesting point for discussion is pointing out how different pupils can write different stories about the same picture. The teacher may discuss with the pupils the reasons why people see things differently, and how different backgrounds and values influence the way people interpret situations.
  • Pupils feel that they are making progress.
  • Pupils take responsibility for their own language learning.
  • Pupils interact, share information, and exchange ideas.
  • Teachers are aware of and are sensitive to pupils' diversity and cater to it.


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