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This i s a point tha t languag e teacher s should be very sensitive to. Ideally teachers should restrict their own use of the Verse and Worse 3 9 imperative form, to emergency situations only, in order to avoid unintentionally teaching their pupils to be rude in English! This is because much of the language primary pupils actually acquire or internalize is the English they hear repeatedly used by their teachers. In the amended version, the imperative is replaced with a variety of everyday expression s which contain, with one or two exceptions , high frequency word s and exhibit important features o f spoken English which are frequently neglecte d in English language textbooks.

There is no really satisfactory nam e for this genre, but it is ofte n called the descriptive or general repor t genre. As well as descriptions it can include comparison s an d classifications , thoug h i t shoul d b e noted tha t thes e are difficult bot h conceptually an d linguistically an d need to be handled wit h great care in primary contexts . An example is provided late r in this section . One of th e difficult thing s abou t this genre is that the organization i s not related to a time sequence, but relies on the writer constructing his or her own order and making a significant selectio n and grouping of facts and/o r features .

Now m y day i s all crosse d out! ' 'I a m glad/ sai d Frog. Then Fro g and Toad went to sleep. Any story offers student s and teachers two broad possibilities which should be taken together. One is to engage in the imaginative experiences of the story through linking these to the experiences of the students; the other is to explore the inherent experience of the story itself. In reality, these two aspects interrelate and affec t on e another . Fo r instance, the centra l relationshi p i n th e Frog an d Toad stories is the dynamic that provides the humour and humanity.