Second edition

Download 1,45 Mb. bet 25/114 Sana 23.07.2022 Hajmi 1,45 Mb. #845775

Bog'liq
TKT modules 1-2-3

Bu sahifa navigatsiya:

• drafting/writing

Module 1	Write q fact file f Punctuation
accuracy
Module 2	Linking ideas in a narrative ! Linkers: but, so, because, then	cohesion accuracy
Module 3	Writing a paragraph ;	cohesion
Module 4	Write an invitation A letter of invitation \	text types
Module 5	Write a newspaper report \ Writing a description	text types functions
Module 6	Write a postcard More postcards j	text types
Module 7	A mini-biography |TeTnypi^
Module 8	Giving written directions { Notes giving directions ;	text types functions
Module 9 Module 10	Saying thank you Time words in narratives Time phrases	functions accuracy
Module 11	Replying to invitations	functions
Module 13	Completing an application form Error correction (1)	text types accuracy functions
Module 14	Paying online i
Module 1S	Write a letter back to Earth { Error correction (2) /	text types accuracy

{adapted from New Cutting Edge Pre-Intermediate by Sarah Cunningham and Peter Moor, Longman 2005)


The writers of this eoursebook have chosen to focus here on two aspects of cohesion: making use of linkers to link ideas and writing a paragraph. Other ways of making a text cohesive {Jinked together) include the use of reference words to refer backwards or forwards to other words in the text, the use of a logical way of organising the information in a text and the use of paragraphs and topic sentences {a sentence that gives the main point or subject of a paragraph). There are many examples of these cohesive devices (ways of linking a text) in this extract from an article entitled 'My favourite lesson', written by a teacher of English. Some are highlighted.


38

Unit 6 Writing

(a) Topic sentence


(d) Conjunction of contrast


(f) Topic sentence


(a) Em not sure 1 could sav wiiat mv -favourite lesson was. ■
I sort of liked everything. I liked academic subjects, and chose to take exams in (b) them, but I also liked practical ; subjects like woodwork and cookery.
I suppose history must have been my favourite, (e) because - 5 it’s what 1 chose to do at college. Maybe it sounds strange 1 (d) but I wanted to understand the world and I think history . helps. It’s definitely a way of understanding the world around : you. Twenty years ago the map of Europe was shaped by the Second World War, and how would you know (e) that if you . i о didn’t know history?
(f) I studied French at school, too, and Em much more j interested in languages now than I was then. I like the way ; that language reflects culture, and the other way round. :
I taught English in Guatemala for a year, and I found that ~ 15 Spanish in South America is much softer than in Spain.
I don’t see my job as spreading English round the world- I would not want that to happen, (f) But Г do enjoy meeting the different nationalities that I teach and watching them - interacting. The other day I had a French Catholic priest, 20 Muslims from Iran and Turkey and Buddhists in one class ^; and they were all very respectful of one another. ;
The national stereotypes do come out though, and they’re ^: often true: getting the Italians or Spanish, for example, to ^: stop talking and the Japanese and Koreans to say something. 25
The best thing about teaching English is that (g) it gives ■ you the opportunity to get out there and learn about the world, r


(b) Pronoun referring back to 'academic subjects'


(c) Conjunction of reason


(e) Pronoun referring back to the previous sentence


(g) Pronoun referring back to 'teaching English'


('My favourite lesson' by Ado Kitchingman from the Guardian 15.03.05)
A writer not only employs various subskills when writing, but also goes through a number of stages of writing. These often involve, particularly for longer or more important pieces of writing, the stages of:
© working out what you want to say, i.e. getting or developing ideas • working out the order in which you want to say it, i.e. planning/organising ideas & drafting/writing the first draft (the first version (or form} of a piece of writing, that may well be changed)
© editing (correcting and improving the content of the text)
© proofreading (checking for mistakes in accuracy and correcting)

0. 
   re-drafting (writing a second/final version of your piece of writing).
   

These stages form part of the writing process. We can see from them that writing in fact begins before we put pen to paper or start word processing, and that it involves the writer in carrying out several steps which each lead in to the next one and aim to improve the quality of the final product.


39

Module l

■ Key concepts and the language teaching classroom
Read these t/ps and t/ck the ones which are most important for you.

9. 
   The subskills of writing that wc choose to teach will vary, depending on our learners age and needs. At primary level we may spend a lot of time teaching learners how to form letters and words, how to join them together and how to write short texts of a few words or sentences, often by copying. Learners at primary level are not just learning how to write in English but also how to write letters and words. This may also be true for learners whose first language does not use the Roman alphabet,
   

© At secondary level we may need to focus more on other kinds of accuracy and the communication skills required to write longer texts such as letters, emails or compositions.
© Before they start writing .it's useful to encourage learners to think about why they are writing (their reason for writing) and who they are writing to (their audience). This helps them focus on what they want to say (content) and how to say it (register and style).
© Many activities exist to help learners practise accuracy in writing, e.g. labelling, copying, sentence completion, gap-filling, sentence transformation exercises, dividing texts into paragraphs, putting punctuation into an unpunctuated text, proofreading exercises to correct errors in texts.
& Many activities exist to help learners practise communicating through writing, e.g. story completion, jumbled picture stories, writing birthday cards, writing emails of invitation.
m We can support learners in their writing by moving on to writing after doing some listening, reading or speaking on a topic. In this way, learners have already worked on the language of the topic and may have developed ideas about it,
© Teachers sometimes work with models (dear examples) of text types when
teaching writing. Models can show learners what patterns of language, vocabulary, register or layout to use, or how to structure their writing. They can also help learners get ideas about what to write. Models are used in guided/product writing.
© We can also guide or support learners in their writing through the use of a process writing approach. With this approach the teacher gives learners tire opportunity to work through the stages in the writing process. They move from planning their work, to drafting it, and then on to editing, re-drafting and proofreading. This approach allows learners to focus on different aspects of writing at different times.
At the planning stage they focus on developing ideas and organising them. At the drafting stage they focus on finding the language to express themselves, and at the editing, re-drafting and proofreading stages they focus on evaluating (looking at the strengths and weaknesses of) their ideas, the organisation of their writing and the accuracy of their language.
See Unit 16 for tasks for teaching writing, Unit 21 for planning a lesson, and Units 29 and 32 for ways of correcting learners’ writing.


FOLLOW-UP ACTIVITY


(See pages 238-9 for answers)

1. 
   Go back to the text 'My favourite lesson'. Find all the other pronouns that refer
   back or forward to other things, find all the other conjunctions and any other topic
   sentences.
   

40

Unit 6 Writing Look at this writing activity. Match the terms about writing skills in the box to the ■■■different'-steps-.'-Some-terms--''may- matchmore than one step. Extending ideas Providing a model Drafting Thinking about your reader Practising spelling Developing ideas Structuring ideas/ planning Understanding the task a What exactly is your dream?	.fiqfe; ' ■
b How елsyfdifficult will st be to achieve?
c What do you plan to do to help you achieve your екезт?
d How wilt you feel if you don't achieve it?

3 Com pit tt’ notes with a partner. Discuss the similarities amt differences between your dreams.

Download 1,45 Mb.

Do'stlaringiz bilan baham: