首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Planning a Writing Lesson I. What is a genre —various in kind —common features of the same genre: —layout, the level of【T1】____
Planning a Writing Lesson I. What is a genre —various in kind —common features of the same genre: —layout, the level of【T1】____
admin
2018-04-10
55
问题
Planning a Writing Lesson
I. What is a genre
—various in kind
—common features of the same genre:
—layout, the level of【T1】______ , the usage of language【T1】______
—a genre may vary between【T2】______【T2】______
II. Stages of a writing lesson
A.【T3】______【T3】______
—to make the writing more memorable and meaningful
—e. g., a complaint letter
—think about a situation and tell a partner
—compare ideas in【T4】______【T4】______
—present three best ideas to the class
B. focusing ideas
—select important or【T5】______ ideas【T5】______
—put ideas into【T6】______【T6】______
—students write continuously without worrying about
grammar, punctuation or【T7】______【T7】______
C. focusing on a model text
—function: raise awareness of the conventions of【T8】______ of【T8】______
different genres in English
—method: model text examination
—identify【T9】______ and common language from examples of【T9】______
a genre —replace【T10】______ according to the organization of the【T10】______
essay
D.【T11】______【T11】______
—draft a plan —【T12】______【T12】______
E. modifying the manuscript
—be aware of【T13】______ other than the teacher【T13】______
—incorporate【T14】______ comments【T14】______
F. writing the final draft
—check【T15】______【T15】______
【T10】
Planning a Writing Lesson
Good morning, everyone. Today we’ll talk about how to plan a writing lesson. Writing, unlike speaking, is not an ability we acquire naturally, even in our first language. It needs a process of learning and practicing. Unless the second language learners are explicitly taught how to write in the new language, their writing skills are likely to get left behind as their speaking skills progress. But teaching writing is not just about grammar, spelling, or the mechanics of the Roman alphabet. Learners also need to be aware of and use the conventions of the genre in the new language.
First of all, we have to make it clear what a genre is. A genre can be anything from a menu to a wedding invitation, from a newspaper article to an estate agent’s description of a house. (1) Pieces of writing of the same genre share some features in terms of layout, the level of formality, and the usage of language. (2) However, a genre may vary considerably between cultures, and even adult learners familiar with a range of genres in their first language need to learn to use the conventions of those genres in English.
In general, there are a couple of stages involved in the process of writing in accordance with a specific genre. I don’t necessarily include all these stages in every writing lesson, and the emphasis given to each stage may differ according to the genre of the writing and the time available.
(3) As is often the case, generating ideas is the first stage of a process approach to writing. Even when producing a piece of writing of a highly conventional genre, such as a letter of complaint, using learners’ own ideas can make the writing more memorable and meaningful. Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service or have felt like complaining, and tell a partner. As the first stage of preparing to write an essay, I give learners the essay title and pieces of scrap paper. (4) They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class.
(5) Then, there is another stage taken from a process approach, and it involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view. (6) As part of the essay-writing process, students in groups put the ideas generated in the previous stage into a mind map. The teacher then draws a mind map on the board, using ideas from the different groups. At this stage he or she can also feed in some useful collocations. This gives the learners the tools to better express their own ideas. (7)I tell my students to write individually for about 10 minutes without stopping and without worrying about grammar or punctuation. If they don’t know a particular word, they write it in their first language. This often helps learners to further develop some of the ideas used during this stage.
Once the students have got their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. (8) The examination of model texts is often prominent in product or genre approaches to writing, and will help raise awareness of the conventions of typical texts of different genres in English. (9)I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language "chunks" they can use in their own writing. (10) Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organization of the essay and the importance of topic sentences.
(11) Once learners have seen how the ideas are organized in typical examples of the genre, they can go about organizing their own ideas in a similar way. Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. (12) When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements.
In a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible.
Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. (13) This stage affords learners a chance to become aware of an audience other than the teacher. (14) If students are to write a second draft, I ask other learners to comment on what they liked or didn’t like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft.
(15) Finally, when writing a final draft, students should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organization in the previous stages.
All right, today we’ve illustrated necessary stages to plan a writing lesson. By going through some or all of these stages, learners use their own ideas to produce a piece of writing that uses the conventions of a genre appropriately. And in so doing, they are asked to think about the audience’s expectations of a piece of writing of a particular genre, and the impact of their writing on the reader. In our next lecture, we will get started with a specific genre and talk about how to write an academic paper.
选项
答案
the topic sentences
解析
根据句(10)可知,在第三个阶段中,讲话者给学生们一篇去掉主题句的散文,让他们把主题句放回到正确的位置。这可以增强他们对散文组织结构以及主题句的重要性的认识。因此答案为the topic sentences。
转载请注明原文地址:https://kaotiyun.com/show/0IoK777K
0
专业英语八级
相关试题推荐
Variationaccordingtothegenderofthespeakerhasbeenthesubjectofalotofrecentresearch.Insomecultures,thereare
Variationaccordingtothegenderofthespeakerhasbeenthesubjectofalotofrecentresearch.Insomecultures,thereare
Variationaccordingtothegenderofthespeakerhasbeenthesubjectofalotofrecentresearch.Insomecultures,thereare
PASSAGETHREEWhatistheauthor’smainpurposeofwritingthispassage?
(1)Howiscommunicationactuallyachieved?Itdepends,ofcourse,eitheronacommonlanguageoronknownconventions,oratlea
(1)Howiscommunicationactuallyachieved?Itdepends,ofcourse,eitheronacommonlanguageoronknownconventions,oratlea
(1)Withthetollfromanthraxmounting,theantibioticmostcommonlyusedtotacklethedeadlybugisnowacelebrity.Newsanch
A、Emphasizingtheimportanceoflifestyle.B、Drinkingcleanwater.C、Obtaininghealthcare.D、Hiringprivatedoctor.A本题设题点在对话问答
姚明今天已是一名优秀的球星,可当初他的追求目标却不是拿冠军、去NBA、当球星。他那玩命的训练,奋勇的拼搏,只是为了有一双合脚的鞋子,让全家人不再为他穿鞋而发愁。也许姚明如此简单的目标让人感到不可思议,但正是这看似简单的目标成就了他今天的辉煌。他认真实际地确
随机试题
6岁男孩,弛张高热10天,嗜睡,颈强直,右肺呼吸音低,可闻胸膜摩擦音及细湿啰音,肝右肋下2.5cm,脾肋下1.5cm。脑脊液:白细胞100×106/L,蛋白质800mg/L。曾用过多种抗生素及激素。下列疾病哪种可能性最小
关税同盟________
关于UDDS,下列说法错误的是
政府可以利用供求关系的市场规律,通过()来达到调节市场运作的目的。
某施工单位承包的机电安装单项工程办理了中间交接手续,进入联动试运行阶段。建设单位未按合同约定,要求施工单位组织并实施联动试运行,由设计单位编制试运行方案。施工单位按要求进行了准备,试运行前进行检查并确认:①已编制了试运行方案和操作规程。②建立了试运行须知,
2010年3月1日,李某去某商场购物时,将自己携带的两件物品存放在存包处。当天取物时却只取到一件。存包员否认李某存了两件物品,双方争议未果,李某拟起诉至法院,根据《民法通则》的规定,李某向法院提起民事诉讼的有效期间是()。
《合同法》规定的承担违约责任的方式主要有哪几种?
设函数f(x)在(一∞,+∞)上连续,则A=__________。
Educationalphilosophyhaschangedagreatdealinthe50yearssinceIwasinschool.Backthen,forexample,Ihadthehighe
A、Hedoesn’twantotherstotakeherplace.B、Hewantshersupportinthenextelection.C、Sheshouldn’trunforthepostanymo
最新回复
(
0
)