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 —features of genre: layout, formality level, language —variation b
Planning a Writing Lesson I. What is a genre —various in kind —features of genre: layout, formality level, language —variation b
admin
2015-09-30
53
问题
Planning a Writing Lesson
I. What is a genre
—various in kind
—features of genre: layout, formality level, language
—variation between【B1】______【B1】______
II. Stages of a writing lesson
A. Generating ideas
—importance of learners’ own ideas
—e. g. a complaint letter
—thinking about a situation
—comparing ideas in【B2】______【B2】______
—presenting the best ideas to the class
B. Focusing ideas
—selection of relevant ideas
—method:
—putting ideas into a(n)【B3】______【B3】______
—writing continuously without worrying about grammar, punctuation or
【B4】______【B4】______
C. Focusing on a model text
—purpose:
—to find appropriate expressions
—to raise awareness of genres’【B5】______【B5】______
—method: model text examination
—identifying common features and language from examples of a genre
—replacing the【B6】______according to the organization of the essay【B6】______
D. Organizing ideas
—【B7】______drafting【B7】______
—ideas grouping
E. Modifying the manuscript
—informing students【B8】______whether to revise or not【B8】______
—focusing more on an audience other than teachers
—incorporating【B9】______comments【B9】______
F. Writing the final draft
—check of grammar and spelling
III. Conclusion
—learners’ own ideas applied within a certain genre
—sense of【B10】______【B10】______
【B2】
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 progresses. 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. Pieces of writing of the same genre share some features, in terms of layout, level of formality, and language.(1)However, a genre may vary considerably between cultures, and even adult learners familiar with a range of genre in their first language need to learn to use the conventions of those genre in English.
In general, there are a couple of stages involved in the product 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.
As is often the case, to inspire learners to formulate their 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 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.(2)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.
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.(3)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/she can also feed in some useful collocations. This gives the learners the tools to better express their own ideas.(4)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.(5)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. 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.(6)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.
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.(7)Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. 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.
(8)Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. This stage affords learners a chance to become aware of an audience other than the teacher.(9)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.
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 learners have to follow before getting started. 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,(10)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
groups
解析
本题设题点在时间状语处。根据句(2)可知,学生独立思考三分钟后再以小组的形式进行比较,故答案为groups,注意使用复数形式。
转载请注明原文地址:https://kaotiyun.com/show/I9KO777K
0
专业英语八级
相关试题推荐
ThegreatdividinglinebetweenthenineteenthcenturyandthecontemporaryAmericanLiteratureis______.
NoEnglishmanbelievesinworkingfrombooklearning.Hesuspectseverythingnew,anddislikesit,unlesshecanbecompelledby
ConversationalSkillsPeoplewhousuallymakeusfeelcomfortableinconversationsaregoodtalkers.Andtheyhavesomething
Thebedroomwhichshesharedwithsomeofthechildrenformedherretreatmorecontinuallythanever.Here,underherfewsquare
Hemingwayisa______accordingtoGertrudeStein.
Languageissaidtobearbitrarybecausethereisnologicalconnectionbetweenmeaningsand
WhatisthepurposeofMrs.Harris’visittotheheadmaster?
FiveThingsforCollegeGraduatestoKnowI.Degreedoesnot【B1】______youtoajob【B1】______A.Yoursituationaftergraduatio
MartinLutherKing,Jr.,ablackyoungclergyman,becameanationalleaderofthe______Movement.
Therehasbeenanewtrendineconomicactivity—thesharingeconomy.Thebiggestsectorofthesharingeconomyistravel.Youca
随机试题
数控机床的系统有哪些基本功能和选择功能?
下列哪组搭配是正确的
患儿男性,2岁,因“外伤后颅骨骨折,反复发热抽搐”就诊。临床可疑脑膜炎。葡萄球菌脑膜炎区别于链球菌脑膜炎的有意义的特点是
女性患者25岁,每逢月经来潮前数天自觉两侧乳房胀痛,又能触及边界不清的多数小结节状物。月经期过后减轻,考虑
A.上消化道出血患者,在补液充足、尿量正常的情况下,尿素氮持续升高B.上消化道出血患者于出血后3日有少量黑便排出C.上消化道出血后并发失血性休克,经充分补液后24小时尿量仍为300mlD.上消化道出血后,尿素氮先升高后下降
2011年4月,顾先生独自完成一部短篇小说,随后,他将小说全文上传到个人在某网站设立的博客上,并注明“如需转载。请征得作者本人同意”。2011年8月,顾先生将小说作了部分修改后寄给A杂志社,A杂志社于2012年2月在其杂志上刊登了顾先生的小说。2012年5
在个人汽车贷款中,操作风险的防控措施包括()。
杭州雷峰塔为八面五层楼阁式砖塔。()
认识客体是()。
A、元宵节B、春节C、元旦D、中秋节A根据“灯会”“元宵”等词语,可知是元宵节,选A。
最新回复
(
0
)