Activity 1. Purpose of writing

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• 2004.9.1

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Activity 1. Purpose of writing

• Task 1. Feelings about English writing
• ? Mini-talk
• Different people have different feelings about
  English writing.
• Some are Positive. Some are negative.
• ? Read and decide "P" or "N" to the extracts .

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Task 2. Your feelings about English Writing

• Now try to write down how you feel abort English
  writing and then share your idea with us. If you
  find it difficult, you can consult the extracts
  we have just read.
• Example
• I like English writing. because I find it
  easier to express myself in English than in
  Chinese. For example????,I only say "work
  hard." ?????, I only say "I miss you very much."
  Especially when I have to type it out, typing
  English letters is much easier than typing
  Chinese characters because I am not good at
  typing. So if I want to send an e-mail, I prefer
  typing in English to typing in Chinese. Luckily,
  most of my friends and relatives can understand
  what I write in English.

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Why do we do task 1 and 2 ?

• reasons
• ?to Look back into yourself discover
  yourself.
• ?to diagnose your own learning problem to find
  some measures.

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Task 3. What you write.

• In our daily life, we write different kind of
  things for different purposes. Tick the items you
  have written before in English or that you will
  probably write in the future.
• Then share what you Tick off with us.

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Task 4 Why you write.

• Just now we tick the items off.
• What is the purpose of each item.
• to tell others something?
• to describe something?
• to report on events.
• to persuade.
• to entertain.
• Write 100 words on the kind of things you write
  and tell me your purpose.

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Activity 2 Types of English Writing.Task 1
Differences between English and Chinese writing

• Chinese
• 1.no address in the letter
• 2.to adopt a more humble tone, addressing the
  receiver with respect and trying to be modest.
• to add personal detail
• to cultivate a more human
• relationship.
• 3. informal, closer to the spoken language.

• English
• 1.Write your address on the upper right-hand
  side. (Write the recipient's address on upper
  left-hand side)
• 2. to be straight forward, stating the purpose
  immediately.
• 3. formal, written English the business like the
  nature of the message.
  
  

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Task 2.Comparing different Types of writing.

• In Activity 1 Task 3,we know there are different
  types of writing, such as memo, notice, form
  report, instruction, advertisement, story, play
  and etc.
• Now look at some extracts taken from different
  types of writing. They have got the same topic
  but they are expressed in different way.
• Read P.16 18 and decide what they are.
• What make you think so?

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• Text 1
• It follows a time order, describing one event
  following another. It contains "direct speech" in
  words or in mind.
• The language is informal.
• Text 2 A Notice
• The passive voice to warn and advise and the
  imperative to give instruction are frequently
  used.
• The language is formal.
• Text 3 A newspaper article.
• Paragraphs are short.
• Direct quotations from interview are often used
• There is a heading which only contains some Key
  words.
• The language is informal.

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• Text 4 A letter
• There are some incomplete sentences and
  colloquialisms. It is close to spoken English
• The language is informal.
• But business letters are formal.
• Text 5 An essay
• Ideas are supported by facts
• References of the works if others and evidence
  are provided.
• Some sentences are long and Passive voice is
  often used.
• The Language is formal

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Task 4 Writing Practice

• Could you tell something about Bicycle Theft?
  Have you lost a Bicycle?
• Write an assignment based on one of the styles we
  learned just now.
• For example Write a report about theft or a
  letter to a friend about having something stolen
  or a notice warning others.

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Activity 3 Stages in Writing Process

• If we want to write something we finish it in a
  few steps though you haven't noticed it yet.
  Compare yours with those of others to find some
  ways of improving our writing.
• Task 1 Thinking about How You Write.
• Answer the question on P.22
• Task 2. Identifying Stages of the Writing Process
• Do Ex on Page 24

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Task 3. Prewriting. Writing and Rewriting

• Prewriting
• 1. Different purposes call for different
  approaches.
• 2.Thinking about your eventual audience.

• Writing Add new ideas and modify your plan.
• Rewriting 1.Spelling and grammar.
• 2.Range of sentence.
• 3.Overall structure.

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Activity 4 Features of Good WritingTask I
Comparing three Pieces of Writings
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Task 2 Identifying Features of a well-written
English text

• 1. Layout It should comply with convention.
• Space, indention (the first line of the paragraph
  should be further in.), handwriting or typeface.
• 2. Language spelling, grammar, punctuation
  should be correct and well used
• 3. Keep to the topic
• Ideas should be well developed and organized
  with correct coherent words
• To give enough evidences or examples do
  support the ideas.

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• Task 3. Unscrambling a Text
• Find the relating part among the sentences.
  P33-34
• Task 4. Reflecting on how texts are arranged
• Ideas should be grouped and led smoothly from one
  to another

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Activity 5 How well are you doing marking
schemeTask I How to mark

• to use symbols to indicate what kinds of mistakes
  have been made.
• / This word is not necessary. delete
• Add words
• A Agreement between Subject and verb
• C Capitalization
• P Punctuation
• Sp Spelling
• V Wrong verb form
• Ww Wrong word
• Wo Word order
• Insert one letter space

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Task 2. Preparing to assess your classmates' work
at the Tutorial Session

• ? Study the example of the assessment and learn
  to assess an article.
• ? Then assess your classmate's written
  assignment
• a use the symbol we use just new.
• b complete the assessment table.

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Activity 6 A Study Plan.
Long-term goal to become a good English
writer Short-term aim to improve your own
writing
Write out some short-term aims based on the
assessment of your writing.
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Task 2. Keeping Vocabulary Records When we learn
a word, we should know ? spelling ? part of
speech ? pronunciation ? the place in a
sentence ? use Think out your own ways and write
down to show us. I think when you learn a new
word, you'd better make a sentence with it to
keep the word in mind
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Task 3. Writing a Study Plan To write a study
plan long-term goal
methods? short-term aims Task 4. Review
Practice makes perfect.
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Unit2 Correspondence

• Lecture Three

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1.       How can letters be grouped?

• Letters can be grouped into two groups
• ? business-like-------formal letters
• ? personal -----------formal letters
• or informal letters
• 
  (depending on the relationship)

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2.Activity 1 Letter FormatTask 1 Components
of a letter

• ?    Comparing a Chinese personal letter with an
  English personal letter
• ?    Components of a formal letter
•  

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?            return address
  ? date
line ?inside address   ? salutation   ?
body     ? complimentary close
? signature ?
printed name of sender postscript(P.S.)
                           
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• ?    Notes The signature should be hand-written
  in cursive script and not written out in capital
  letters.
• The title of the sender can be written
  below the printed name.
• ? Ex. P55--56

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Task 2 Questions about Parts of a letter
?    The order of the date ? Bri.E
date/month/year eg.17/9/2001 , 17
th September 2001, 17
September 2001 ? Am.E month/date/year
eg. 9/17/2001, September 17 th ,2001 ,
September 17,2001 ? Exp.58 1.
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?    Salutation ? Formal Salutation
?    Americans use a colon ( ) instead of a
comma ( , ) after the salutation.
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? Informal Salutation
? Ex p.58 2--4
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Complimentary close

• ? Formal closing compliments
• Respectfully yours, Respectfully,
• Very truly yours, Yours truly,
  Yours very truly,
• Very cordially yours, Cordially
  yours, Yours cordially,
• Very sincerely yours, Most
  sincerely yours,
• Yours fainthfully , Sincerely
  yours,

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• ? Informal closing compliments
• Sincerely, Sincerely yours,
• Best wishes, All the best,
• Best regards, Kindest regards,
  Warmest regards,
• (To a intimate) Love, All my love,
  Your loving, Yours ever,
• (To families) Yours affectionately,
• ? Ex p.58 5--6

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Task 3 Writing letters in appropriate formats

• Practice writing letter formats
• Ex p.60

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Activity 2 Personal and informal letters

• Task 1 A scrambled letter
• Learn to write the body of a personal and
  informal letter.
• Ex p.63
• Task 2 Identifying features of informal
  letters
• ?    Give the answers to the questions on p.65.
• ?    Fill in the table on p.66.

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Task 3 Identifying the purposes of informal
letters

• ?    to invite people
• ?    to accept or refuse invitations
• ?    to make requests to people
• ?    to complain or to apologize
• ?    to congratulate on success or to console for
  misfortune
• ?    to thank people

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Unit2 Correspondence

• Lecture Four

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Activity 3 Formal LettersTask 1 Identifying
the features of formal letter

• ?    business letter? written by individual to
  companies or officials
• ? written by
  managers or secretaries representing companies or
  institutions.
• ?    Go through the letters on p.71 and decide
  which one is more appropriate in style and
  tone.(letter A is better)
• Features of informal letters incomplete
  sentences
• use
  of contraction and idiomatic phrases
• 
  showing strong emotions
• use
  of filler words
• 
  short sentences

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• Features of formal letters
• ? stating the purpose directly at the
  beginning I'm writing for the information
  about
• ? giving precise information I plan to stay
  in Singapore for a weekand words "the documents
  required" instead of what I should
• show you".
• ? making requests in a negotiation tone of
  voice "I wonder if I need to"instead of "Do I
  need?"
• ? using formal words use "inform" instead
  of "tell ".
• ? using effective words (expressing an idea
  in one word instead of a sentence) use 'via'
  instead of 'stop on my way'.
• ? sounding polite I should be grateful if you
  could let me know

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Task 2 Useful Structures in Formal Letter
Writing

• ?Summary
• Formal letter writing needs
• ? a precise description of the writer's
  situation and need
• ? a careful planning of paragraphs
• ? a good choice of sentence structure and
  vocabulary
• ? a polite tone voice

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• ? Useful structures
• ? Start the letter by stating your
  purpose directly I am writing because
• ? Make requests in a polite way I wonder
  if
• ? Show your gratitude I would appreciate
  it if you could

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Task 3 Revising a Formal Letter

• Revise the letter on p.76 and then reorganize it
  according to the standard features.
• Compare it with the letter on p.77.

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Task 4 Identifying Main Components in a
Curriculum Vitae
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Task 5 Giving Heading to a CV Task 6 Writing
Your own CV
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Activity 4 Addressing an EnvelopeTask 1
Identifying the Parts used in Writing a Chinese
Envelope
           
 
A recipient's post code
  B recipient's address
_____________________________ C
recipient's name and title  

D sender's address and name
stamp
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Task 2 Identifying the Parts used in Writing an
English Envelope
A sender's name
stamp B sender's
address   C recipient's
title and name D recipient's
address
             
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Task 3 Address, name and title
Chinese post code appear on the left -hand side
upper corner, separately above the address
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Task 4 Small matters on an envelope

• 1.       Printed Matter
• 2.       Photos Enclosed or Please Do Not Bend
• 3.       Par Avion (by airmail)
• 4.       Please Forward (the sender would like
  the letter to be sent on to the recipient whose
  new address the sender does not know.)
• 5.       Miss Amanda Peters c/o Mr. David Clinton
  (the sender asks Mr. David Clinton to pass the
  letter to Miss Amanda Peters. "c/o" means "care
  of" . The address should be Mr. David Clinton.)
•  

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Activity 5 Principles of Good Letter
WritingTask 1 Predicting Principles of Good
Letter Writing

• Write a list of skills for good letter writing

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(No Transcript)
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Task 2 Checking your predictions Listen to the
tape and check that your ideas coincide the key
points in the talk. Task 3 Taking notes of the
lecture Task 4 Listening to Markers Markers
which we use to indicate division between
different topics, e.g. firstly, for one
thing,etc.
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• Task 5 Reviewing This Unit
•  
• HOMEWORK
• Activity 3 ,Task 6 The Curriculum Vitae of xxx

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• UNIT 3

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Warm up
If your student show you these letters
'erfceedfin' and ask you what the 'word' means,
can you tell him that it is not a word at all at
once? Why are you so sure? Right. You are so
sure because they are not in proper
order.
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UNIT 3 Getting Ideas Sorted Out

• Activity I Coherence in a paragraph

Putting sentences together in the right way is
as important as knowing how to put letters
together into sentences. There are some
principles which are used to arrange sentences
and to put them in their proper places in a
paragraph. One of the most important principles
is coherence. That means the central idea should
be explained by each sentence in the paragraph
naturally and logically.
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Specific examples
The central idea a topic sentence
definitions
arguments
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Task 1 Identifying general and specific
statements

• Ex Identify the most general statements and the
  most specific statements p.102

Task 2 Topic sentence --- the central idea Look
at the following paragraph and decide what the
central idea is. p.103 The central idea is in
the topic sentence which is the most general
sentence.
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Task 3 Identifying the most general statement
--- the topic sentence

• Ex Find the topic sentence ------- the most
  general sentence/the central idea p. 103
• ' It is doubtful whether the corrections
  actually improve a student's writing ability.'
• It is supported by research findings.

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Task 4 Identifying the central idea ---changing
direction

• If you want to change the direction of your
  topic, you should begin another paragraph and
  have another topic sentence.
• Note that the change of the central idea is one
  of the main reasons for the division of
  paragraphs.
• Ex p.104 Find the beginning of the second
  paragraph.

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Task 5 Choosing the right topic sentence for a
paragraph

• Ex p.105 Choose one topic sentence from three
  and tell your reason.
• ?     A topic sentence is the most general
  statement in the paragraph. It gives the central
  idea. If there is a change of focus, a new topic
  sentence with a new paragraph is needed.

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Task 6 Writing topic sentences

• To write a topic sentence, you must first make
  clear what the central idea of the paragraph is
  and what the examples or specific details
  support.
• Ex p.106

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Task 7 The development of the topic
sentence

• The central idea has to be developed in a
  natural and logical way. The development usually
  follows the general-specific pattern.
• Ex p.106

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1.Decide which sentence contains the most general
idea--the topic sentence.

• 1.       Construct the sentences into a
  paragraph.
• ?      the general idea ( c )
• ?      the narrowed topic (e )
• ?      further details ( a. d )
• ?      a conclusion(b)

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Task 8 Gluing sentences together -- cohesive
devices

• Some certain expressions serve as signals for the
  meaning and structure of the text. They tell us
  the relationship between the sentences before and
  the sentence following.
•  

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A LIST OF SOME MOST COMMONLY USED MARKERS
Ex 109 Note down all the markers and tell the
functions of them.
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Activity 2 Note-making

• One of the basic way of getting ideas sorted out
  is to take notes.
• Task 1 Surveying the paragraph ( first step in
  note making )
• Ex Survey the paragraph and find the topic
  sentence, the semantic markers and the pattern of
  it.

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Task 2 The form of notes -- indicating the
pattern of the paragraph

• The listing system should look like steps
  descending from the most general point to the
  least.
• main point______________________
• explanations and examples __________
• subsidiary examples __________

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• or 1.
• 2. a.
• b.
• ?._______?.______.?.________
• 3.a.
• b.
• c.
• 4.

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Task 3 Layering notes

• Ex p.113 There are three layers in the text
  1.'cultural mistakes'
• A. To get a person's name through phone
• a.         English way
• b.        Chinese way
• c.         Result westerners embarrassment
• B. Privacy
•    a. English view
• b. Chinese view
• c. Result
• innocent Chinese offend Westerners
  without knowing it.

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Task 4 Drawing Diagrams
Another way to illustrate the structure of the
ideas in a paragraph is to draw diagrams.

generalization  
specific example(1) specific example(2)
specific example(3) more specific example(1)
more specific example(2) Ex p.115 p.116

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Task 5 completing notes

• Ex p.117 Survey the text and then complete the
  notes.
•  

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• UNIT 3

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Activity 3 Taking notes from a lecture

• When you want to take notes from a lecture you
  have to select the main points and some
  subsidiary points.
• 1.Some semantic markers of main ideas of a
  lecture
• I'd like to emphasize
• The general point you must remember is
• It is important to note that
• I repeated that
• The next point is crucial to my argument
• Lecturers may cue their points by emphasis or
  repetition or perhaps by visual display.

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• Some semantic markers of other examples and
  points of lesser importance of a lecture
  Let me give you some examples
• For instance
• I might add
• To illustrate this point
•   Digression (having little to do with their
  main topic) markers
• By the way
• I might note in passing

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Task 1 Obtaining the main ideas

• Listening Ex Sort out main ideas from subsidiary
  ones. P.121
• Task 2 Identifying the structure of a lecture
• Many lectures can be divided into three parts
• ?
  introduction
• ? main
  part of the lecture
• ? end
  summary
• Listening Ex An example of the
  introduction--main part--end summary pattern.

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Task 3 Answering the Questions

• Listening Ex Sort out main ideas from subsidiary
  ones. P.121

Listening Ex Take notes and answer to the
questions. P.123 Task 4 Note taking for
different purposes The purposes of taking note
will decide whether you write a very brief note
or a detailed one to a certain part.
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• Task 5 Reconstructing
• Retell the main point based on your notes on
  your notes( including the summary).
• Task 6 Note taking for another lecture
• Listening Ex Take notes of a lecture on
  communication. p.126

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Activity 4 Principles in writing a summary

• 1. Concentrate on the main points.
• 2. Correctly report what the original writer
  means.
• 3. Don't include your own opinions or extra
  information on the topic.
• 4.Don't include details of secondary importance
  or give any examples.
• 5. Use your own words. If you use another
  person's words, you should use the quotation
  marks.
• Ex Judge the versions and learn to write a
  summary.
•  

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• UNIT 4

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Unit 4 Describing what you seeWarm Up

• Positive feeling about a view
• pretty stirring charming breath-taking
• Negative feeling about a view
• dull depressing melancholy dismal

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Activity 1 Describing Places

• Task 1 Where is it?
• P 1 Locationlies off(in,on,to),be __ miles away
• be separated by,be surrounded by,
  consist of
• be situated on,be located
• P 2 Factshave a total area of,be covered
  by,the climate is (mild and temperate),rainfall
  is (heaviest in the west
• P 3 Population(density, language, religion )

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Task 2 A Quiz Countries, Rivers and Seas

• The is needed before the name of
• Smaller geographical regions, oceans, seas,
  rivers, mountain ranges,a country in the plural
  or republic in its name
• The is not needed before the names of
  continents,countries, individual mounts

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Task 3 Summing up

• Summarize the words or expressions that are used
  to locate places and remember them.
• Lie off (in, on, to)
• Ireland lies off northwest of Europe.
• Guangdong lies in the south of China.
• Hunan lies on (to) the north of guangdong.
• Hainan lies to the south of guangdong.

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Task 4 Writing up Notes

• Write a description that covers the following
  points
• location
• size
• physical description
• climate
• population
• language
• religion

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Task 5 A Guide to Guides

• Put things into a coherent order.
• Dont add the personal tastes to the guides.

Task 6 Writing a guide
homework
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Activity 2 Taking in the ViewTask 1 Picasso
Dictation

• Picasso is the name of an unusual artist.
• Picasso dictation means to draw pictures
  according to the description you hear.
• This activity is available in schools and
  children will enjoy a lot to see different
  pictures they have drawn.

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Task 2 Whats It Like Out?

• Whats the weather like?
• It is hot and humid with a leaden sky.
• n.breeze,haze(caused by heat),smog(caused
• by pollution),mist,fog(thicker than mist)
• Adj.clear,cloudless,dull,leaden,overcast,wintry,
• drizzling(rain slightly)

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Task 3 A Room With View

• The layers of description
• Window---balcony---(street)---hotel

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Task 4 Putting People in the Picture

• Be in a certain position to record a scene and
  focus on what people are doing.
• Present continuous tense is usually needed to
  describe what you are watching.

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Task 5 Reflecting Upon What You Have Been Doing

• We have done three descriptions a Picasso
  dictations, room with a view and putting people
  in a picture.
• The fundamental points
• 1.Choose a position from which you view
  things.
• 2.State clearly the spatial relations among
  the objects being described.

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Activity 3 Describing PeopleTask 1 Describing
Mrs. Smith

• Mrs. Smith is around 30 with green eyes. She is
  tall and slim. She is wearing a bright blue coat
  and dark glasses. Her hair used to be fair, but
  it is red now.
• Hairblonde,auburn,wavy,curly,straight,short,dull
• Eyesbloodshot,blue,green,brown,dark,bright,dull
• Complexion brunette,spotty,fair

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Task 2 Dress

• A a pair of blue jeans and a T-shirt with a
  large question mark on the front,short-sleeves
• Ba dress,long sleeves, a high round neck, tight
  at the waist and flare out, long till mid-calf,
  dot pattern
• C a three-piece suit,pin stripe, a plain light
  gray silk tie, white shirt
• D a short tight leather mini-skirt,a yellow
  cotton shirt which is big and baggy

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Task 3 How to Offend

• Complimentary
• m well-built, tall and dark,
• f petite, curvaceous,slim,a good
  figure
• Uncomplimentary
• m slouch, short and squat,skinny
• f fat

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Task 4 Personal Qualities

• Cynical,indolent, irritable, blunt, pompous,
  naive,misanthropic
• passionate, self-reliant, versatile, sober
• Homework
• Choose four people you know
  well.Write a sentence to describe each persons
  quality by the words in the box and give examples
  .

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??? UNIT 4
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Activity 4 Habits and CustomsTask 1 A Matter
of Degree

• Study the table on p.163
• Always--usually--oftensometimes hardly--never
• 100
  0

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Task 2 Forming Habits

• Present habits--------------present simple tense
• Past habits-----------used to do, would do
• Irritating habits--------keep on doing
• get into a habit,habitually,constantly, a
  tendency

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Task 3 Things Aint What They Used to Be
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Activity 5 Describing ObjectsTask 1 What Does
It Look Like

• We need vocabulary on
• Measurementscm,kilo,liter,gallon,
• Shaperound square,oral
• Colorred, purple, green
• Texture soft, rough, smooth
• Pattern striped, checked,plain, dotted
• Material cotton, steel, silk,wood
• Position at the bottom, on the right

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Task 2 As Good As a Picture

• Learn the vocabulary in the box and draw the
  shapes

Draw the shapes described in the passages.
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Task 3 Getting in Shape Task 4 Pinpointing
Position Task 5 Giving a Detailed Description
Task 6 And Just What Did the Missing Item Look
Like
Describe one of your possessions in detail.
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Activity 6 Describing Processes Task 1 What You
Need to Know

• We use the present passive tense to describe
  a process.
• e.g. Coal is mined from the earth.
• The loaf is baked in an oven for 30-40
  minutes.

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Task 2 Kneading Into Shape

• Join some of the sentences to avoid awkward
  repetition by relative pronouns and relative
  clause.
• Join some of the sentences by conjunctions.
• Use the sequence markers.

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Task 3 Writing a Recipe

• A recipe is a kind of instructions.
• We write it in the imperative mood.
• Task 4 A Recipe for Writing
• Change the advice on how to produce an essay
  into a recipe.

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Task 5 Specific Procedures

• When we write a specific procedure happened in
  the past the past passive is made used of.
• e.g. The questionnaire was completed by 68
  respondents.
• To form a smooth paragraph we should shape the
  sentences by merging some sentences together and
  adding some sequencers to mark off the different
  stages.

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Task 6 Describing Methods

• Use the past passive and a formal, written style

Task 7 Review