Page Four: specific examples of written work done in 2010-2011

The first part of the Test in itinere involves:
a) listening to a text /or watching a videob) doing a brief summary of the main ideas
c) developing some aspect of the discussion that you are asked about or that interests you. (This depends on the question)

The language you use should be general English at this stage (not Academic) but it should be in a neutral "written" register.

How can I practise for the exam?

1) You need to practise listening and notetaking (Only note down the most important key ideas)
2) Remember that the summary should be "brief"
3) Practise watching interesting "discussion" videos on YouTube The History Channel etc. or podcasts. The BBC has a series of excellent podcasts, and sometimes there is also a written text to go with these.

Look at this link:
Another excellent site is the TED site where you can select the type of talk you are interested in:

When you have watched or listened to a talk, go to the discussion space (above) and write a paragraph about it. Add the link too so that other people can watch or listen to it. (You can talk about videos or podcasts you liked or disliked.)

Circle Writing

In class we started practising writing using the questions and ideas in this document to help:

The Role of the Architect

Now look at this gap filler to see some of the interesting points in the first part of the Marta Gattarosa text. Click on the "hint" buttons to read ideas to help you and to make you think:

You can see here a simulation question of how this text could have been used for the January "Test in Itinere"

1) This is my summary with gaps (and answers)

2) Here is the way I developed the rest of the answer (with 800 words available for the whole answer)

Reference within Texts

One aspect of writing is "reference". We continually refer backwards and forwards in a text (as well as out of it and to other texts). Look at the work on C2 Page Three for more useful language on this.

Feedback from the Last Presentations this term:

external image 000203FB.gifThese presentattions are getting better and better. Well done everybody so far.
Here is the file with the points we looked at in class. Remember that people have posted links to their presentations on the discussion (C2 Page Two) So, if you want to see the slides again you can.

Defining and Non defining relative clauses:

Relative clauses are a very common way of extending your ideas when you write in English, but which pronoun do you use for "definitions" and which ones for "extra information"? Look at this document to help you:

Written Exam Simulation Week Eight

Zebra_stress.jpgWe did an exam simulation exercise this week where an academic presentation was given in class and students were then asked to write a summary of the main ideas and develop one thing they found to be particularly interesting (see the discussion thread above righthand tab) If you missed the lesson and would like to listen to the talk, I have published a video of it in two parts:

Your work with my comments

Here are your discussion posts with my comments. These are useful for everyone to look at to see the sort of thing that works and what doesn't work. You should print your work out and correct what you can with the help of your dictionary and then you can ask me in class or in my ricevimento about any doubts you have:

Verb Patterns

In our last lesson before CHristmas we did some work on verb patterns because this is a language area that continually causes people trouble- ├žook at the document below to see if you can match the verb patterns to the "beginnings".

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