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Step 1You need to get used to thinking under the pressure of time and combining the brainstorming of ideas with brainstorming of correct grammar and vocabulary use.Therefore, make a list of grammar structures you have mastered and are confident about using.The list might look as the following one:passive voicepassive voice + a modal verbinversion (not only…but…; rarely; seldom)participle clausessecond conditionalsubordination with (complex) conjunctionsStep 2Write the bullet point plan/draft for your text (on the topic of adults influencing young people’s behavior). You just have to write just one paragraph and express your opinion on how young people’s behavior might be influenced by adults in a positive/negative way(s). (80-100 words limit)Step 3Write down two sentences that are relevant to the task instructions per (grammar) point.It is extremely important here to stay on topic and try to integrate the grammar with relevant and sensible ideas (see Step 2)The notes might look something like this:InversionNot only do teenagers?dislike being told what to do, but very often they also don’t respect their parents.Seldom do teens want to follow their parents’ advice.??Passive voice / Passive + modal?Sadly, young people are not so easily influenced.Setting an example by parents should be done as soon as possible because it helps to instill positive values in children.?ConditionalIf children were more influenced by their parents when they are still young, it would be easier for them to make accurate decisions as they grow up.?Participle clause (regular / ‘misrelated’)Being a teenager, it is normal to disregard your parents’ advice.?Complex conjunctions?(subordination) Although adults have a huge experience, young people don’t want to learn from them.Although children seem to not care about their parents’ opinions, they observe them closely all the time.How to use itIt might seem overwhelming and time-consuming to create such lists at first, but as it becomes a habit, you will find it a natural and necessary step to complete before they get down to writing their text. I have found this to be?a great remedy for the common problem: cramming a lot of grammar and doing well in exercises while still being unable to ever use it in writing or speaking.FAQI often get asked:?What if I use all my super-grammar sentences in my text but then it doesn’t make sense as a whole?To this, I usually reply:?You?don’t have to copy?the sentences into your actual work if you realise they don’t make sense. This step is there for you to?activate your grammar knowledge?and remind yourself of what you know. If you can insert these sentences into your work, great! If not, you might find another use for the structures you have revised in this way. Still, it will be easier for you to?make sure you used a wide range of grammar?while you are proofreading your work when you work with a checklist.?As for the students’ fear of using more advanced structures and failing, it worth keeping in that?attempting?more complex grammar?in the exam pays off more than playing it safe and using Present Simple all the time.!! So, what do I expect you to send me? Your checklist of grammatical structures you’ve decided to use (1), notes/ sentences that relate to the topic and in which you use these structures (2) and your short text in which you don’t have to use all the sentences you have outlined/preplanned if they don’t make any sense (3).Deadline: 4 April, 2020. ................
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