Программа спецкурса English Writing
рабочая программа по английскому языку (10 класс) по теме

Tasks

Types of writing

Formal letter

Informal letter

Report

Article

Story

Instruction

Discussion essay

Review

Description

1

Making contacts and giving news

*

2

Describing an object (building, place, weather)

*

*

*

*

3

Giving advice

*

4

Applying for a job

*

*

5

Making a request

*

*

6

Making a complaint

*

7

Expressing an opinion

*

*

*

*

8

Asking for information

*

*

9

Giving information

*

*

*

10

Making arrangements

*

*

11

Describing an accident

*

*

12

Describing an event

*

*

13

Describing a journey

*

*

14

A story

*

15

Discussing pros and cons

*

*

16

Suggesting solutions

*

*

*

17

Evaluating places

*

*

18

Evaluating proposals

*

*

19

Suggesting improvements

*

*

*

20

Describing people

*

*

21

Describing relationships

*

*

*

*

22

Reviewing

*

*

23

Discussing the plot

*

24

Discussing characters

*

Family

Character

Appearance

Clothes

Spare time

Tourism

Business

Transport

Mass media

Museums

Sport

Traveling

Weather

Accidents  

Sightseeing

Ecology

Health

Inventions

Pets

Young people

Books

Books Shops

Theatre

Cinema

Television

Computers  

Accommodation

Restaurant

Clothes

Art

Music

Room

Fashion

Everyday life

Education

English language course

Jobs

Traditions

Holidays

- Present tenses for summarizing events in a set of books:

- Past tenses for narrative writing (Simple, Continuous, Perfect, Perfect Continuous)

- If-I, If-II,

-if-III, if-IV

- Passives

- Inversion

- modal verbs

- Adjectives (degrees of comparison)

- Adjectives + prepositions-

 - Verbs + prepositions

- Infinitive and gerund

- Articles

- Prepositions of time, place

- Word-building

- Punctuation (full stop, comma, colon, semicolon, dash, dots, brackets, italics, exclamation mark, question mark).

- Indirect Questions

- Direct speech

- Reported Speech

- Reported Questions

- Relative clauses

- Time Clauses

- Clauses of Purpose

- Clauses of Result

- Clauses of Reason

- Clauses of      Concession

- Clauses of Manner

- Defining Relative clauses

- Non-Defining Relative clauses

- Exclamations

Positive Addition

and, both...and, not only...but (also/as well), too, moreover, in addition to, furthermore, further, also, not to mention the fact that, besides

Negative Addition

neither...nor, nor, neither, either

Contrast

but, not...but, although, while, whereas, despite, even if, even though, on the other hand, in contrast, however, (and) yet, at the same time

Similarity

similarly, likewise, in the same way, equally

Concession

but, even so, however, (and) still, (and) yet, nevertheless, on the other hand, although, even though, despite/in spite of, regardless of, admittedly, considering, whereas, while, nonetheless

Alternative

or, on the other hand, either...or, alternatively

Emphasis

besides, not only this but...also, as well, what is more, in fact, as a matter of fact, to tell you the truth, actually, indeed, let alone

Exemplification

as, such as, like, for example, for instance, particularly, especially, in particular

Clarification

that is to say, specifically, in other words, to put it another way, I mean

Cause / Reason

as, because, because of, since, on the grounds that, seeing that, due to, in view of, owing to, for, now that, so

Manner

as, (in) the way, how, the way in which, (in) the same way (as), as if, as though

Condition

if, in case, assuming (that), on condition (that), provided (that), providing (that), unless, in the event (that), in the event of, as/so long as, granted/granting (that), whether, whether...or (alternative condition), only if, even if, otherwise, or(else), in case of

Consequence of

a condition

consequently, then, under those

circumstances, if so, if not, so, therefore, in that case, otherwise, thus

Purpose

so that, so as (not) to, in order (not) to, in order that, for fear (that), in case, lest

Effect / Result

such/so...that, consequently, for this reason, as a consequence, thus, therefore, so

Comparison

as...as, than, half as...as, nothing like, the...the, twice as...as, less...than

Time

when, whenever, as, while, now (that), before, until, till, after, since

Place

where, wherever

Exception

but (for), except (for), apart from

Relative

who, whom, whose, which, what, that

Chronological

beginning: initially, first..., at first, to start/begin with, first of all continuing: secondly ..., after this/that, second..., afterwards, then, next, before this concluding: finally, at last, in the end, eventually, lastly, last but not least

Reference

considering, concerning, regarding, with respect/regard/reference to, in respect/regard/reference to this/to the fact that

Summarizing

in conclusion, in summary, to sum up, as I have said, as (it) was previously stated, on the whole, in all, all in all, altogether, in short, briefly, to put it briefly

№

цикла

Тип письменной работы

Лексико-грамматический материал

Кол-во

часов

Теоретические

Практические  

Introduction Error correction

2

1

1

1 Informal letters,  e-mails                      

12

6

6

1.1

Making contact and giving news

Describing a language school

Greetings and endings

Introductions: personal greetings

Paragraphing  Conclusions

Adjectives to describe aspects of school

2

2

2

1.2

Giving advice

The best place for a holiday

Modal verbs: should, ought to.

If I were you, you’d better, why not

Formal/informal style

Clothes and equipment for taking on holiday

2

2

2

1.3

Describing an object

Choosing between a stereo and PC

Paragraphing: grouping information

Making an outline

Order of adjectives

Connectors of reason and result

Tenses

2

2

2

2 Formal letters                                                                                  

12

6

6

2.1

A letter of application

Applying for a job in tourism

Greetings and endings

Introductions: stating the reason for writing

Using the right level of formality

Making an outline

Relative clauses  Formal and informal vocabulary

Relative clauses

4

2

2

2.2

Making a request

Returning lost property

Making an outline

Thanking   Polite requests

Word-building adjective to noun

4

2

2

2.3

A letter to the editor

Expressing an opinion on traffic problems

Introductions: stating the problem and your opinion

Expressing opinion              If II

Connectors of sequence

4

2

2

3  Transactional letters            

20

10

10

3.1

Asking for information

A holiday

Review of greetings and endings

Making an outline

Paragraphing: grouping  and ordering information

Introductions: giving background and stating the reason  for writing

Indirect questions

Places to stay, hotel facilities and holiday activities

4

2

2

3.2

Giving information

Travel arrangements

Connectors for expressing opinions

Topic sentences

Future possibilities

4

2

2

3.3

Giving and asking for information

Editing a text

Question formation

Aspects of learning English

4

2

2

3.4

Making arrangements

A quest speaker at school

Making a plan

Introductions: thanking

Conclusions: offering further help and information

Prepositions   Gerund & Infinitive

4

2

2

3.5

Making a complaint

A disappointing weekend break

Paragraphing: writing main paragraphing

Introductions: giving background and stating the reason for writing

Conclusions: requesting action to be taken

Connectors of contrast and addition

Reported speech

Feelings –ing/-ed adjectives

4

2

2

4 Discursive compositions

26

8

18

4.1

Discussing pros and cons

Taking exams

Identifying different kinds of discursive questions

Making an outline

Introductions: stating the general topic

Conclusions: giving a balanced personal comment

Connectors of sequence, contrast, addition and result

The definite article

Words to express positive and negative aspects of a topic

7

2

5

4.2

Giving your opinion (1)

School subjects

Paragraphing: analyzing structure

Connectors of  result

Expressing opinions

School subjects Practical skills

5

2

3

4.3

Giving your opinion (2)

Young people and their leisure time

Analyzing a model text

Guided writing: gapped composition

Paragraphing: organizing information and linking

Connectors of exemplification

Sports and outdoor activities

8

2

6

4.4

Suggesting solutions

Endangered species

Introductions: giving background and stating the overall topic

Endangered species

6

2

4

Total:

72

31

41

№

цикла

Тип письменной работы

Лексико-грамматический материал

Кол-во

часов

Теоретиские

Практические  

Revision of the 10th form material

Informal letters   e-mails   Formal letters    Stories    Discursive compositions

6

-

6

5 Punctuation

4

2

2

6 Stories                                                        

20

10

10

6.1

Describing an accident

Writing an effective introduction

Narrative tenses

Vocabulary to create a vivid picture

4

2

2

6.2

Describing an event

A wedding

Narrative tenses

Non-defining relative clauses

weddings

4

2

2

6.3

A journey

A journey in bad weather

Introductions: setting the scene

 Narrative tenses

 Connectors of concession

Weather conditions and effects of bad weather

4

2

2

6.4

A story beginning

My first time on stage

Paragraphing

Guided writing from notes

Connectors of time

Future-in-the-past

Performing and being on stage

4

2

2

6.5

A story ending

Paragraphing and linking

Punctuation of direct speech

Adjectives to describe emotions

Reporting verbs

4

2

2

7 Reports

12

6

6

7.1

Reports

Evaluating places

A new tourist attraction

Report format and style

Introductions: stating the purpose of the report

Conclusions: making a recommendation

Passives

Formal and informal vocabulary

4

2

2

7.2

Evaluating proposals

A stadium or a theatre

Report format

Writing headings in a report

Second conditional

Make and do

4

2

2

7.3

Suggesting improvement

Improving a museum

Evaluating a model text

Formal, polite suggestions

Word-building

4

2

2

8 Articles                                                      

12

6

6

8.1

Describing people and relationships

Notable people

Analyzing a model text

Selecting background and main information

Connector of reason

Qualities of notable people

Word-building

4

2

2

8.2

Reviewing

Favourite TV programmes

Analyzing a model text

 Superlatives

Present perfect

TV programmes Adjectives of similar meaning

4

2

2

8.3

Language learning

How to improve your speaking

Analyzing a model text

Introductions: getting the reader’s attention

Inversion for emphasis

Collocation: verbs and nouns

4

2

2

9 Set book essays                                      

8

4

4

9.1

Set book essays

Discussing the plot

Making notes on set of books

Paragraphing

Present tenses for summarizing events in a set of books

Vocabulary to discuss literature

4

2

2

9.2

Discussing characters

Making and organizing notes on characters

Planning content with reference to set books

Improving language in a model text

Adjectives to describe characters

4

2

2

10 Description of places

4

2

2

10.1

Description of places

Adjectives + prepositions

order of adjectives

Clauses of manner

4

2

2

11 Abbreviations

1

1

-

11.1

Abbreviations

1

1

12

Practice in FCE exam writing

5

-

5

Total:

72

31

41

Баллы

Содержание, полнота выполнения задания

Организация текста

Лексическая правильность

Грамматическая правильность

Орфография и пунктуация

5

Учащийся полностью справился с заданием. Содержание соответствует поставленной цели. Соблюдаются принятые нормы вежливости.

Логическое и последовательное изложение материала с делением текста на абзацы. Правильное использование средств логической связи между отдельными частями текста. Правильный формат текста.

Использование большого запаса лексики при соблюдении норм языка.

Небольшое количество ошибок (1-2) на страницу, при этом не нарушается понимание текста.

1-2 орфографические ошибки

4

Задание в основном выполнено. Имеются незначительные неясности в передаче содержания. Принятые в языке нормы вежливости в основном соблюдаются.

Мысли изложены в основном логично. Допустимы отдельные недостатки при делении текста на абзацы и при использовании средств логической связи между отдельными частями текста и в формате письма.

Достаточный объем лексики, с небольшими неточностями в употреблении. Или ограниченный запас слов, но эффективный и правильно употреблен с учетом норм языка.

Допущено несколько грамматических ошибок, не мешающих пониманию текста.

Несколько орфографических и пунктуационных ошибок, не мешающих пониманию текста.

3

Задание выполнено не полностью. Принятые нормы вежливости не соблюдаются.

Изложение не логично. Нет деления текста на абзацы.

Ошибки в использовании средств передачи логической связи между отдельными частями текста. Их выбор ограничен. Много ошибок в формате письма

Ограниченный запас слов. Не всегда соблюдаются нормы языка.

Много грамматических ошибок. Или немногочисленные ошибки затрудняют понимание текста.

Значительное количество орфографических и пунктуационных ошибок, которые затрудняют понимание текста.

2

Коммуникативная задача не решена.

Логика высказывания отсутствует. Формат письма не соблюдается.

Нет необходимого запаса слов.

Грамматические правила не соблюдаются.

Правила орфографии и пунктуации не соблюдаются.

Read the question

This section asks students to analyze the question by identifying key words. This helps to highlight the aspects of the topic and relevant information. It also emphasizes the fact that the question must be answered fully to pass.

Think about vocabulary

Each unit contains a section on the vocabulary needed to answer the question. Vocabulary tasks may also focus on word-formation.

Think about your reader

This section aims to focus students on who is going to read the piece of writing. This section also aims to help students decide on aspects of style and content.

Think about grammar

This section focuses on the most useful language points arising from the question at the beginning of each unit, so that grammatical and functional items are covered according to the needs of the context of writing.

Brainstorm the topic

Students may have trouble getting started because they find it hard to assemble enough ideas, especially in a limited time, in class or in the exam. This section asks students to discuss questions in pairs or groups to focus on the topic or relevant information for inclusion un the composition.

Be your own examiner

It is vital that students not only learn how to write, but also how to form judgments on the quality of their writing. This enables them to form a clear concept of the qualities required to succeed as writers.

Read a model text/think about paragraphing

Each unit contains a model answer of some kind. Each model answer has associated tasks, which focus students on various aspects of text construction, such as paragraph structure, relevance of ideas, sequencing of ideas, and so on. Students are often asked to make an outline from the model, so that they can develop their own organizational skills. Students are introduced to different ways to outline an answer and should be encouraged to choose a method which suits them individually.

Exam practice

In each unit a second writing task is provided. A brief checklist is usually provided to guide students to answer the question. This is the part of the unit where the teacher can see if the detailed work done up this point can be put into practice by the students with a different answer of the same text type.

Think about topic sentences

This section is concerned with giving students an overview of how a paragraph is structured. Students will learn how to present new information to the reader in a clearly signaled way, with a general statement providing the focus for a paragraph followed by relevant supporting details.

Further practice

At the end of each unit, another question is provided of the same text type with no guidance at all, for the students to work independently. The students can work in groups to brainstorm, plan and write an essay. The final product can then be passed to another group for evaluation with a checklist.

Link your text

This section focuses on the use of cohesive devices used to connect ideas in a text. The tasks deal with simple coordinating conjunctions (and, but, so, etc.), subordinate clauses (relative, concessive etc.), adverbial conjunctions (However, Therefore, In addition, etc.), as well as discourse markers showing attitude and opinion (In my opinion, Unfortunately, To make matters worse, etc.).

The writing process:

Analysis

Brainstorming

Organizing

Drafting

Revising& editing

Final version