刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2020-07-22 来源:校园英语杂志社

    作者:王秋子
      Ⅰ.Introduction
      IELTS,a test serves as a standard of speakers’English level.Recently,many universities in China have set academic IELTS course to support students’English learning.
      IELTS writing examines students’ ability to communicate with formal and written form.The purpose of teaching IELTS writing is helping students to express what they see and think in a logical way.Designed Tasks is close to most of foreign passage writing topic.Therefore,if students master the skills in IELTS Writing,they would face less difficulties in future academic writing.There is a systematic band description for IELTS writing,to some extent, it serves as a guidance in designing IELS writing class.Teaching English writing based on the four dimensions is beneficial for students to understand hypotaxis in English,especially for those who speak Chinese,which is a parataxis language.
      Ⅱ.Task Achievement/Task response
      Task Achievement(TA) in Task1 demands selecting and presenting all important features and data of graphs.And Task Response(TR) in Task2 asks for presenting opinion and support opinion with relevant reasons.Thus,in the process of designing teaching,As for Task1,teachers can give a common rule of reading graphs,telling them some important data need to describe,which is useful for them to group and organize body paragraphs.Regarding Task2,most of students are blank in mind and fall to generate relevant ideas to the topic.To address the anticipated problems,instructors could adopt cooperative teaching approach,this kind of content-centered language instruction will encourage development of thinking and study skills.
      Ⅲ.Cohesion and Coherence
      Cohesion and Coherence(CC) requires showing clear information chunk and progression.Since Chinese is parataxis language,Chinese students do not have strong awareness of expressing with structure. Mostly,they often express themselves in “spots” not in “chunk”.Cultural differences in language patterns can adversely affect communication in English.(Oxford, R.& Ehrman, M. 1992) Therefore,teaching English passage and paragraph structure should be well-designed.Providing Chinese and English reading materials in the class and setting activities or discussion to make comparison between Chinese passages and English ones could be taken into account.Recent reading research points to the benefits of working with texts for the purpose of drawing students’ attention to formal features of written language as well (Long & Crookes,1992).To meet the demand of cohesion,grouping data is the key to achieve decent paragraphing. Meanwhile, in presenting opinions in task 2,how to teach students organize their ideas is significant.Textual analysis focus on meaning and form,so it could be effective when ask students to abstract topic sentence and support sentences in a paragraph and then mark all cohesive devices between sentences.When they finish,,they could rewrite the paragraph based on the structure.Task-based approach is alternative method.Specifically,to strengthen awareness of applying structure,jigsaw one English sample and let students to joint the sample is effective.