Indhold Informal Letters

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1 Indhold Fælles Mål... 2 DIDAKTIK... 4 WRITING STRATEGIES IN ENGLISH... 5 WRITING PROCES... 6 GENRE... 7 How to continue a story... 7 Make a review... 8 Interviewing... 9 Summarising... 9 Write a back cover text Write an article Write a poem How to Write Formal Letters How to Write informal Letters Lessons and Exercises Writing an Informal Letter Writing 6.th grade Informal Letters Writing 3.th grade Relevant materiale

2 WRITING STRATEGIES Der er i indført en skriftlig afgangsprøve i 9. klasse, og forventningerne til elevernes skriftsproglige kompetencer på engelsk er dermed tydeliggjorte, og det har medført, at der er kommet et øget fokus på nødvendigheden i at arbejde med skriftligheden igennem hele skoleforløbet. Skrevet sprog og talt sprog adskiller sig i mange henseender, men har dog et til fælles: De er begge interaktive, dvs. der altid findes en modtager. Det skrevne sprog er mere krævende end det mundtlige, idet afsenderen skal opbygge en meget klar struktur i teksten, således modtageren er i stand til at forstå teksten. Derfor er det vigtigt, at skribenten har kendskab til en række kriterier med henblik på tekstproduktion. Til de ydre kriterier hører f.eks. spørgsmålet om tekstgenren og tekstens kommunikative hensigt. Til de indre kriterier hører spørgsmål om tekstens sammenhæng. Hvordan hænger teksten sammen som helhed (global kohærens)? Hvordan hænger tekstens forskellige afsnit sammen (lokal kohærens)? Hvilke sproglige signaler anvender jeg for at skabe sammenhæng (kohæsion)? Den skriftlige diskurs er yderligere kompliceret, i det skribenten kun kan være i dialog med sig selv for at kunne belyse sit emne ud fra flere forskellige synsvinkler. Dette kan ofte være årsagen til, at mange elever producerer meget korte argumenterende tekster, idet de mangler input fra en samtalepartner. Skriftsproget er et sprog uden samtalepartner, et monolog sprog. En monolog er kompliceret at opbygge og kræver gennemtænkning, før den kan skrives ned. Vejen fra skitse til det renskrevne produkt er besværlig, og selv om man undlader at skrive kladde, kræver den skriftlige sproghandling overvejelser, gennemtænkning og en vis planlægning. I forhold til overvejelser omkring skriftligt fremmedsprog er her en række centrale spørgsmål: Hvordan tilrettelægger man sin undervisning, hvis man vil tilgodese den skriftlige sprogtilegnelse? Hvordan griber eleverne en skriveproces an, og hvordan forløber selve skrivefasen? At skrive på et fremmedsprog er en meget krævende opgave. Hvordan får eleverne overskud til at beskæftige sig med skriveprocesser? Fælles Mål Målet med arbejdet med elevernes skrivefærdigheder er, at de kan klare sig på engelsk i forskellige autentiske skriftlige sammenhænge. Skriftligheden skal integreres i alle forløb, lige fra elevernes første eksperimenter med skriftsproget til 3. og 4. forløbs arbejde med skriftlig fremstilling. I trinmålene for faget engelsk efter 4. klassetrin står der følgende om skriftlighed: Undervisningen skal lede frem mod, at eleverne har tilegnet sig kundskaber og færdigheder, der sætter dem i stand til at: Skrive enkle ord, udtryk og sætninger inden for nære emner som familie og fritid. Stave enkle ord og udtryk. 2

3 Have mod på at skrive på engelsk. Bruge digitale værktøjer til at finde og udveksle informationer og skabe enkel tekst. I trinmålene for faget engelsk efter 7. klassetrin står der følgende om skriftlighed: Undervisningen skal lede frem mod, at eleverne har tilegnet sig kundskaber og færdigheder, der sætter dem i stand til at: Udtrykke sig skriftligt i et forståeligt og sammenhængende sprog i form af breve, historier, digte, bekskrivelser og meddelelser. Kommunikere mundtligt og skriftligt gennem digitale medier i enkle undervisningstilrettelagte forløb. Tale og skrive engelsk, således at centrale grammatiske regler om især ordklasser, ental og flertal og tidsangivelser ved hjælp af verbernes former følges. Stave centrale og hyppigt forekommende ord, så kommunikationen lykkes. Skrive tekster med begyndelse, midte og slutning og anvende centrale sætningsforbindere og pronominer til at skabe sammenhæng. Vælge skrivestrategier, herunder anvende grundlæggende viden om skriveprocessens faser. Foretage ord til ord opslag i en ordbog, anvende it-baserede ordforrådsprogrammer, simple grammatiske oversigter og benytte computerens stavekontrol i enkle lærerstyrede forløb. I slutmålet for faget engelsk efter 9. klassetrin står der følgende om skriftlighed: Undervisningen skal lede frem mod, at eleverne har tilegnet sig kundskaber og færdigheder, der sætter dem i stand til at: Udtrykke sig skriftlig med rimelig præcision og i et sammenhængenden sprog afpasset udvalgte genrer og situationer herunder udtrykke personlige erfaringer, samt anvende informationer og viden inden for udvalgte genrer. Tale og skrive engelsk således, at centrale grammatiske regler følges. Stave og sætte tegn på engelsk så præcist, at kommunikationen lykkes. Anvende centrale regler for opbygning af tekster med struktur og sammenhæng inden for almindeligt forekommende genrer. Afpasse udtryksformen i rimelig grad efter hensigten, modtager, situation og genre. Vælge skrivestrategier, herunder anvende grundlæggende viden om skriveprocessens faser. Anvende fagets hjælpemidler, herunder ordbøger, it-baserede ordforrådsprogrammer, grammatiske oversigter og computerens stave- og grammatikkontrol hensigtsmæssigt. 3

4 DIDAKTIK Centralt udgangspunkt for arbejdet med skriftlighed: Skriftlighed er interaktion Der er altid en potientel modtager af det, der skrives. (kendt/ukendt, specifik/generel) Skriftlighed er kommunikation Kommunikative aktiviteter er altid båret af et formål. Kommunikation er altid situativ. Valg, eleverne skal træffe, når de skriver: Hvem skriver jeg som? Dvs. at identificere sin rolle som skribent (nationalitet, status, alder, køn..) Hvad er formålet med min tekst (informere, argumentere, udtrykke holdninger, anmode, rådgive, underholde ) Hvem skriver jeg til? Dvs. at identificere sin modtager herunder forhåndsviden om emnet. Hvilken type tekst/genre skriver jeg, og hvad er de gængse genrekonventioner? Audienc e Purpose Text genre Registe r WRITER 4 Layout Structur e

5 Eleverne skal naturligvis have et vist sprog og viden for at kunne gøre alt det, men allerede i begynderundervisningen kan man i det små påbegynde arbejdet med bl.a. kommunikativt formål, modtagergruppe og genrebevidsthed. F.eks. skrive postkort, julekort, meget korte historier ud fra skabeloner (parallel writing). Dvs. eleverne har en skriftlig model og kan så sætte deres egne indholdsord ind. Didaktiske konsekvenser Eleverne skal arbejde med skriftlige tasks, som er karakteriseret ved en klar kommunikativ ramme, og som har et klart kommunikativt formål Eleverne skal gøre sig erfaringer med forskellige genre/teksttyper Vi skal forberede eleverne, så de kan fuldføre opgaven (tematiske, genremæssigt og sprogligt input) Vi skal give eleverne respons på såvel indhold, genrebevidsthed, modtager/afsenderforhold og sprog Lad eleverne skrive til andre end læreren: Klassekammerater, pen pals, andre børn/unge på nettet, venskabsklasser etc. Publicer: På nettet, i klasselokalet, på intra etc Publikationsmuligheder på internettet, hvor eleverne kan arbejde autentisk med skriftlighed The official Roald Dahl Website Leave Us a Comment skriv din mening om en af Dahls bøger Scholastic: Book Report Sandwich Station Mulighed for at skrive bog/tekstanmeldelse Kids on the Net Mulighed for at publicere anmeldelser, skrive om sig selv, skrive historier, digte ets og give respons på andres tekster etc. Nettet rummer mange muligheder for at inddrage den skriftlige dimension på autentisk vis (e-postcard, registration forms, brochure request etc) WRITING STRATEGIES IN ENGLISH The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at 5

6 the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning. Choosing the target area depends on many factors; what level are the students? What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing (i.e. school tests or job application letters etc.). Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise? (a well written letter, basic communication of ideas, etc.) What is the focus of the exercise? (structure, tense usage, creative writing). Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience. Having decided on the target area, the teacher can focus on the means to achieve this type of learning. As in correction, the teacher must choose the most appropriate manner for the specified writing area. If formal business letter English is required, it is of little use to employ a free expression type of exercise. Likewise, when working on descriptive language writing skills, a formal letter is equally out of place. With both the target area and means of production, clear in the teachers mind, the teacher can begin to consider how to involve the students by considering what type of activities are interesting to the students; Are they preparing for something specific such as a holiday or test?, Will they need any of the skills pragmatically? What has been effective in the past? A good way to approach this is by class feedback, or brainstorming sessions. By choosing a topic that involves the students the teacher is providing a context within which effective learning on the target area can be undertaken. Finally, the question of which type of correction will facilitate a useful writing exercise is of utmost importance. Here the teacher needs to once again think about the overall target area of the exercise. If there is an immediate task at hand, such as taking a test, perhaps teacher guided correction is the most effective solution. However, if the task is more general (for example developing informal letter writing skills), maybe the best approach would be to have the students work in groups thereby learning from each other. Most importantly, by choosing the correct means of correction the teacher can encourage rather discourage students. WRITING PROCES Writing is not an easy task. It is a process in which you get ideas, write them down, change your ideas and come up with new ones until you know what you want to write about and how. Writing is a process before you start writing, you should think of: The genre description, explanation, argumentation or narration? The text type a letter, essay, note, diary etc? The reader a friend, a teacher, stranger etc? The topic? How to get started 6

7 Brainstorm Pick a topic and a genre. Write down everything that comes to mind. Use your knowledge and imagination and research the topic if necessary. Do not worry about spelling or making it look nice. Organize Organize your ideas to structure your text. Make a mind map or an outline. A text always has a beginning, a bigger middle and an end. Writing and words Write freely and don t think about spelling and grammar. You might have to look up special words, but avoid dictionary overuse. Review and edit Is the text clear? Are your spelling, punctuation and grammar correct and can you improve them? Feedback Let someone read you text and give feedback. Improve Use the response you have received. Vary the sentence structure and avoid using the same words and expressions. Remember to use paragraphs. Check for spelling, grammar and punctuation. Use a dictionary. Publication Check and read the text thoroughly. Decide how you want to present it with regard to form, layout, illustrations etc. GENRE Writing is an important part of learning English. To be able to express oneself in English is an important basic skill today. At the core of the writing skill is an understanding of text types, and that different types of texts are for different purposes. How to continue a story When you are asked to continue a story, read it very carefully. Note details as well as the general plot. Look for clues as to what could happen next. Identify the genre. Keep the traits typical of the genre in mind. When you are asked to continue a story, you are expected to capture the style of the text. Use your imagination: how can you develop the most important characters, the ones you want to work with? Find ways to give them even more life but be true to their original personalities and background. 7

8 Before you get to the job of serious writing, think through your part of the story. Brainstorm until you have some ideas you are exited about. Remember that you have to stick to the original genre and style. Focus on one plot and few characters, and concentrate on doing that well. Give your story an interesting title. Check your text for spelling, grammar and punctuation. Tips Even though you have to be faithful to the beginning of the story, the characters and the genre, you don't have to put your imagination in a box and sit on it. 1. Get into the situation, time and action of the story by closing your eyes and picturing yourself as being there. 2. Add details, descriptions and dialogue that will draw your reader into the story. 3. Some changes you might want to make: invent a new character introduce a new turn of events jump ahead in time put in a flashback. Make a review A review is a critical look at another person s work. You can review a book, a computer game, a film, etc. A review consists of two basic elements: Description Evaluation Tell the reader Which book, film, CD you are going to review in a short introduction Which genre is it and who is the author, director, artist Who is it aimed at? The plot of the film, book or what the songs on the CD is about You personal opinion about the book/film/cd What you liked best or what you liked the least about the book/film/cd You overall opinion If you recommend the book/film/cd 8

9 Interviewing Prepare the interview What is the aim of the interview? Who are you interviewing? What do you want to know? Prepare and write down the questions that you want to ask Doing the interview Introduce yourself if you are talking to a stranger and tell what the interview is for Record the interview and/or write down notes that you can use afterwards Don t be afraid to improve or ask questions not prepared in advance Afterwards Listen to the interview or type out your notes as soon as possible after the interview. One easily forgets what went on during an interview. Select interesting parts of the interview that you want to focus on in the article. Summarising Before writing the summary Read the book or see the film you are summarizing Take notes Try to answer the when, where, who, what, which etc. of the book What is important to include in your summary Summarising What is the story about? Who is it about? Which genre is it? Where does it take place? When does it take place? Keep in mind Use your own words 9

10 Use description to make it come alive Use connectors to avoid repetition Write a back cover text In a very few words, you tell the reader which genre the book is. You can also introduce the most important characters and give a hint about what is going to happen. Catch the reader with a good quotation or a catchy line Introduce the most important characters Make a ultra short summary Tease your reader with an open question, make the reader want to read more Write an article Preparing the article consider What do you want to write about? What kind of article is it (review, sports report, editorial etc.)? What is your focus/aim? Do you need to do an interview or seek out information to write the article? Writing the article Write a headline which catches the reader s eye Write a subheading which elaborates on the headline Write the text using examples from your interview or research. Layout Headline: Tells what the article is about - use a larger font to make it stand out from the rest of the text. Subheading: explains why you are writing the story Use a font smaller than the headline and larger than the text Byline: Tells who has written the article stands below the subheading or at the end of the article Text: Elaborates on what or why, making a concrete example the starting point for a more general discussion make columns and use a font that is easy to read Picture/illustration: Choose one that supports the text. Place it so that it does not interfere with the reading of the text, e.g. right under the subheading Legend: write a short text underneath the picture/illustration which explains it. Fact box: Present statistics, scores, numbers etc. in a clearly marked box that stands out from the text. 10

11 Write a poem Begin with an idea or inspiration. Inspiration may come at any time very unexpectedly. It may be a specific person, place or thing that evokes some sort of strong emotion. It may be more of an abstract idea or release of emotion. It may be a tiny thing at the right moment, such as a leaf tossing in the wind a certain way. Brainstorm. Write down everything that comes to mind. Don't think much; let instinct take over. Be uninhibited in what is written down and let all feelings pour out. Remember everything can be thrown out later. Think about form and begin to organize thoughts. Poetry comes in many forms, from epic poetry that has a story to dramatic poetry intended to be performed. Try them all out. One will come naturally. Maybe different poems fit different forms. Try free verse, which has basically no restrictions at all. Remember rhythm and meter. There is a difference between the two, and both are equally important in poetry. Meter is the established pattern of the poem, while rhythm refers to the sound when it is spoken. Take both into consideration while writing a poem. Use a lot of descriptive words. Create imagery with words, trying to appeal to all the senses in a literal way. Use symbolism, and metaphors. For auditory interest, try alliteration; the repeating of similar sounds in a sentence or phrase. All of this adds life and interest to a poem. Get outside opinions. Don't be afraid to share work with others. Learn to accept criticism and grow from it. Tips Make the most of sounds and other patterns sound patterns Rhyme: light/sight - boy/joy - great/late Alliteration: send silly signals banging bungling bunch of boys Par rhyme: freight/fruit - send/sand sound words The bees were buzzing and the birds were chirping happily. word length Short words can create a feeling of excitement, rush, immediacy. Longer words often signal meditation, peace, longing. repetition 11

12 Where is my true love with irresistible charms? Where is the knight I can hold in my arms? Where is my prince in this wretched fog? Why must I end up kissing a frog? addition Revenge Revenge tastes Revenge tastes a bit better Revenge tastes a bit better than resignation plays on words that sound the same but have different meanings: He sent her a cent's worth of scent. She spends her days in a daze. How to Write Formal Letters Rules for Writing Formal Letters in English In English there are a number of conventions that should be used when writing a formal or business letter. Furthermore, you try to write as simply and as clearly as possible, and not to make the letter longer than necessary. Remember not to use informal language like contractions. Addresses: 1) Your Address The return address should be written in the top right-hand corner of the letter. 2) The Address of the person you are writing to The inside address should be written on the left, starting below your address. Date: Different people put the date on different sides of the page. You can write this on the right or the left on the line after the address you are writing to. Write the month as a word. 12

13 Salutation or greeting: 1) Dear Sir or Madam, If you do not know the name of the person you are writing to, use this. It is always advisable to try to find out a name. 2) Dear Mr Jenkins, If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you are writing to a woman and do not know if she uses Mrs or Miss, you can use Ms, which is for married and single women. Ending a letter: 1) Yours faithfully If you do not know the name of the person, end the letter this way. 2) Yours sincerely If you know the name of the person, end the letter this way. 3) Your signature Sign your name, then print it underneath the signature. If you think the person you are writing to might not know whether you are male of female, put you title in brackets after your name. Content of a Formal Letter First paragraph The first paragraph should be short and state the purpose of the letter- to make an enquiry, complain, request something, etc. The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter. Most letters in English are not very long, so keep the information to the essentials and concentrate on organizing it in a clear and logical manner rather than expanding too much. Last Paragraph The last paragraph of a formal letter should state what action you expect the recipient to take- to refund, send you information, etc. Abbreviations Used in Letter Writing The following abbreviations are widely used in letters: asap = as soon as possible cc = carbon copy (when you send a copy of a letter to more than one person, you use this abbreviation to let them know) enc. = enclosure (when you include other papers with your letter) pp = per procurationem (A Latin phrase meaning that you are signing the letter on somebody else's behalf; if they are not there to sign it themselves, etc) ps = postscript (when you want to add something after you've finished and signed it) 13

14 pto (informal) = please turn over (to make sure that the other person knows the letter continues on the other side of the page) RSVP = please reply Outline: A Covering Letter A covering letter is the one that accompanies your CV when you are applying for a job. Here is a fairly conventional plan for the layout of the paragraphs. Opening Paragraph Briefly identify yourself and the position you are applying for. Add how you found out about the vacancy. Paragraph 2 Give the reasons why you are interested in working for the company and why you wish to be considered for that particular post. State your relevant qualifications and experience, as well as your personal qualities that make you a suitable candidate. Paragraph 3 Inform them that you have enclosed your current CV and add any further information that you think could help your case. Closing Paragraph Give your availability for interview, thank them for their consideration, restate your interest and close the letter. Outline: A Letter of Enquiry A letter of enquiry is when you are approaching a company speculatively, that is you are making an approach without their having advertised or announced a vacancy. Opening Paragraph Introduce yourself briefly and give your reason for writing. Let them know of the kind of position you are seeking, why you are interested and how you heard about them. Paragraph 2 Show why their company in particular interests you, mention your qualifications and experience along with any further details that might make them interested in seeing you. Paragraph 3 Refer to your enclosed CV and draw their attention to any particularly important points you would like them to focus on in it. Closing Paragraph Thank them, explain your availability for interview and restate your enthusiasm for their company and desire to be considered for posts that might as yet be unavailable. How to Write informal Letters A personal letter might be to thank someone, or just to keep in touch with friends and family. You have more freedom in style and layout (se Lessons and Exercises) 14

15 An informal letter... begins with Dear...or Hi, Hello refers to reason for writing uses contractions uses abbreviations uses simple, short sentences uses simple linkers, e.g. then, later may have paragraphs could use slang could use exclamation marks (!) ends with Best wishes / Write soon ends with a signature Kilde: Toolbox Alinea Kilde: Learner s companion Alinea Lessons and Exercises Writing an Informal Letter Getting students to understand the differences between formal and informal letters is an important step towards helping them master differences in register required for writing in English. These exercises focus on helping them improve their understanding of the type of language that is used in an informal letter. Aim: Understanding proper style for and writing of informal letters Activity: Understanding the difference between formal and informal letters, vocabulary practice, writing practice Level: Upper intermediate Outline: Ask students which situations call for a formal letter and which situations call for an informal letter. 15

16 Have students brainstorm on the differences between formal and informal letters written in their native language. Once you have discussed the various differences between the two styles, introduce the topic of differences in English letter writing by giving them the worksheet asking students to decide on the differences between formal and informal phrases used in letter writing. Correct exercise as a class discussing any questions that may occur. Ask the students to do the second exercise which focuses on appropriate formulas for writing informal letters. Discuss the differences in layout and language between informal and informal letters. (Indentation, the use of contracted verb forms, the use of phrasal verbs and idiomatic language, etc.) Have students write an informal letter choosing one of the suggested topics. Writing 6.th grade Informal Letters I am sorry to inform you that... phrasal verbs I am very grateful for... Why don't we... I will not be able to attend the... idioms and slang contracted verb forms like we've, I'm, etc. Give my regards to... I look forward to hearing from you... Let me know as soon as... short sentences Look at the phrases 1-11 and match them with a purpose A-K 1. That reminds me, Why don't we I'd better get going Thanks for your letter Please let me know I'm really sorry Love, 8. Could you do something for me? 9. Write soon Did you know that I'm happy to hear that... Dear Tom, Dear Ms Smithers, Best wishes, Yours faithfully, I'm really sorry I... Unfortunately, we will have to postpone... We had a little bit of luck... Our computers are used for a variety... I use my pencil sharper for... polite phrases fewer passive verb forms A. to finish the letter B. to apologize C. to thank the person for writing D. to begin the letter E. to change the subject F. to ask a favor G. before signing the letter H. to suggest or invite I. to ask for a reply J. to ask for a response K. to share some information 16

17 Choose one of the three subjects and write a letter to a friend or family member 1. Write a letter to a friend you haven't seen or spoken to in a long time. Tell him / her about what you have been doing and ask them how they are and what they have been up to recently. 2. Write a letter to a cousin and invite them to your wedding. Give them some details about your future husband / wife. 3. Write a letter to a friend you know has been having some problems. Ask him / her how she /he is doing and if you can help. Kilde: Writing 3.th grade Young learners are mostly asked to copy words and/or short sentences from books or tasks books. Other kinds of writing tasks include changing one or more words in an exciting phrase/short sentence thus making a very short story or text. We focus on different strategies that learners will be able to use at this early stage: Guessing and checking by asking a classmate or teacher Writing from memory and checking by finding the word(s) in the book Looking up words and then coping them. Parallel Writing. Postcards, Christmas Cards, s, very short stories Kilde: Pit stop #3 17

18 Relevant materiale Der, die, Deutsch Gyldendal. Writing genre posters (year 4-6) Writing genre Posters (year 7-10) Writing Box year 4-6 Informal letter Write fiction Writing Proceshttp://www.ucc.dk/public/dokumenter/CFU/Fagene/Engelsk/Posters_4_6/The_writing_process_yea r_4_6.pdf UVM, Fælles Mål 2009 Engelsk Sproglæreren 4/2011 Right then, write Poul Otto Mortensen, Toolbox Karis Rasmussen, Gyldendals små opslagsbøger Engelsk Joan Boesen, Learners Companion (Grundbog/lærervejledning) Kirsten Koudahl, Skriftlig fremmedsprog Ulrika Tornberg, Sprogdidaktik Tysk og skriftlig fremstilling EMU - 18

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