Depliant touristique; Courrier des lecteurs; Brochure; Revue de film; E-mail; Recit; Souvenirs personnels; Biographie; Faits divers; Lettre de candidature; Lettre commerciale; Lettre de reclamation; Une question de sante; Une question de moralite; Discours; Vacances: paradis ou enfer?; Voitures: pour ou contre?; Football feminine: pour ou contre?.
Suitable for training advanced level students in writing texts in different styles and registers in French.
Bien lire, bien ecrireA" is a fully photocopiable book that contains a wide selection of engaging texts. The aim of the book is to widen the vocabulary range of sixth form students and to improve their writing skills whilst using a variety of styles and registers. Each text, whether it is a newspaper article, a letter or a narrative is followed by a wealth of exercises. These are well thought out and the vocabulary is precise and up-to-date. I have used the book with great success and would thoroughly recommend it to anyone looking for unusual, appealing reading material." Catherine Taylor, Sydenham High School "I have found Bien Lire, Bien Ecrire invaluable in my teaching. Its clear format and text-type layout is perfect and the students can use the texts as clear templates for their writing. An excellent resource!" Alison Maynard, Sevenoaks School "Bien lire, bien ecrire offers a welcome and refreshingly new approach to developing language skills post-GCSE and building towards extended writing at A2 Level. The basis of this approach is a clear progression based upon the purpose and function of texts, rather than upon topic content, The philosophy behind such an approach is that the function of a given text determines the use of particular structures and vocabulary, and therefore establishes the level of difficulty. So the most straightforward texts are descriptive, using mainly concrete vocabulary and present or imperfect tenses. Next in such a sequence are narrative texts, where the vocabulary is still predominantly concrete and factual, but where a variety of past tenses are used. And so on through informative texts to those which are persuasive or argumentative, operating at a higher conceptual level, with abstract vocabulary and complex grammatical structures The great advantage of such an approach is that it provides a clear gradient of difficulty. Material is presented in a clear and logical sequence, leading the student from simple descriptions through to complex arguments. Such a gradient is much more difficult to achieve in books sequenced according to topics, where the texts are chosen for their content rather than their function. Fundamental to this approach are the texts. Each text here is lively and authentic, but closely focused on the particular style, function and grammar of the unit. The texts provide lively and involving material for students to investigate and use as a springboard for their own work. Within each unit, the teaching sequence begins by activating student knowledge and raising awareness of the subject matter. Students are then given a chance to revise and practice key grammatical forms and significant vocabulary. They gain an understanding of how texts work and are constructed. Opinions and responses to the subject under discussion are hammered out in debate and group activities before, finally, the students themselves engage in the process of writing. Significantly, it is this process which is emphasized, not simply the outcome. So there are chances to draft materials, then correct and edit first drafts, with a welcome stress on the use of Internet resources and word processing final versions. Perhaps most impressive in the whole approach of Bien lire, bien ecrire is the significant level of teacher support offered by the book. There is the sense of a direct line of communication to teachers, allowing them to gain a clear understanding of the authors' aims and philosophy and supporting them in aspects of classroom methods and necessary classroom language. Bien lire, bien ecrire is a significant new resource for teachers faced with the problems of developing students' reading and writing skills from GCSE through AS to A2. It offers a wealth of material with a clear progression in skill-getting and skill-using. Not least, it seeks to go beyond the skills and raise consciousness of register, grammatical usage and text organisation." Ted Neather, former Chief examiner for A Level French
|
Ask a Question About this Product More... |
|
