Hello,
Here is a B2 mediation task done by my B2 students. Read the instruction of the activity and read the different mediation tasks and their corrections to see different ways of mediation. Some of them are more appropriate while others are less appropriate taking into account the evaluation criteria:
TASK 1: Make a summary of the following tip to protect the environment. Make use of the information provided in the text below. Do not write the literal information in the original text in the new text. Remember to reformulate the text linguistically. Do not write more than 80 words and use a formal register.
EATING TOO MUCH MEAT, FISH AND FRUIT
These foods are important for our diet, although they are not very healthy for the natural environment. In a 2018 report, Greenpeace warned that 14.5% of all greenhouse gas emissions (GHG) come from industrial stock farming. The meat industry, for example, negatively affects land use because between 75 and 80% of the world’s agricultural land is used for stock breeding. But if this same land were used for growing vegetables, there could be food for 4 billion people more.
Overfishing does not help to protect the environment either because it harms the sea. You can also be a responsible fruit consumer by choosing seasonal varieties.
(Text with 105 words without including the title)
STUDENT A:
Eating too much meat, fish and fruit.___ (Write here an engaging title)
Despite the fact that meat, fish and fruit could be considered necessary for our diet, the environment is damaged by their production.
A Greenpeace study reveals that 14.5% of all greenhouse gas emission is originated in industrial farms.
If the ground used by meat factories were fewer we could use it to feed more people, about 4 billion people more.
Sea is damaged too by overfishing.
TEACHER´S CORRECTION:
Fulfilment:
70 words, correct format (title included), relevant information (summary of relevant ideas)
Cohesion:
Not enough cohesion devices to go from one sentence to another. Just “despite” and “and” within a sentence. Punctuation mistake when using the subordinate if-clause at the beginning of the sentence (e.g. If the ground…… (?) we could….”)
Mediation Strategies:
Mediation strategies put into practice: summarizing.
Linguistic reformulation:
Repetition of terms in the original text (e.g. for our diet, Greenpeace, 14,5% of, all greenhouse gas, emission, 4 billion people more, overfishing, title repeated ). Repetition of vocabulary (e.g. damaged, could). No grammatical structures of the level, just a simple second conditional and some simple passive sentences). Grammar mistakes (e.g. all greenhouse gas emission is > all greenhouse gas emissions are//e.g. fewer > less (“ground” as a synonym for “area of land” is uncountable, so you can´t use “fewer”)//e.g. “…is damaged too by overfishing” > is damaged by overfishing too/is, too, damaged by overfishing . (“too” is usually placed at the end of a clause, but it can also appear in the middle of a sentence just for emphasis and in this case, you need to use commas with “too”. Correct register
STUDENT B
Healthy and sustainable food___ (Write here an engaging title)
According to the latest breaktroughts, population consume an awful a lot of meat, fish and vegetables which leads our planet to be destroyed. Some scientists claim that people should reduce the emission of greenhouse gases which are produced by the meat manufacture industry in order to avoid global warming. Moreover, farmers advise us to eat suitable and seasonal varieties of fruits and vegetables in order to reduce the environmental impact. What is more, they suggest decreasing overfishing which results in the destruction of the wildlife.
85 words, correct format (title included), fulfilment of the task (summary of relevante ideas)
Some cohesion devices (e.g. What is more, Moreover). Some punctuation mistakes when using sentential relative clauses with “which” (e.g. which leads/which results in). No paragraphs
Mediation strategies
Mediation strategies put into practice: summarizing and giving advice.
Linguistic reformulation
correct formal register, variety of terms which are not in the original text (e.g. experts, claim, an awful lot of, lead sthg. to, result in, environmental aspect, wildlife, decrease, global warming, in order to, consume, population, suggest, etc.). Repetition of some grammatical structures (e.g. relative clauses: which leads ….//which are produced by..//which results in…). In the sentential relative clauses used the tense used “which leads//which results in” is not probably the best tense. It would have been more coherent to use a modal verb for possibility showing a possible consequence in the long term of the idea previously mentioned . Some vocabulary mistakes (e.g. breaktroughs > breakthroughs//e.g. population > the population//e.g. …they suggest > experts > if you write “they” the referent is “farmers” and I do not think it is farmers who suggest decreasing overfishing//e.g. the wildlife > wildlife//).
STUDENT C
Danger in the environment_____ (Write here an engaging title)
Frankly speaking, I consider that meat, fish and fruit are advisable for health nonetheless, they are detrimental to the environment since Greenpeace informed us of the disadvantages of the negative gases expelled by meat companies.
Therefore, if we used the land to plant vegetables, we would get food for a large number of people.
Besides we have fishing, which is another problem as well.
Were I you, I would choose fresh products since with this we help to protect the environment.
It is in your hand, select the right.
89 words, correct format (title included), fulfilment of the task (summary of ideas, yet some ideas in the new text are not the ideas in the original text).
Punctuation mistakes (e.g. for health nonetheless, they…> Revise the punctuation with connectors such as “nonetheless”/”Besides”/etc. The distribution of the last paragraphs is not appropriate (i.e some one-line paragraphs)
Mediation strategies:
Mediation strategies put into practice (e.g. summarizing and giving advice). Despite the fulfilment of summarizing, some ideas in the original text are not transmitted appropriately (e.g. meat, fish and fruit are detrimental to the environment since Greenpeace informed us of…..> this idea is not coherently transmitted as what the text says is that we know that meat, fruit and fish are detrimental to the environment due to a warning by Greenpeace, not that meat, fruit and fish are dangerous to our health because Greenpeace informed us of sthg., that is, it´s not the information by Greenpeace that is the direct cause of the fact that these foods are dangerous to the environment//e.g. Besides, we have fishing, which is another problem as well > the exact problem is not fishing, the problem is overfishing, that is, the process of taking so many fish from the sea.
formal register (personalization) (e.g. Frankly speaking, I consider…//e.g. Were I you, I would//e.g we would), some advanced terms (e.g. detrimental, a large number of, expelled, nonetheless). Repetition of some connectors (e.g. since). Some vague terms (e.g. with this > with this action). A grammatical structure of the level (e.g. second conditional with inversion). Repetition of the second conditional. Unfinished ideas (e.g. select the right (?) > the right what? Use a noun to be specific “food/feed/meal” or at least “thing”. Some mistakes or better ways to express the information (e.g. it is in your hand, select the right > it is in your hand to select….//e.g. …with this we help to….. > with this we would/could/can help…//e.g danger in the environment > environment in danger
Here is some extra reading practice with different types of activities (multiple choice, cross-text multiple matching, gapped texts, multiple matching):
Hola:
Como ya es sabido, este año os evaluareis de una quinta destreza llamada Mediación. Ya os he adelantado algo de información en clase. Ahora deberéis leer la información que os voy a dejar a continuación en este post. Esta información incluye los criterios de evaluación generales de la mediación:
Primer criterio: CUMPLIMIENTO DE LA TAREA
Se evalúa que el estudiante cumpla todos los requisitos indicados en el enunciado de la tarea. Este criterio engloba que el alumno sea capaz de:
-Ajustarse a la tarea.
-Seleccionar y transmitir adecuadamente la información relevante del texto o textos fuente.
-Usar las funciones lingüísticas pertinentes para la tarea (por ejemplo, transmitir el contenido principal, interpretar y explicar información de un diagrama, gráfico, figuras…, resumir, así como opinar, aconsejar, describir, comparar, ejemplificar, argumentar, formular hipótesis, etc.
-Adecuarse a los límites mínimo y máximo de palabras que indica la tarea.
Segundo criterio: ORGANIZACIÓN DEL TEXTO MEDIADO
Se evalúa que el estudiante organice el texto mediado de manera que haya:
-Coherencia
-Mecanismos de cohesión que faciliten la lectura del texto mediado
-Un formato adecuado al tipo de texto requerido
Tercer criterio: ESTRATEGIAS DE MEDIACIÓN
Se evalúa que el alumno haga uso de estrategias específicas de mediación de manera que haya
-variedad de estrategias de mediación (ej. explicar conceptos, clarificar ideas complejas, adaptar el lenguaje, apostillar un texto, optimizar un texto, vincular un concepto a conocimientos previos, resumir el texto, etc.)
-eficacia en el uso de dichas estrategias para el propósito del tipo de mediación requerida.
Cuarto criterio: REFORMULACIÓN LINGÜÍSTICA DEL TEXTO FUENTE
Se evalúa que el alumnado sea capaz de transformar el texto fuente de manera que haya:
-estructuras gramaticales de cosecha propia
-léxico propio
-corrección gramatical y léxica
-registro apropiado a la tarea requerida
Por último, os dejo las «tips» que os comenté en clase a la hora de hacer una buena tarea de mediación escrita:
–Selecciona la información más relevante
–Adapta el formato y el registro del texto fuente al texto mediado si las instrucciones así lo requieren.
–Usa la gramática que estás estudiando respetando su corrección.
–No traduzcas palabra por palabra. Usa tu propio léxico respetando su corrección ortográfica. Si puede ser avanzado mucho mejor ya que es el nivel que estáis estudiando.
-Usa estrategias tales como parafrasear, reformular ideas, reorganizar la información, usar sinónimos, etc.
-Nunca olvides cohesionar el texto a través del uso de párrafos, conectores y puntuación.
-Nunca añadas información que no esté en el texto.
Hello guys,
Here is some information in relation to intonation:
What is intonation? Intonation is about how we say things, rather than what we say. Without intonation, it’s impossible to understand the expressions and thoughts that go with words. Listen to somebody speaking without paying attention to the words: the ‘melody’ you hear is the intonation. It has the following features:
Intonation doesn’t exist in isolation. So it makes sense to approach it together with other factors.
Intonation and grammar Where patterns associating intonation and grammar are predictable, I highlight these to my students. I see these as starting-points, rather than rules.
Some examples are:
Source: TeachingEnglish/British Council
Now that you know the importance of learning intonation in English, it is time to go on the following link to learn something else and do some introductory practice.
Other useful links:
Introduction to stress and intonation
Rising intonation
Falling intonation
Falling-rise intonation
Intonation for strong emotions
Intonation for contrast and emphasis
Intonation for long lists and alternatives
Intonation in long sentences
Click on the following link to learn about how to use commas in English. Sometimes, you make mistakes in relation to the use of commas and it is something you need to avoid at this level.
commas with «such as»
commas with «for example»
Punctuating sentence connectors
Punctuation with «while», «whereas», «although»
Punctuation in direct speech
How to use semicolons
How to use quotation marks
How to use colons
Here is a listening activity in which you need to match headings and extracts. Listen to five short extracts in which Dr Nicola McEwen, a senior lecturer in politics, is talking about the Scottish Independence Referendum. Match headings B-K with extracts 1-5 according to what you hear. There can be ONE or MORE HEADINGS per extract. Statement A is given as an example. You will hear the recording three times.
Track
A. Referendum question yet to be decided (Extract 1)
B. Accomplishment of different stages before the referendum
C. A different Scotland regardless of the results
D. Including some proposals in the referendum may involve problems
E. International bodies required in the discussions
F. New age group likely to vote in referendum
G. New legislation to be enforced in the near future
H. Other options to independence are unlikely to appear
I. Scottish Government’s vague plans for independence
J. Some services might be common after independence
K. The question’s wording: key to success of referendum
Answer key: B.1 – C.4 – D. 3 – E.2- F.3 – G.4 – H.4 – I.1- J.5 – K. 2
Here is a listening activity in which you will have to match extracts and headings. Listen to some short extracts from interviews with world-famous writers. Match each extract (1 – 6) with the best heading (A – H) according to what you have heard. ONE of the headings does not correspond to any of the extracts. Extract O is given as an example. You will hear the recording no more than 3 times.
Headings
A. believes good writing takes practice
B. claims the text cannot be taken only at face value
C. conceived of the book as a fun experiment
D. explains how a character came into being
E. faced conflicting views on writing a book (Extract 0)
F. failed to define the storyline from start
G. had high expectations of the book
H. has felt a deep connection with a character for a long time
Answer key:
Extract 1 > H – Extract 2 > D – Extract 3 > A – Extract 4 > B – Extract 5 > F – Extract 6 > C
Here is a reading activity (Use of English) in which you need to choose the best option for each numbered gap:
The first known taxi was an Egyptian water cab in about 4000BC. In the 17th century, first in Paris, then in London, there were horse-drawn hackneys and as 1) soon/ long/early/well as 1623 London´s wherry-boat operators were already complaining that the hackneys 2) took/replaced/stole/robbed them of their living.
Taxis soon came 3) about/under/for/above government regulation. In 1800, in Paris, the cabriolet, a speedy twwo-wheeled carriage 4) drawn/grabbed/fetched/run by a single horse, was dubbed the «cab» 5) and/but/also/afterwards in 1834, Joseph Hansom patented the Hansom Cab. Before the automobile became the taxi 6) to/for/as/of choice, there were a few eccentric efforts to improve 7) up/on/for/at the Hamson cab, but 8) then/it/at/there was Harry N. Allen who was the father of the taxi cab. 9) For/As/Along/To his New York vehicles he imported the French taxi- mètre, which 10) should/would/could/did measure taxes, 11) or/and/otherwise/thus «fares», and the «taxi cab» was born.
12) Like/Just/Also/So as the men who made Hollywood were dreamers and entrepreneurs, so 13) were/did/could/had the men who made the taxis in America run. 14) Among/Along/According/Aside them was John Hertz, who got 15) for/into/with/on the taxi business in 1907. After reading a University of Chicago study that said yello was the colour 16) most/well/so/such easily spotted, he developed the Yellow Cab. He was 17) responsible/originator/manufacturing/successful for the purpose-built taxi and he 18) caused/let/made/produced it affordable-cabs had always 19) been/limited/gone/afforded for rich folk. He organized Yellow Cab companies in other towns, 20) as/like/with/apart New York City, and later set up the first car rental service.
1.early-2.robbed-3.under-4.drawn-5.and-6.of-7.on-8.it-9.For-10.could-11.or-12.Just-13.were-14.Among-15.into-16.most-17.responsible-18.made-19.been-20.like
You are supposed to be familiar with both formal and informal register, but maybe you are not familiar with the so-called semi-formal register. Here is some useful information:
El registro neutro es el más habitual en medios de difusión. Es menos elaborado que el formal, pero con la impersonalidad y la falta de emocionalidad que lo caracterizan. A veces se le llama también «registro semiformal».
Su función principal es transmitir información, por lo que es ideal para:
En contextos en los que no esté muy claro qué registro utilizar, es preferible optar por el formal o el neutro.
Características principales:
Source: https://whatsup.es/blog/registro-formal-informal-y-neutro-que-son-y-cuando-usarlos
With respect to the use of contractions, some websites or even experts claim that contractions can be used in semi-formal writings, yet it is essential to take into account that the use of contractions will depend on:
Source: https://blog.e2language.com/top-6-tips-to-write-an-ielts-semi-formal-letter/
When it comes to interacting in writing (written interaction task), it is very important to pay attention to the use of contractions in the written document (i.e. a letter, an email) you are given to interact. If the written document given is semi-formal and the sender does not make use of contractions, do no use them in your reply.
When it comes to producing a semi-formal written text (written production task), contractions could be used occasionally but you will bear in mind:
Useful links:
Link 1
Link 2
Link 3
Here is extra vocabulary related to literary genres and also to literary awards in English and Spanish. This is optional vocabulary you can use when dealing with books/films and literary awards.
Literary genres
Literary awards in English
Literary awards in Spanish
