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	<title>miguel bengoa elt &#187; discourse</title>
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	<link>http://miguelbengoa.com/elt</link>
	<description>Some half baked ideas and others, carbonized...</description>
	<pubDate>Tue, 28 Oct 2008 12:49:40 +0000</pubDate>
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		<copyright>&#xA9; </copyright>
		<managingEditor>mabengoa@miguelbengoa.com ()</managingEditor>
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		<itunes:summary>a part of my english language teaching world...</itunes:summary>
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		<itunes:category text="Society &amp; Culture"/>
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			<itunes:email>mabengoa@miguelbengoa.com</itunes:email>
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			<title>miguel bengoa elt</title>
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		<item>
		<title>Writing sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:27:51 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[writing]]></category>

		<category><![CDATA[cohesive devices]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[sentence level]]></category>

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		<description><![CDATA[1. Manipulating the script of the language: handwriting, spelling and punctuation.
2.	Expressing grammatical [syntactic and morphological] relationships at the sentence level.
3.	Expressing relationships between parts of a written text through cohesive devices [especially through grammatical devices such as noun-pronoun reference].
4.	Using markers in written discourse, in particular:

introducing an idea
developing an idea
transition to another idea
concluding an idea
emphasising a point [...]]]></description>
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		<title>Listening sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:26:17 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[listening]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[cohesive devices]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[discourse]]></category>

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		<description><![CDATA[
 	 	
1.	Deducing meaning and use of unfamiliar lexical items through understanding word formation and contextual clues in utterances and spoken text
2. Recognising and understanding phonological features of speech [especially those forms associated with supra-segmental features]
3.	Understanding relationships within the sentence: the syntactic and morphological forms characteristic of spoken language
4.	Understanding relationships between parts of text and [...]]]></description>
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		<title>Writing tasks - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/writing-tasks-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/writing-tasks-a-rough-guide/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:18:44 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[skills]]></category>

		<category><![CDATA[writing]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[syllabus]]></category>

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		<description><![CDATA[
Approaching 	writing as a process accomplished in stages
Scrutinizing 	work more critically
Revising 	work to make it intelligible by adding, removing, substituting, 	and/or recombining material
Keeping 	a portfolio of work to chart progress
Raising 	awareness of different types of written texts with different 	purposes


Using 	writing skills to accomplish designated work related tasks
Writing 	texts of varying lengths up to two [...]]]></description>
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