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中学英语教学法
Unit11TeachingWriting
中学英语教学法
Unit11TeachingWritUnit11TeachingWriting
Topicsfordiscussion:ThenatureofwritinginrealityAcommonapproachtowritingProblemsinwritingtasksinexistingtextbooksAprocessapproachtowritingWritingthroughe-mail
Unit11TeachingWritingTopic11.1ThenatureofwritinginrealityDifferencesofteachingwritingintheclassroomandinreality:
InELTclassroom,writingisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied,as“writingaslanguagelearning”,andthusispseudowriting.
Inreality,mostwritingisforcommunication,i.e.,toconveymessagesorforselfcreation,e.g.writingpoems.
11.1ThenatureofwritinginInELTclassrooms,especiallyintraditionalpedagogy,writingoftengoesthisway:theteachergivesatopicoraselectionoftopics,asetofrequirements,andatimelimit.Accuracyofthefinalproductisstressedandtheprocessisignored.
Inreality,wemayhavesomeideaslongbeforeweputthemonpaper.Weoftenplan,draft,andrewrite.
InELTclassrooms,especiallyIfwritingtaskslackauthenticity,theydonotmotivatestudents.Ifwritingtasksfocusontheproductratherthanontheprocess,theydonothelpstudentstodeveloprealwritingskills.
Thereforeweshouldadvocateauthenticwriting,andweshouldadvocatetheprocessapproachtowriting.
Ifwritingtaskslackauthenti11.2AcommonapproachtowritingTomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.
Eitherwritingforaspecificrecipient(e.g.alettertoafriend),or:
Engaginginanactofcreativewritingwheretheirworkisintendedtobereadbyotherpeople.
11.2AcommonapproachtowritInshortstudentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.
Howeversomewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.
InshortstudentscanbemotivSomeexamplesofwritingtasks:aretheyforconsolidatinglanguage,oraretheyforcommunication?(seepp.139-40)
Someexamplesofwritingtasks中学英语教学法课件中学英语教学法课件中学英语教学法课件11.3ProblemsinwritingtasksDeficienciesofwritingtasksinexistingEnglishtextbooks:
Theyaremainlyaccuracy-based.Theyaredesignedtopractisecertaintargetstructures.Thereisinsufficientpreparationbeforethewritingstage.-11.3ProblemsinwritingtasksThereisnosenseofaudience.Thereisnosenseofauthenticity.Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.Thereisnosenseofaudience.Compare2examples:
e.g.1
WritingWriteaboutthesportswhichyoulike.Usephraseslikethese:Idon’tlike…Ienjoy…Myfavouritesportis…Iquitelike…Iprefer…to…Ilike…because…
Compare2examples:e.g.1e.g.2
Apenpalhaswrittentoyouandhasdescribedthesportsthathe/shelikesmost.He/Sheaskedyourfavouritesports.Ifyouhavesomethingincommon,youmaywanttotalkaboutitorsuggestthatyouplayittogethersometimeinthefuture.Writebacktoyourpenpal.
e.g.2Aprocessapproachtowriting
Featuresofprocesswriting:
Focusontheprocessofwriting;Helpstudentstounderstandtheirowncomposingprocess;Helptobuildstrategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision;
-AprocessapproachtowritingLetstudentsdiscoverwhattheywanttosayastheywrite;Givestudentsfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention;Encouragefeedback
bothfromtheinstructorandpeers;Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposing.
LetstudentsdiscoverwhattheAnexampleofteachingwriting:(seep.143)Step1:raisingaquestion:whatproblemsisourcityconfrontedwith?Step2:abriefdiscussionontheproblems;Step3:groupdiscussiononsolutions;Step4:individualcomposing:MySolutionstotheProblemof…;-AnexampleofteachingwritingStep5:readingone’sowncomposition,makingsuggestionsonhowtomakeimprovement,focusingonideasratherthanonlanguage;Step6:rewriting,selectingandorganisingideas,keepingandeyeonlanguage;Step7:groupingstudentsbasedonthetopics,lettingstudentsreadtheirowncomposition;Step8:makingalistofoptimalsolutions,producingaproductofthewholegroup;Step9:creatingaClassNewsLetterlike“ProblemsandSolutionsinOurCity”;Step5:readingone’sowncomp11.5Writingthroughe-mail
Pleaseseepp.144-511.5Writingthroughe-mailPl11.6ConclusionTraditionally,mostofwritingexercisesinEnglishtextbooksaredesignedwiththepurposeof“writingforlearning”ratherthan“writingforcommunication”.Twoapproachestowriting:thecommunicativeapproachandtheprocessapproach.
11.6ConclusionTraditionally,EndofUnit11Thankyou!EndofUnit11Thankyou!中学英语教学法
Unit11TeachingWriting
中学英语教学法
Unit11TeachingWritUnit11TeachingWriting
Topicsfordiscussion:ThenatureofwritinginrealityAcommonapproachtowritingProblemsinwritingtasksinexistingtextbooksAprocessapproachtowritingWritingthroughe-mail
Unit11TeachingWritingTopic11.1ThenatureofwritinginrealityDifferencesofteachingwritingintheclassroomandinreality:
InELTclassroom,writingisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied,as“writingaslanguagelearning”,andthusispseudowriting.
Inreality,mostwritingisforcommunication,i.e.,toconveymessagesorforselfcreation,e.g.writingpoems.
11.1ThenatureofwritinginInELTclassrooms,especiallyintraditionalpedagogy,writingoftengoesthisway:theteachergivesatopicoraselectionoftopics,asetofrequirements,andatimelimit.Accuracyofthefinalproductisstressedandtheprocessisignored.
Inreality,wemayhavesomeideaslongbeforeweputthemonpaper.Weoftenplan,draft,andrewrite.
InELTclassrooms,especiallyIfwritingtaskslackauthenticity,theydonotmotivatestudents.Ifwritingtasksfocusontheproductratherthanontheprocess,theydonothelpstudentstodeveloprealwritingskills.
Thereforeweshouldadvocateauthenticwriting,andweshouldadvocatetheprocessapproachtowriting.
Ifwritingtaskslackauthenti11.2AcommonapproachtowritingTomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.
Eitherwritingforaspecificrecipient(e.g.alettertoafriend),or:
Engaginginanactofcreativewritingwheretheirworkisintendedtobereadbyotherpeople.
11.2AcommonapproachtowritInshortstudentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.
Howeversomewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.
InshortstudentscanbemotivSomeexamplesofwritingtasks:aretheyforconsolidatinglanguage,oraretheyforcommunication?(seepp.139-40)
Someexamplesofwritingtasks中学英语教学法课件中学英语教学法课件中学英语教学法课件11.3ProblemsinwritingtasksDeficienciesofwritingtasksinexistingEnglishtextbooks:
Theyaremainlyaccuracy-based.Theyaredesignedtopractisecertaintargetstructures.Thereisinsufficientpreparationbeforethewritingstage.-11.3ProblemsinwritingtasksThereisnosenseofaudience.Thereisnosenseofauthenticity.Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.Thereisnosenseofaudience.Compare2examples:
e.g.1
WritingWriteaboutthesportswhichyoulike.Usephraseslikethese:Idon’tlike…Ienjoy…Myfavouritesportis…Iquitelike…Iprefer…to…Ilike…because…
Compare2examples:e.g.1e.g.2
Apenpalhaswrittentoyouandhasdescribedthesportsthathe/shelikesmost.He/Sheaskedyourfavouritesports.Ifyouhavesomethingincommon,youmaywanttotalkaboutitorsuggestthatyouplayittogethersometimeinthefuture.Writebacktoyourpenpal.
e.g.2Aprocessapproachtowriting
Featuresofprocesswriting:
Focusontheprocessofwriting;Helpstudentstounderstandtheirowncomposingprocess;Helptobuildstrategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision;
-AprocessapproachtowritingLetstudentsdiscoverwhattheywanttosayastheywrite;Givestudentsfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention;Encouragefeedback
bothfromtheinstructorandpeers;Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposing.
LetstudentsdiscoverwhattheAnexampleofteachingwriting:(seep.143)Step1:raisingaquestion:whatproblemsisourcityconfrontedwith?Step2:abriefdiscussionontheproblems;Step3
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