unit12-Teaching-Writing.ppt

TeachingWriting Inthisunitwewilldiscusshowteacherscanhelpstudentsdeveloptheirwritingskills Wewillfocusonthefollowing 1 Whyteachwriting 2 WritinginEnglishclassroom writinginreality 3 Aprocessapproachtowriting 4 Themainproceduresofprocesswriting 5 Howtomotivatestudentstowrite Whyteachwriting Reinforcement Somestudentsacquirelanguagesinapurelyoral auralway butmostofusbenifitgreatlyfromseeingthelanguagewrittendown Studentsoftenfinditusefultowritesentencesusingnewlanguageshortlyaftertheyhavestudiedit Languagedevelopment Wecan tbesure butitseemsthattheactualprocessofwriting ratherliketheprocessofspeaking helpsustolearnaswegoalong Thementalactivitywehavetogothroughinordertoconstructproperwrittentextisallpartoftheongoinglearningexperience Learningstyle Somestudentsarequickatpickinguplanguagejustbylookingandlistening Fortherestofus itmaytakealittlelonger Formanylearners thetimetothinkthingsthrough toproducelanguageinaslowerway isinvaluable Writingisappropriateforsuchlearners Itcanalsobequitereflectiveactivityinsteadoftheinterpersonalface to facecommunication Writingasaskill Themostimportantreasonforteachingwritingisthatitisabasiclanguageskill justasimportantasspeaking listeningandreading studentsneedtoknowhowtowriteletters howtoputwrittenreportstogether howtoreplytoadvertisementsandincresasingly howtowriteusingelectronicmedia Modelsforteachingwriting Product orientedapproach 重结果的教学模式 重结果的写作教学模式是一种比较传统的教学模式 该教学模式强调语法 句法 词汇和拼写等句子层面上地教学 操作主要分三步 教师命题 学生写作 教师批改 在这种模式下学生学习写作是处于一个孤立的环境 主要以阅读别人的写作然后模仿为主 第一稿通常也是最后一稿 写作的内容和写作的过程往外被忽视 Content orientedapproach 重内容的教学模式 重内容的教学模式比较注重写作素材的收集 教学中教师主要是指导学生从不同的渠道获取信息 教学的重点是帮助学生准备写作 丰富其写作内容 主要有以下三个步骤 1 Collectinginformation2 Drafting3 Revising Process orientedapproach 重过程的教学模式 重过程的写作教学模式将学生和学生的需求置与师生间交互学习的中心 教学力求营造一种教学氛围使学生能够 1 共享信息 相互帮助 2 对阅读和写作做出个性化的选择 3 自己负责自己的学习 4 把写作视为一个过程 认识到第一稿只是这个过程的开始 5 写作时敢于大胆尝试 6 与其他同学合作评估自己的努力和进步 WritinginEnglishclassroom writinginreality First writinginELTclassroomisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied Thiskindofwritingisseenas writingaslanguagelearning Whileinreality mostwritingisforcommunication Second intheELTclassroom thestudents workisbasedontheaccuracyofthefinalproduct Theteacherturnsablindeyetohowthestudentsproducetheproduct Inreality wemayhavesomeideaslongbeforeweputthemonpaper Andweoftenplan draftandrewrite Task1 Readthroughthefollowingwritingactivitiesanddecidewhichactivitiesarewritingforconsolidatinglanguage whicharewritingforcommunication andwhichare between Activity1 Jointhepairsofsentences usingwhen where Example Kentuckyisthestate Lincolnwasborn KentuckyisthestatewhereLincolnwasborn Thisbookisaboutthetime LincolnwasPresidentthen Thisisthehouse Lincolnwasbornthere 3 Theschoolisstillstanding Lincolnlearnttoreadandwritethere 4 Thereweremanypoorpeopleinthetown Lincolngrewupthere 5 Lincolnhadverylittlefreetime Hecouldstudythen 6 Thetheatreisinthesamecity Lincolnwasshotthere Writingforconsolidatinglanguage Activity2 Letterwriting Afriendiscomingtovisityourhometownorvillage Unfortunatelyyouwillbeaway Writeashortlettertoyourfriendandmakesomesuggestionsaboutsightseeingandotheractivitiesinyourarea writingforcommunication Activity3 Writing Havealookatourclassroomforamoment Thenwriteaparagraphtodescribeourclassroom Makeyourwritingasinterestingaspossible Betweenwritingforlearningandwritingforcommunication Activity4 Writing Imagineyouareacagedbird Yousawanothercagedbirdintheparkthismorning Writealettertoher himandintroduceyourself Imaginativewriting Activity5 LetterWriting Doyouthinkanyofthecourses math physics English History etc youaretakingnowcanbeimprovedinsomeway Ifyes writeashortlettertotheteacherandintroduceyoursuggestions writingforcommunication Activity6 Writing Writeanadvertisementforeachofthefollowingproducts Youcanwriteyouradvertisementbasedonyourimagination Betweenwritingforlearningandwritingforcommunication Problemsinwritingtasks Theyaremainlyaccuracy based Theyaredesignedtopracticeacertaintargetstructures Thereisinsufficientpreparationbeforethewritingstage Thereisnosenseofaudience ThereisnosenseofauthenticityStudentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown Thereisnoopportunityforcreativewriting particularforexpressingunusualororiginalideas Manyofthemaretest oriented Task2 comparethesetwowritingactivities Activity1 Writeaboutthesportswhichyoulike Usephraseslikethese Idon tlike Ienjoy Myfavoritesportis Iquitelike Iprefer to Ilike because Activity2 AnE friendhaswrittentoyouandhasdescribedthesportshelikesmost WriteandE mailtohimandtellhimyourfavoritesportstoo Aprocessapproachtowriting Definition Aprocessapproachtowritingisthehelpthattheteacherprovidestoguidestudentsthroughtheprocessthattheyundergowhentheyarewriting Featuresofprocesswriting 1 Focusontheprocessofwritingthatleadstothefinalwritten2 Helpstudentsunderstandtheirowncomposingprocess3 Helpstudentsbuildrepertoiresofstrategiesforprewriting drafting andrewriting 4 Givestudentstimetowriteandrewrite 5 Placecentralimportanceontheprocessofrevision 6 Letstudentsdiscoverwhattheywanttosayastheywrite 7 Givestudentsfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloseranclosertointention 8 Encouragefeedbackbothfromtheinstructorandpeers 9 Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposition Themainproceduresofprocess orientedapproach Creatingamotivationtowrite Toteachwritingeffectively thefirstthingateacherneedstodoistomotivatestudentstowrite Onlywhenstudentshaveaclearpurposeorareasontowrite willtheyfeelmotivatedoreagertowrite Theteacherinthisstageshouldtrytocreateareasonforstudentstowrite makethemfeelintrestedandhavethingstosay Forthesreason thetopicforwritingshouldbefamiliar meaningfulandrelevanttostudents lifeandinterest Brainstorming Onceatopicischosen itissuggestedthatstudentsworktogethertobrainstormideasforwriting Inthebrainstormingsession studentscanlistalltheideasrelatedtothetopiconapieceofpaperorontheblackboard Mapping Mappinghelpsstudentsorganisetheideasinbrainstormingprocedure Adiagramoranoutlinecanbeusedtodothis Mappingwillgivestudentstheopportunitytoselecttheusefulideastobeincludedintheirwritingandalsotoseehowtheseideascanbeputtogetherinacoherentorlogicalwaytopresentaconvincingargument Freewriting Freewritingreferstothestagewhenstudentsstartwritingfreelyaboutthetopicfollowingmapping Usuallystudentsaregiven10to15minutesduringwhichtimetheyareaskedtowritheanythingthatcomestotheirmindsasquicklyaspossible developstudents fluency Outlining Anoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay Itmayincludethemainideaofeachparagraphwithtopicsentencesandnotesforsupportingdetails Itmayalsoincludeanintroductionandaconclusion Drafting Afterstudetnshavedevelopedanoutlineoftheessay theycanstarttowrite theyshouldbegivenenoughtimetowritethefirstdraft Atthisstage thedevelopmentofideasaremoreimportantthangettinggrammaticalstructures punctuationorspellingcorrect Editing Editingisthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments Also studentscheckcarefullythegrammar spellingandpunctuationoftheirwritings Editingmaytaketwoforms peer editingandself editing Revising Revisingisthestagewhenteahersguidestudentstomakenecessaryimprovementsinbothorganizationandcontentsbasedoneitherself editingorpeer editing Itisimportantfortheteacherstotellthestudentstorevisetheirwritingsindependently Criteriaforrevising Ideasandcontent 1 Dotheideasworktogethertomakethepassageclear 2 Isthereenoughinformation Organization 1 Doesthepaperhaveaneffectiveintroductionandconclusion 2 Isthereagoodtopicsentenceandconcludingsentence 3 Isthethemewellpresented 4 Isthereagoodthesisstatement 5 Arethereanyirrelevantdetails 6 Isthethemewellsupported 7 Isthereagoodlogic 8 Isthepapercogerent 9 Isbrevityachieved Voice tone flavor 1 Doesthevoicesuitthereaders 2 Doesthetonesuitthepurposeofthewriting 3 Doestheflavorsuitthetypeofwriting 4 Isthereanybetterchoice Wordchoice 1 Arethewordsaccurate conciseandwellchosen 2 Whatwordsarenotsuitable 3 Arethereanysuggestionsforimprovement syntax 1 Arethestructureswellbalanced 2 Doesthewritingflownatuarlly Writingconventions 1 Aretheparagraphseffective 2 Doesthepunctuationenhancethemeaning 3 Arethespellingswellchecked 4 Istheresubjectandverbagreement Proofreading Proofreadingisthefinalstagebeforeonehandsinthefinaldraft Atthisstage studentsshouldbeguidedtoreadtheirwritingsagainforanymistakesingrammar spelling punctuation orcapitalization Ofcourse studerntscanalsohelpeachotheratthisstage butitisalwaysimportanttoencouragestudentssodoindependentproofreadingsothattheydevelopsuchanabilityforfuturewriting Atthisstage teachersshouldlimittheirinvolvmentinmakingcorrectionsforthestudents conferencing Conferencingreferstoaprivatemeetingbetweentheteacherandeachindividualstudent Itisimportantfortheteacherstotalkfacetofacewithstudentsabouttheirwriting Iftheclassistoobigtherecanbeaclassconferencefocusingonthemainproblemsandfearturesofgoodwritings Strategiesforteachingwriting JumbledSentences 句子重组 句子重组的方式很多 比如 让学生将打乱的句子组成对话 组织成故事等 这种重组方式可以训练学生的序列逻辑思维能力 教学步骤如下 1 将完整的对话或故事等拆分成独立的句子 将顺续打乱 2 学生以两人或小组的方式将所给的句子组成完整的对话或故事 3 各小组交换意见 对比自己所组的对话或故事 4 抽样检查 Anexample Usethesesentencestowriteaparagraphaboutthepygmies Changetheorderandaddanynecessarypunctuation Theycanmoveeasilyintheforest Andtheyarenotafraidofit TheforestinthecenterofAfricaisadangerousplace Pygmiesknowtheforestwell Becausetheyareverysmall Abigpygmyisonly1m40cmtall Buttheygmiesarehappythere ParallelWriting 平行写作 平行写作是一种模仿性写作 练习中首先为学生提供范文 然后给出写作提示 Forexample Readthefollowingdialogue A What sup Mike B Ikon tknowwhattodothisevening A Well whydon tyougototheclub then B Oh that snotmuchfum isit A Well howaboutcomingtothecinemawithme B Hm thatsoundslikeamuchbetteridea Nowchooseanyofthestideas oruseonesofyourown towritesimilardialogues goandsee Jane goforawalkhelpmecookthesuppersitandreadthepaperhaveagameofcardswritesomelettershelpmewashthecargoandwatchTV Readthisshortreport Allanisverypractical butheisalsoratheruntidy Forexample heisverygoodatrepairingthings suchasbikes butheneverputshistoolsawayafterwards Nowwritesimilarreports usingthesadjectivesorothersofyourownchoice carelesshardworkinglazyrudecleverkindnicesilly Flow chartdialoguewriting 流程卡对话写作 这是将口头交际练习转变为笔头交际的一种方式 1 教师首先按如下方式设计流程卡 ABGiveyourphonenumber AskwhoisspeakingSaywhoyouare AskaboutA shealthTellBaboutyourhealth MakeasuggestionforameetingMakeanexcusePersuadeAAgreereluctantlyConfirmarangementsandendconversation 2 将学生分成两人一组 合作完成对话写作 3 各小组在班内表演自己所写对话 FrameworkWriting 该策略在提供范文的基础上给出段落的结构 使学生在练习写作时能一开始就按规范要求去写 操作时按下列方式进行 1 提供范文 组织学生讨论段落的结构 2 出示结构框架 3 提供新的题目 让学生按同样的框架练习写作 Anexample I Readthefollowingparagraphandfindouttheframework Sharingaflathascertainadvantages Foronething youdonothavetodoallthehouseworkyourself Besides itisalsocheaper Ontheotherhand youmaynothavemuchprivacyand moreover itmaybenoisy Allinall itisprobablybettertoliveonyourown II Compareyourswiththefollowing Topic flatsharingadvantagesdisadvantages1 1 2 2 conclusion III Selectoneofthefollowingtopicsandwriteaparagraphaccordingtotheaboveframework 1 livinginbigcities2 Owningacar3 Tutoringthreestudentsinthesparetime4 Smoking UnmixLetters JumbledStoryUnwrittendialogueWheeledwritingPicturesequencewritingJigsawwriting Writingassessment Productassessment 对写作结果的评估也就是对学习成绩的评价 结果评估通常以 等级的方式进行 在传统教育环境下 教师的责任是批改学生上缴的每份作业并给每份作业划个等级 研究发现 有建设性的鼓励性的反馈 加之写作内容和写作过程的评估而非仅仅是写作惯例的检测有助于学生写作水平的提高 有助于培养学生对写作的正确态度 表扬比纠错更重要 I beginningsandendings1 Strongintroduction itstimulatesmydesiretoread 2 Yourendingcameabittooquickly Itseemsthereissomethinglost 3 Theconclusionseemsalittleweak 4 Theintroductionisnotstrongenoughtomotivatethereaderstoreadon II Organization1 Wellorganized Easilytofollow 2 Thefocusofthepaperseemsnotclearenough 3 Howisthisconnectedwiththeideabeforeit 4 Thisparagraphseemsalittleoverloaded 5 Connectorsareneededbetweendifferentparagraphs III Clarity1 Gooddescription 2 Moredetailsareneededhere 3 Tellmemoreaboutthis 4 Anexamplewouldhavemadethisclearer IV Structureandlanguage1 Goodwordchoice 2 Longsentences 3 Fragments Trytousecompletesentences 4 Youcancombinetheseshortsentences V Usage1 Misuseoftenseshere 2 Oh youswitchedthepersonhere 3 Spelling Processassessment 对写作来说 结果评估多于过程评估 但对于作为过程的写作教学 过程评估尤为重要 过程评估一般在写作过程中进行 可由教师进行评估 也可由学生以讨论的方式进行 也可由学生自评 Somereferencialquestions I Questionsforfreewritingstage 1 Whatwillyourtopicbe 2 Howdidyouchooseyourtopic 3 Whatpre draftingactivitiesareyoudoing 4 Howareyougatheringideasforyourwriting 5 Howdoyouorganiseyourwriting 6 Whomightbeyouraudience 7 Whatisthepurposeofwriting 8 Whatdevelopingmodeareyougoingtoadopt II Questionsfordraftingstage 1 Howareyougettingalongwithyourwriting 2 Doyouhaveanyproblems 3 Whatareyouwritingabout 4 Wheredoyouwantthispiecetogo III Questionsforrevisingstage 1 Whatkindofrevisionsareyoumaking 2 Whatkindoferrorshaveyoulocated 3 Areyoufollowingtheguidelinesforrevising 4 Howhasyoureditorhelpedyourproofread 5 Doyouhaveanysuggestionsforfurtherimprovement IV Questionsforpost writing 1 Withwhataudiencedidyoushareyourwriting 2 Whatdidtheysayaboutit 3 Whatdoyoulikebestaboutyourwriting 4 Ifyouweretowriteitagain whatchangeswouldyoumake 5 Whatstrategiesdidyouapplyinthiswriting Aretheyeffective Howtomotivatestudentstowrite Mak