高中英语写作教学的设计

英语写作教学设计,写作教学,Beginning to Write,一、当前写作教学中存在的问题:1. 写作教学的整体设计和规划不够。2. 写作教学的训练模式太单一。3. 没有形成系统的写作教学训练材料。4. 写作练习题设计的语境缺乏真实性。5. 考试中作文所配图不能充分说明问题。,二、何谓写作: 交际语言教学（CLT）对写的理解：认为写是实现交际目的的一项重要技能。写是用书面语传递信息的一种交际能力。 20世纪80年代费劳尔（Flower)和海斯（Hayes)提出了认知程序理论（cognitive process theory) 。认知程序理论注重写作过程即：教师要帮助学生提高写作的效率，减少写作过程中的困难。,三、写作教学的目标和策略: 在于帮助学生形成一套可行的写作策略：1. 动笔前的酝酿（构思,定中心,拟提纲,定步骤）2. 起草；调整（增补，修正，调整思路）3. 修改（注意：修辞，句子结构，语法等）,四、写作的程序: 席尔瓦（Silva）认为大体可分为：1. 写前阶段（Pre-writing processes） a. 策划（Planning） b. 确定目标（Targeting） c. 组织思路（Organizing）2. 写作阶段（In-writing processes） a. 起草（Drafting） b. 评估（Evaluating） c. 整理（Editing） d. 修改（Rewriting）,五、写作教学的重点:1. 制定写作的教学计划。 包括：课时，内容，训练活动，检测题等。 写作要求适中；难度不可过高；要对学生的需求和兴趣做必要的调查。2. 注意写作教学的真实性，实用性和趣味性。 写是传递和储存书面信息的交际方式，并能超越时间和空间的限制。写作练习应发挥这一功能，才能具有真实性。写的内容应能引起学生的兴趣，激发他们的动机，激活他们的思维。,3. 提倡“互动式和社会结构式”的写作训练。 约翰斯认为写作不完全是个人行为，而是发生在团体中的行为，因此他提倡互动式（Interactive）和社会结构式（Social constructive）的写作训练方法。 所谓互动式是指作者和读者之间的相互作用。 所谓社会结构式是指文章和作品的写作是离不开集体的。强调写作的社会性，就是提倡学生的小组活动，通过讨论合作完成写作，使写作的过程变成作者和读者的交流和学习。,六、写作教学训练内容: Before you write think like a reader.Transitions（过渡词）: Pre-test; Post-testSubordination（细节句）: Pre-test; Post-testParallelism（平行）: Pre-test; Post-testTopic sentence（主题句）: Pre-test; Post-testControlling Idea（中心）: Pre-test; Post-testUnity（一致）: Pre-test; Post-testCoherence（连贯）: Pre-test; Post-test,七、写作教学训练内容解读:1. Transitions: When a runner in a relay race passes his wand to another team member, his team keeps moving ahead. When a writer uses transitions, he keeps his ideas moving ahead2. Subordination: When people wanted to look especially good, they are willing to spend more than their budget allows in order to have the latest hairstyle. The least important idea at this time-saving money-is subordinated to the most important idea-having attractive hair.,When a writer wants to show a reader that one idea in a sentence is more important than another idea, the writer also subordinates the less important idea. 3. Parallelism: To become a good skier, a person learns how to keep skis on parallel tracks while speeding down a slope. Parallel structure in writing also makes it possible for a writer to move forward smoothly.,4. Topic sentence: If you aim a Frisbee well, your partner will be able to catch it more easily. And if a writer puts a topic sentence in a paragraph, a reader will be more likely to catch the paragraphs main idea.5. Controlling Idea: A backpack that is well filled keeps you alive in the wilderness. And a topic sentence that includes a controlling idea keeps a writers purpose alive in a paragraph.,6. Unity: A violinists music does not fit with a rock bands beat. Removing the violinist produces a unified sound. A writer gains unity in the same way by cutting out any thoughts that do not fit in with a paragraphs controlling idea.7. Coherence: Riding a direct line through the surf without falling is a surfers goal. A writer is also concerned with direct forward movement. By creating a direct line of thought, a writer gives a paragraph its necessary coherence.,Transitions Pre-Test: Wilma likes traveling by bus better than traveling by airplane for four reasons. _1_(Thus,First,In fact) it costs less. She can ride by bus from New York to Chicago for $20. _2_(And,So,Yet) the air fare between the two cities is $78. _3_(Nor,But,Second) traveling by bus gives her a closer look at the cities and countryside than she could get from a plane. _4_(Still,Next,For example) enjoys driving through the big cities of Philadelphia, Pittsburgh, and Fort Wayne. _5_(Third,Now,Indeed),Wilma finds that the passengers on the bus are often closer to her own age. _6_(Similarly,Instead,After all,So), they are easy to talk with on the shared travel adventure.,_7_(In contrast, Finally, Otherwise) many airline passengers are businessmen who keep busy with their work while flying. _8_ (Therefore, Fourth, Accordingly), riding a bus allows Wilma to explore any stop along the way. _9_ (On the other hand, Moreover, For instance), once she got off the bus at a small town in Indiana and spent the night with a girl friend. _10_ (So, Then, Yet), the next day she took another bus to Chicago. _11_ (For these reasons, At last, Now), Wilma usually prefers buses instead of planes unless she has to get somewhere in a hurry .,Transitions Post-Test:Paolo likes to fly as an airline passenger at night rather than during the day for four reasons. _1_, it costs less. _2_ he would have to pay $125 to fly from San Francisco to Mexico City by day. _3_ by night, the fare is $75. _4_, the plane is less crowed on night flights. _5_, Paolo rarely has to sit three abreast when he flies at night. _6_, he has more room to stretch out. _7_, night flights are quieter than day flights.,_8_, Paolo can study or read without being distracted by loud conversations or by people walking up and down the aisle. _9_, passengers on night flights can usually sleep quite comfortably if they want to. They do _10_ by fold up the armrests between three empty seats. _11_ allows a passenger to lie down for a nap under a blanket. _12_, Paolo rarely reserves a daytime flight on a commercial airline.,八、写作教学的小组活动: Planning with Mind Map Write the topic, for example, Holidays, in the middle of the board. Ask the students to brainstorm sub-topics that they might expect to cover in their passage. Write each major sub-topic on the board so that you end up with a board diagram, like this:(Make sure that there are no fewer than five and no more than seven sub-topics.),HOLIDAYS,specialmemories,plans andpreparation,Planning Writing Explain that you will be giving them a set of statements about writing and that they should decide which 5-7 statements they would use in a passage about writing. Explain that the purpose of the lesson is to work out the passage plan which will revolve around these 5-6 statements. The passage plan should be written down in note form and will include sub-topics suggested by the chosen statements as well as suggestions for an introduction and conclusion.,3. Knowing your reader Ask the students to work in small groups. Each group is going to design an advertisement, and so first they need to decide on the product they wish to sell. It may help if the class brainstorms possible products or if you bring in pictures of products or even products themselves,4. Talking to the reader Ask the students to work in pairs. One student is going to be the write and the other is going to take note on what goes on while their partner writes. Once each pair have decided who is to write, the write should choose a picture from the set you brought to class. This picture represents the person they are going to be writing for.,5. Arranging yesterdays diary Ask each student to write the hour when they woke up in the margin at the top of the page and the hour when they fell asleep in the margin at the bottom of the page. Ask the students to write down an hour-by-hour account of what they did between the time they woke up in the morning and the time they fell asleep at night. Do the same thing yourself on the board. As the students will inevitably read your diary while they write, set a good example by being fairly detailed.,6. Observing the writing process Ask the students to work in groups. Seven is an ideal number. Explain that three members of each group will be “writers” and the other four will be “observers”. The writers will sit in the centre of the circle and work collectively on producing a piece of writing. The observers will sit on the outside of the writers and make a collective written record of how the writers proceed. Both writing and observing groups will need to confer among themselves. The observers may ask the writers questions at any point and may look at their work in progress.,7. The school report Explain that each student is to write a report on themselves based on these notes but written as though they were the teacher (i.e. you) writing for their parents. Remind them that reports should summarize past progress and make suggestions for areas to work on in the future. Ask them to think carefully about how to organize the material they have noted down. This can be a homework task too.,8. Writing to a formula Allow the students to work individually or in pairs. Explain that the editor of their series of readers has decided that from now on there should be no sentences shorter than X words and no sentences lon