英语教学法UNIT12PART14.ppt

1、Unit 12 Teaching Writing,Aims of the unit,What, Why and how do we write? A communicative approach to writing Problems in writing tasks in existing textbooks and classroom teaching A process approach to writing Motivating students to write Designing writing tasks Writing through the Internet,12.1 Wha

2、t, why and how do we write,What do we write? letters, journals, notes, instructions, posters, essays,reports, menus, etc. Why do we write? to convey messages, to keep a record of what is in our mind, to communicate, to raise awareness of how language works, to become more familiar with the linguisti

3、c and social conventions of writing in English, etc. 3. How do we write? collaborative and solitary,ELT writing vs. writing in reality,Two major differences: writing as language learning (to consolidate language that is recently studied) vs. writing for communication (to convey messages or for self

4、creation) ELT writing tasks lack authenticity. ELT writing tasks focus on the product rather than process, ignoring planning, drafting, rewriting stages. We should make students want to write in the first place, then teach them how to write,12.2 A communicative approach to writing,Students are motiv

5、ated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent) Writing for an intended audience: creative writing intended to be read by other people With different audiences and different purposes, the writing piece could vary greatly

6、. Writing activities can be “writing for learning”, “writing for communication” and somewhere between,12.3 Problems in writing tasks,They are mainly accuracy-based. They are designed to practice a certain target structures. There is insufficient preparation before the writing stage. There is no sens

7、e of audience. There is no sense of authenticity. Students are given ideas to express rather than being invited to invent their own. There is no opportunity for creative writing, for expressing unusual for original ideas. Many of them are test-oriented,12.4 A process approach to writing,12.4.1 Featu

8、res of process writing (Brown, 1994) Focus on the process of writing that leads to the final written product; Help students understand their own composing process; Help students build repertoires of strategies for prewriting, drafting, and rewriting; Give students time to write and rewrite,Place cen

9、tral importance on the process of revision; Let students discover what they want to say as they write; Give students feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention; Encourage feedback both from the instructor and peers;

10、Include individual conferences between teacher and students during the process of composition,12.4.2 Procedures of process writing p.214,Creating a motivation to write; Brainstorming; Mapping; Free writing; Outlining; Drafting; Editing; Revising; Proofreading; Conferencing,Stage 1: Creating a motiva

11、tion to write,Why? Only when students have a clear purpose or a reason to write, will they feel motivated or eager to write. How? the topic for writing should be familiar, meaningful and relevant to students life and interest,Stage 2: Brainstorming,It refers to students work together to brainstorm i

12、deas for writing. How? Students can list all the ideas related to the topic on a piece of paper or on the blackboard,Stage 3: Mapping,to organize the generated ideas, by using a diagram or an outline. to select from the list those useful ideas to be included in their writing to see how these ideas c

13、an be put together in a coherent or logical way to present a convincing argument,Stage 4: Freewriting,It refers to the stage when students start writing freely about the topic following mapping. It helps students develop fluency in writing,Stage 5: Outlining,An outline usually illustrates the main o

14、rganizing structure and the most important points of the essay. It may include the main ideas of each paragraph with topic sentences and notes for supporting details. It may also include an introduction and a conclusion,Stage 6: Drafting,Students are given enough time to write the first draft. At th

15、is stage, the development of ideas are more important than getting grammatical structures, punctuation or spelling correct,Stage 7: Editing,It refers to the stage when students read through their writings and check the clarity of ideas or the logical development of their arguments. Also, students ch

16、eck carefully the grammar, spelling and punctuation of their writings. Editing may take two forms: peer editing and self-editing,Stage 8: Revising,It is the stage when teachers guide students to make necessary improvements in both organization and contents, e.g. adding new points or deleting irrelev

17、ant facts, and correcting errors in spelling, punctuation, grammar or choice of words. Revising can take several rounds,Stage 9: Proofreading,Students read their writings again carefully for any mistakes in grammar, spelling, punctuation, or capitalization. A form can be used for self-correction (p.

18、219) so that teachers and students can check if the same mistakes/errors are repeated,Stage 10: Conferencing,It refers to private meeting between the teacher and each individual student. Or for large classes, there can be a class conference focusing on the main problems and features of good writings. During the conferencing, teachers need to encourage rather than critic