中学语学法导学课

1、中学英语教学法中学英语教学法第四次导学课主讲：陈道明（华南师范大学外文学院）第四次导学课内容 teaching writing (第一版unit 11，第二版unit 12) integrated skills (第一版unit 12，第二版unit 13) 关于期末考试teaching writing(第一版unit 11，第二版unit 12)topics for discussion:1.what, why and how do we write?2.a communicative approach to writing3.problems in writing tasks in exi

2、sting textbooks and classroom teaching4.a process approach to writing5.motivating students to write6. designing writing tasks7. writing through the internet8. three approaches to writinga communicative approach to writingto motivate students, it is necessary to engage them in some act of communicati

3、on. either writing for a specific recipient (e.g. a letter to a friend), or: engaging in an act of creative writing where their work is intended to be read by other people. in short, students can be motivated by authentic writing tasks that have some communicative elements. however some writing acti

4、vities can be between “writing for learning” and “writing for communication”. some examples of writing tasks: are they for consolidating language, or are they for communication? (2nd ed.: 209-11) e.g. 1 (p. 209)e.g. 2 (p. 209)e.g. 5 (p. 210)problems in writing tasksdeficiencies of writing tasks in e

5、xisting english textbooks: they are mainly accuracy-based. they are designed to practise certain target structures. there is insufficient preparation before the writing stage. - there is no sense of audience. there is no sense of authenticity. students are given ideas to express rather than being in

6、vited to invent their own. there is no opportunity for creative writing, particularly for expressing unusual or original ideas.compare 2 examples: e.g. 1 (p. 212)writing write about the sports which you like. use phrases like these:i dont like i enjoy my favourite sport is i quite like i prefer to i

7、 like because e.g. 2 (p. 213) an e-friend has written to you and has described the sports he likes most. write an email to him and tell him your favourite sports too. (a sample letter is presented here.)a process approach to writing features of process writing: 1.focus on the process of writing;2.he

8、lp students to understand their own composing process;3.help to build strategies for prewriting, drafting, and rewriting;4.give students time to write and rewrite;5.place central importance on the process of revision; -6. let students discover what they want to say as they write;7. give students fee

9、dback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8. encourage feedback both from the instructor and peers;9. include individual conferences between teacher and student during the process of composing. main procedures of proce

10、ss writing include:1.creating a motivation to write,2.brainstorming, 3.mapping, 4.free writing, 5.outlining, 6.drafting, 7.editing, 8.revising, 9.proofreading, 10. conferencingcreating a motivation to write the first thing a teacher needs to do to teach writing create a clear purpose or a reason to

11、write. therefore, the topic for writing should be familiar, meaningful and relevant to students life and interest.brainstorming, students can list all the ideas related to topic on a piece of paper or on the blackboard. the important thing is to get students to think freely and put down all possible

12、 ideas that come their minds. brainstormingsmoking bad for health expensive pollute the air dangerous waste money cause lung cancer bad for non-smokers cause fire mappingsmokingdangerouscause firepollute the airbad for healthexpensivewaste of moneypublic placesindoor smokingbad for non-smokerscause

13、lung cancerfree writing refers to the stage when students start writing freely about the topic following mapping. usually students are given 10 to 15 minutes during which time they are asked to write anything that comes to their minds as quickly as possible. they do not need to care too much about s

14、pelling or grammar. this stage can develop fluency in writing. outlining the students need to write a more detailed outline. it may include the main idea of each paragraph with topic sentences and notes for supporting details. it may also include an introduction and a conclusion. the outline can be

15、changed. drafting the development of ideas are more important than getting grammatical structures, punctuation or spelling correct. students should be given enough time to write the first draft.editing the students read through their writings and check the clarity of ideas or the logical development

16、 of their arguments. they also check carefully the grammar, spelling and punctuation of their writings. editing may take two forms: peer editing and self-editing. editing is not simply to find errors about ones or others writing, but to negotiate meaning and improving writing. (pp.216-7)revising the

17、 teacher guides the students to make necessary improvements in both organization and contents based on either self-editing or peer editing. e.g. adding new points or deleting irrelevant facts, and correcting errors in spelling, punctuation, grammar or choice of words. proofreading students should be

18、 guided to read their writings again carefully for any mistakes in grammar, spelling, punctuation, or capitalization. the teacher should limit his/her involvement in making corrections for the students. he/she can underline those problematic items and leave them for the students to do the correction

19、 themselves. conferencing it refers to a private meeting between the teacher and each individual student. in big classes, it can be a class conference focusing on the main problems and features of good writings one point which is extremely important for teachers is that a teachers attitude can influ

20、ence students confidence and motivation to write. an example of teaching writing step 1: raising a question: what problems is our city confronted with? step 2: a brief discussion on the problems; step 3: group discussion on solutions; step 4: individual composing: my solutions to the problem of ; -

21、step 5: reading ones own composition, making suggestions on how to make improvement, focusing on ideas rather than on language; step 6: rewriting, selecting and organising ideas, keeping an eye on language; step 7: grouping students based on the topics, letting students read their own composition; s

22、tep 8: making a list of optimal solutions, producing a product of the whole group; step 9: creating a class news letter like “problems and solutions in our city”;motivating students to write 1. make the topic of writing as close as possible to students life. (a few topics can be given to students to

23、 choose.)2. leave students enough room for creativity and imagination. 3. prepare students well before writing.4. encourage collaborative group writing as well as individual writing. motivating students to write5. provide opportunities for students to share their writings.6. provide constructive and

24、 positive feedback. 7. treat students errors strategically.8. give students a sense of achievement from time to time. designing writing tasks the examples are on pp.224-5sample task 1topic: write an invitation letter and a replyprocedures: write each students name on a small piece of paper, and fold

25、 the paper. put the pieces of paper in a box and walk around in the classroom. ask each student in the class to pick up a piece of paper. tell them not to show it to the other students. ask students to write an invitation letter to the person whose name is on the paper they picked. after 20 minutes,

26、 ask each student to present their invitation letters. then the student who is invited should write a reply to the invitation, either as a letter of acceptance or refusal.sample task 2topic: describing an objectprocedures:read an extract of gullivers travel.imagine that you are 20 centimeters tall,

27、like the lilliputians in gullivers travel. choose an object from your schoolbag and describe it from the point of view of a person of 20 centimeter tall. try to use as many adjectives as possible. sample task 3topic: describing people procedures:brainstorm words for describing of people and learn so

28、me new words.read a few samples of descriptions of people.ask each students to choose a classmate to describe without mentioning his/her name.ask a few students to read their descriptions in class one by one and other students guess who the person is according to the description given. conclusion tw

29、o approaches to writing: the communicative approach, and the process approach. the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposes. some principles for teaching writing and how teachers can motivate students t

30、o write. three approaches to writing1. the traditional approach: the accuracy is emphasized.2. the process approach:the process is emphasized.3. the genre approach: the effect is emphasized.writing a journal学生写：yesterday, i see a film. the film is tatanc. it is very good. 教师读后批注：really? i saw it too

31、. but i saw it last year. i quite agree with you. it was really a wonderful film! 批改的特点：批注简短，但引起学生的注意和兴趣。把重点放在情感的交流上，而不是语言的形式上。语言的改正采取隐性的指引。make your students happy!integrated skills (第一版unit 12，第二版unit 13)topics for discussion: why should we integrate the four skills? how can we integrate the four

32、skills? what are the implications for teaching? what are the limitations of integrating the four skills? why should we integrate the four skills? there are many situations in which we use more than one language skill. for this reason alone, it is valuable to integrate the language skills, but there

33、are other reasons why integration can enhance the students communication competence. conditions for language learningjane willis. 1996. a framework for task-based leaning. oxford: longmanexposureto a rich but comprehensible input of real spoken and written language in useuseof the language to do thi

34、ngs (i.e. exchange meanings)motivationto listen to and read the language and to speak and write it (i.e. to process and use the exposure)instructionin language (i.e. chances to focus on form)essentialdesirablehow can we integrate the four skills? the easiest form of integration is from receptive to

35、productive skills. the second kind is complex integration. receptiveproductiveoral mediumlistening speakingwritten mediumreadingwritinge.g.:my name is jim green. i live at 152 jiangguo street, not far from the centre of the city. i have lived there since 1990. i go to number 14 middle school. ive be

36、en a student there for nearly two and a half years.now write about yourself in the same way. reading activity: a poster giving information about an english cluboral activity: students make up a dialogue between the club secretary and a person who wants to join the club writing activity: students com

37、plete a membership application form for the english club based on their partners information the information that the students get from the reading is useful in the oral activity, while the writing activity is based on information from the oral activity. implications focus on discourse adjusting/ada

38、pting the textbook adjusting /adapting the timetable what are the limitations of integrating the four skills? it is necessary for teachers to maintain an appropriate balance between integration and separation. limitations of integrating the four skillsintegrating the four skills: can be demanding of

39、 the teacher (understanding discourse, using textbook flexibly); can be time-consuming, requiring a lot of preparation. conclusion simple integration: a receptive language skill serves as a model for a productive language skill. complex integration: a combination of activities involving different sk

40、ills, linked thematically.limitations of integration should not prevent teachers from using the integrative approach. 答题卡填涂答题卡填涂方法方法1.使用电脑考试专用笔。2.在“系、班”栏中填入所在学习中心的简称。3.在“学生代号”栏填入本人学号的首6位和末5位数字。如：我的学号是w442106125611111那么我填涂44210611111关于期末考试考试涉及的内容 考试覆盖英语教学法教程 的全书内容，即unit 1 unit 14。 其中，自学单元units 3, 4,

41、13, 14的考试内容分别占整卷的5%考试的题型一、填空题（每空一、填空题（每空1分，共分，共10分。）分。）二、配对题（二、配对题（12小题，每小题小题，每小题2分，共分，共24分）分） 三、单项选择题（共三、单项选择题（共46小题，每小题小题，每小题1分，共分，共46分分）四、写作题（四、写作题（20分分） 填空题填空题（10小题，每小题小题，每小题1分）分）例：1. one of the general views on language is that l_ is a set of symbols.2. in traditional pedagogy, listening and sp

42、eaking were treated as skills different from what takes place in r_.3. introduction to phonetic rules should be a_ at the beginning stage of teaching pronunciation.配对题配对题（12小题，每小题小题，每小题2分，共分，共24分）分）分a、b、c三组。例：a组：11. a telephone conversation about businessa. identifying pictures, discovering missing

43、information, and following directions12. ethic devotion, professional qualities and personal style of a teacherb. process-oriented and condition-oriented 13. functional communicative activitiesc. informal, non-rehearsed, and interactive between 2 speakers14. language testingd. multiple-choice questi

44、on, dictation, and interview单项选择题单项选择题 （共（共50小题，每小题小题，每小题1分，共分，共50分分）例：23. reflecting on how people learned a language, we can find that people learn languages in _ways. a. different b. similar c. the same d. no 68. because no textbooks are written for any particular class, it is necessary for teach

45、ers to _ materials.a. throw away b. adaptc. use d. use no写作题（写教案） （20分分） 四、教案设计（四、教案设计（20分）分）具体内容放在本课程bbs的“教学资源区”的“教学法题型及教案设计任务 ”中，请同学们到该区下载该文件。1. 教学对象：初一（上学期）学生教学对象：初一（上学期）学生（50人）人） 2. 教学条件：课本、黑板、录音机、教学条件：课本、黑板、录音机、本课的录音带本课的录音带3. 教学时间：一节课（教学时间：一节课（40分钟）分钟） 4. 学生在上节课学过的内容：talking about weekday routi

46、nes:she always gets up at six oclock.the bus comes at 7.30 her first class begins at 7.50 5. 本节课的教学内容（课本复印件）：6本课生词:hold n. 拿；抱；握住into prep. 把放进try v. 试exercise n. 练习do morning exercise 做早操feed v. 喂养 7教案要求： 教案必须用英语撰写。 字数在300-500个单词之间。 教案必须写在“答题卷”上。 请同学们到bbs的“资源区”下载“期末考试题型及教案设计任务”。注意注意 教案可以事先准备，但不可以把预

47、先写好的教案带入考场，否则将被当作作弊对待。 你的教案不能与他人雷同。如有两个以上的同学教案雷同，所有教案雷同者都将被判为零分。（因此，请同学们注意保护好自己的教案！）考试注意事项 考试时，客观题使用答题卡使用答题卡答题，因此，请同学们务必带电脑考试专用铅笔和橡皮擦。 主观题必须用黑色或蓝色油性或水性笔书写。 写作题禁止答案雷同！写作题禁止答案雷同！答题卡填涂答题卡填涂方法方法1.使用电脑考试专用笔。2.在“系、班”栏中填入所在学习中心的简称。3.在“学生代号”栏填入本人学号的首6位和末5位数字。如：我的学号是w442106125611111那么我填涂44210611111thank you!

48、 本课程学习课件的地址：本课程学习课件的地址：在网院主页（在网院主页（http:/）的）的网络教网络教室室登录登录:http:/ 以上课件可以通过当地学习中心下载并刻录成学以上课件可以通过当地学习中心下载并刻录成学习光盘，然后用光盘在单机上学习。习光盘，然后用光盘在单机上学习。 请务必看所有请务必看所有“导学课导学课”的录像，从的录像，从“教学资源教学资源区区”下载下载ppt，做，做“自测题自测题”，并经常访问，并经常访问bbs!鬗窴鵘騹祱褁闝嫐揆筕碾剰槱摷贵栻訃貇穵禃跗醼黗禱产蝭鲞哫庿酉衏詳谉鋹錶乃惧靵碳螻岽埓頨菠戜溷阨禌瓕澾鼷乞鞄镥荰姡毨勨经卌翕粦綨輤縟檙橻牿勀鬫逭糈湱倪硱鈬虹婳毈闸勁踏確

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