高中英语写作教学的设计

1、编辑ppt英语写作教学设计英语写作教学设计 写作教学写作教学编辑ppt一、当前写作教学中存在的问题一、当前写作教学中存在的问题:1. 1. 写作教学的整体设计和规划不够。写作教学的整体设计和规划不够。2. 2. 写作教学的训练模式太单一。写作教学的训练模式太单一。3. 3. 没有形成系统的写作教学训练材料。没有形成系统的写作教学训练材料。4. 4. 写作练习题设计的语境缺乏真实性。写作练习题设计的语境缺乏真实性。5. 5. 考试中作文所配图不能充分说明问题。考试中作文所配图不能充分说明问题。编辑ppt二、何谓写作二、何谓写作: 交际语言教学（交际语言教学（CLTCLT）对写的理解：认为写）对写

2、的理解：认为写是实现交际目的的一项重要技能。是实现交际目的的一项重要技能。写是用书面写是用书面语传递信息的一种交际能力。语传递信息的一种交际能力。 20 20世纪世纪8080年代费劳尔（年代费劳尔（Flower)Flower)和海斯和海斯（Hayes)Hayes)提出了提出了认知程序理论认知程序理论（cognitive cognitive process theory) process theory) 。认知程序理论认知程序理论注重写作过程注重写作过程即：教师要帮助学生提高写作的效率，减少写即：教师要帮助学生提高写作的效率，减少写作过程中的困难。作过程中的困难。编辑ppt三、写作教学的目标和策

3、略三、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在于帮助学生形成一套可行的写作策略：1. 1. 动笔前的酝酿动笔前的酝酿（构思（构思, ,定中心定中心, ,拟提纲拟提纲, ,定步骤）定步骤）2. 2. 起草；调整起草；调整（增补，修正，调整思路）（增补，修正，调整思路）3. 3. 修改修改（注意：修辞，句子结构，语法等）（注意：修辞，句子结构，语法等） 编辑ppt四、写作的程序四、写作的程序: 席尔瓦（席尔瓦（Silva）认为大体可分为：）认为大体可分为：1. 写前阶段（写前阶段（Pre-writing processes） a. 策划（策划（Planning） b. 确定目标

4、（确定目标（Targeting） c. 组织思路（组织思路（Organizing）2. 写作阶段（写作阶段（In-writing processes） a. 起草（起草（Drafting） b. 评估（评估（Evaluating） c. 整理（整理（Editing） d. 修改（修改（Rewriting）编辑ppt五、写作教学的重点五、写作教学的重点:1. 1. 制定写作的教学计划。制定写作的教学计划。 包括包括：课时，内容，训练活动，检测题等。：课时，内容，训练活动，检测题等。 写作要求适中；难度不可过高；写作要求适中；难度不可过高；要对学生的需要对学生的需求和兴趣做必要的调查求和兴趣做必要

5、的调查。2.2. 注意写作教学的注意写作教学的真实性真实性，实用性实用性和和趣味性趣味性。 写是传递和储存书面信息的写是传递和储存书面信息的交际方式交际方式，并能超，并能超越时间和空间的限制。写作练习越时间和空间的限制。写作练习应应发挥这一功发挥这一功能，才能具有能，才能具有真实性真实性。写的内容应能引起学生写的内容应能引起学生的兴趣的兴趣，激发他们的动机激发他们的动机，激活他们的思维激活他们的思维。编辑ppt3.3. 提倡提倡“互动式和社会结构式互动式和社会结构式”的写作训练。的写作训练。 约翰斯认为写作不完全是个人行为，而是发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

6、倡互动式生在团体中的行为，因此他提倡互动式（InteractiveInteractive）和社会结构式（）和社会结构式（Social Social constructiveconstructive）的写作训练方法。）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，开集体的。强调写作的社会性，就是提倡学生就是提倡学生的小组活动的小组活动，通过讨论合作完成写作，通过讨论合作完成写作，使写作使写作的的过程过程变成作者和读者的交流和学习变成作者

7、和读者的交流和学习。 编辑ppt六、写作教学训练内容六、写作教学训练内容: : Before you write think like a reader.Transitions（过渡词）（过渡词）: Pre-test; Post-testSubordination（细节句）（细节句）: Pre-test; Post-testParallelism（平行）（平行）: Pre-test; Post-testTopic sentence（主题句）（主题句）: Pre-test; Post-testControlling Idea（中心）（中心）: Pre-test; Post-testUnity（一

8、致）（一致）: Pre-test; Post-testCoherence（连贯）（连贯）: Pre-test; Post-test编辑ppt七、写作教学训练内容解读七、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 peop

9、le 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.编辑ppt When a writer wants to show a reader that one i

10、dea 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 m

11、ove forward smoothly.编辑ppt4. 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 yo

12、u alive in the wilderness. And a topic sentence that includes a controlling idea keeps a writers purpose alive in a paragraph.编辑ppt6. 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 an

13、y 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.编辑

14、pptTransitions 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 give

15、s 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_(Simi

16、larly,Instead,After all,So), they are easy to talk with on the shared travel adventure. 编辑ppt_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 al

17、ong 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

18、 planes unless she has to get somewhere in a hurry .编辑pptTransitions 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

19、 $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. 编辑ppt_8_, Paolo can study or read without being distracted by loud conversations or by peopl

20、e 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 comm

21、ercial airline. 编辑ppt八、写作教学的小组活动八、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 boar

22、d diagram, like this:(Make sure that there are no fewer than five and no more than seven sub-topics.)编辑pptHOLIDAYSschoolholidays specialmemories publicholidays plans andpreparationholidaysabroad familyholidays goodholidays badholidays编辑ppt Planning Writing Explain that you will be giving them a set

23、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

24、 include sub-topics suggested by the chosen statements as well as suggestions for an introduction and conclusion.编辑ppt3. 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

25、 may help if the class brainstorms possible products or if you bring in pictures of products or even products themselves编辑ppt4. 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

26、. 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.编辑ppt5. Arranging yesterdays diary Ask each student to write the hour when they woke up in the margin at the top of

27、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 w

28、ill inevitably read your diary while they write, set a good example by being fairly detailed.编辑ppt6. 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 writ

29、ers 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

30、may ask the writers questions at any point and may look at their work in progress. 编辑ppt7. 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 sh

31、ould 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.编辑ppt8. Writing to a formula Allow the students to work individually or in pairs. Explain that the editor of their series of reader