《英語教學(xué)法》第12章 Teaching Writing

1、Unit 12 Teaching Writing Unit 12 Teaching Writing What are the functions of writing?What are the problems in writing tasks?What is a process approach to writing?How to motivate students to write?How to design writing tasks?How to organize self-editing and peer editing?Different functions of writing

2、Writing in the classroom Often considered as a means to consolidate language. Ss writing are evaluated by the accuracy of the final product. Writing in realityFor maintaining social relationsFor retrospective thinking For clear thinkingFor memory aidTask 1、假定你是王洪。你現(xiàn)在在上海出差。 給你的朋友Brain寫一封信，告訴他上海變化很大，如

3、，有很多現(xiàn)代建筑和新型廣場(chǎng)。你很喜歡上海。 問候他的近況。 注意：字?jǐn)?shù) 80-100；開頭語已為你寫好。Dear Brian, July 2nd , 2005 Sorry I have not written you for a long time. I have been very busy recently. Now I am on a business trip in Shanghai. Look at the two writing tasks. In what ways are they different?、Suppose you (or your group members) a

4、re Lily Kan, a newspaper columnist. You give advice to young people who have written letters to you about their problems. This week Lily Kan has received a letter (see below). Discuss with you partner about the problems and write a reply. Dear Lily Khan,I am a final-year high school student, with ve

5、ry good grades in all school subjects. I have to start thinking of my future. Because I am very interested in culture and history, I would like to study Anthropology in university. However, my parents think that computer is getting popular in China and so I should do Computer Science in university.

6、They said that I would be able to make a lot of money with a Computer Science degree. My parents have great expectation on me. What they said may be true and it may not be easy to find a good-earning job if I study Anthropology. What should I do? Should I follow my parents advice or my own interest?

7、A puzzled studentCommon problems in writing tasksMainly accuracy-based.Designed to practise a certain target structures.Insufficient preparation before the writing stage.Lack of sense of audience.Lack of sense of authenticity.Ideas are given rather than invitedLittle opportunity for creative writing

8、, particularly for expressing unusual or original ideas.Most of them are test-oriented. A process approach to writing Brown (1994:320-21) Focus on the process of writing that leads to the final written product; Help student writers understand their own composing process; Help them build repertoires

9、of strategies for prewriting, drafting, and rewriting; Give students time to write and rewrite; Place central importance on the process of revision;A Process approach to writing Let students discover what they want to say as they write; Give students feedback throughout the composing process (not ju

10、st on the final product) to consider as they attempt to bring their expression closer and closer to intention; Encourage feedback both from the instructor and peers; Include individual conferences between teacher and student during the process of composition. A Process approach to writing Before wri

11、ting creating a motivation to write brainstorming mapping free writing Writing outlining draftingAfter writing editing revising proofreading conferencingBefore writingMotivating interestsReading samplesLanguages preparation Discussing topicsBrainstorming, mind mapping激發(fā)興趣的寫作活動(dòng)寫作任務(wù)：學(xué)生學(xué)習(xí)寫邀請(qǐng)信教師將全班每個(gè)學(xué)生的

12、名字寫在一個(gè)小紙條上，并把紙條折疊，做成鬮，并打亂順序放在一個(gè)小籃子或者盒子里。讓每個(gè)學(xué)生隨意抽一個(gè)。但是不能告訴比人自己抽了誰的名字。每個(gè)學(xué)生給自己抽到名字的同學(xué)寫一個(gè)邀請(qǐng)信，邀請(qǐng)這個(gè)同學(xué)：Going to libraryDoing volunteer jobCleaning classroomWatching birdsHaving dinner也可以自己想象要去做的事情。學(xué)生開始寫信。學(xué)生在全班讀自己的邀請(qǐng)信。拓展活動(dòng)或者家庭作業(yè)可以讓學(xué)生根據(jù)自己的真實(shí)意愿寫一封回信。Dear Fang Lan This is Wang Ying. Remember me? We were friend

13、s in primary school What are you doing now? Are you working?At the moment Im studying medicine at a universityI dont like pop music any moreI prefer classical music now. Well, I must finish here because Ive got an exam tomorrow., All the best Wang YingGreetingIntroductionQuestionsInformationReason t

14、o finishSign offcomma學(xué)習(xí)范文，語言準(zhǔn)備 24th October Dear Fang Lan, This is Wang Ying. Remember me? We were friends in primary school. We havent seen each other for about 10 yearsright? Anyway, how are you? I got your address from Chen Xiaohong. What are you doing now? Are you working? I remember you always

15、wanted to be a police officer! At the moment Im studying medicine at a university. Do you remember Xie Jun? Hes on the same course as me! I think Ive changed a lot over the years. I dont like pop music any moreI prefer classical music now. Well, I must finish here because Ive got an exam tomorrow. W

16、rite back soon and tell me all your news. All the best Wang Ying 24th October Dear Fang Lan, This is Wang Ying. Remember me? We were friends in primary school. We havent seen each other for about 10 yearsright? Anyway, how are you? I got your address from Chen Xiaohong. What are you doing now? Are y

17、ou working? I remember you always wanted to be a police officer! At the moment Im studying medicine at a university. Do you remember Xie Jun? Hes on the same course as me! I think Ive changed a lot over the years. I dont like pop music any moreI prefer classical music now. Well, I must finish here b

18、ecause Ive got an exam tomorrow. Write back soon and tell me all your news. All the best Wang Ying Useful Expressions 24th October Dear Fang Lan, This is Wang Ying. Remember me? We were friends in primary school. We havent seen each other for about 10 yearsright? Anyway, how are you? I got your addr

19、ess from Chen Xiaohong. What are you doing now? Are you working? I remember you always wanted to be a police officer! At the moment Im studying medicine at a university. Do you remember Xie Jun? Hes on the same course as me! I think Ive changed a lot over the years. I dont like pop music any moreI p

20、refer classical music now. Well, I must finish here because Ive got an exam tomorrow. Write back soon and tell me all your news. All the best Wang Ying Remember me?right?Anyway,Well,informal wordsOne Friday evening I was walking home from school. It was raining and it was starting to get dark. I was

21、 waiting at some traffic lights when, suddenly, I heard a scream from somewhere above me. I looked up and saw a woman at a window, she screamed “fire” and I knew I had to do something quickly. I ran into the house. It was full of smoke, so first I covered my face, meanwhile, one of the neighbours ph

22、oned theAs they were taking me away in an ambulance, I could see them fighting the fire. In the end, a fireman came up to me and thanked me. A few weeks later I went to Development of the storyConclusionSetting the SceneStructure學(xué)習(xí)范文 語言準(zhǔn)備Draw the timeline of the main events was walking homeheard a s

23、creamfound a house on fireran into the houseFirefighter put out the fire One Friday evening I was walking home from school. It was raining and it was starting to get dark. I was waiting at some traffic lights when, suddenly, I heard a scream from somewhere above me. I looked up and saw a woman at a

24、window, she screamed “fire” and I knew I had to do something quickly. Find the linking words ( P91 ) As they were taking me away in an ambulance, I could see them fighting the fire. In the end, a fireman came up to me and thanked me. A few weeks later I went to I ran into the house. It was full of s

25、moke, so first I covered my face, meanwhile, one of the neighbours phoned theFind the linking words ( P91 )introduce a placehistorythings to seelocationclimatethings to dopopulation思維導(dǎo)圖WritingOutliningDrafting 寫提綱議論文提綱格式Introduction：main ideaSupporting detail 1: topic sentence Examples/Data Supporti

26、ng detail 2Examples Supporting detail 3Examples Conclusion: summarizing the main content 寫提綱描寫文提綱格式Describing peopleParagraph 1: Introduction: General impression, main ideaParagraph 2: AppearanceHair: color, length, etc Eyes: color, shape, eyebrow, etcNose: shape/Mouth: shape/Complexion: color Parag

27、raph 3: Built Paragraph 4: Personality Paragraph 5: Conclusion After writingPeer and self editing RevisingProofreadingConferencing Peer editing and self-editing Peer editing refers to students editing of each others writings, while self-editing refers to students editing of their own writings. Some

28、examples.Examples of peer-editing sheet同伴互評(píng)案例Being a good peer editor is not easy. You need not only give suggestions, but also offer praise. When you are editing the writing, you are not expected to find every problem in your classmates writing. But you do have an understanding of challenges faced

29、by your classmate in finishing this writing assignment. When responding to the peer editing questions below, be sure to consider each of the following:You are offering suggestions as a coach, a helper and a friend. Your suggestions should encourage rather than discourage.Be specific. Saying good ide

30、a doesnt help the writer much. Task 2Study the writing activity on page 220 and see what features of the process approach to writing have been reflected in the activity. How can you further adapt the activity? When you are ready, go into groups and share your ideas.Motivating students to writeMake t

31、he topic as close as possible to Ss life.Leave room for creativity and imagination.Prepare Ss with structural organizations before writing.Encourage collaborative as well as individual writing activities. Provide opportunity for Ss to share their writing. Provide constructive and positive feedbacks.

32、Treat Ss errors strategically.Give Ss a sense of achievement from time to time. Have you ever read the book Gullivers Travels?Suppose you are 20 cm tall and how could you describe a watch?Describing ObjectsTask 3Discuss in pairs. How should a teacher provide writing feedback for students? Should she

33、/he point out all the mistakes or ignore them? What else should a teacher pay attention to? Group writing把學(xué)生分成小組，每組約五人，分別坐成一圈。然后教師聽寫一個(gè)句子，如：That day, when Julia came back from school, she knew something was different.每個(gè)學(xué)生把這句話寫在紙上的第一行，然后他們要接著寫出Julia的故事中的第二句話，也就是根據(jù)開頭往下續(xù)寫第二句話。學(xué)生都寫完后，教師讓他們把紙傳給左邊的同學(xué)。接著他們要給傳到手中的故事再續(xù)寫一句話。續(xù)完后，再把紙傳給左邊的同學(xué)。學(xué)生仍要