英語(yǔ)教學(xué)法教程unit12課件

1、Unit 12 Teaching WritingUnit 12 Teaching WritingWarm up: relationship between reading and writing?Writing almost always involves reading; the two skills, the receptive and the productive, are interdependent. Generally speaking, the student who reads with ease and reads widely finds writing easier th

2、an the students who dont read much or read with difficulty. It doesnt necessarily follow that a good reader is good at writing, but most students find that, if they continue to practice reading, their writing improves.Warm up: relationship between The purpose of writing1)writing as a supplementary a

3、ctivityWriting is often used as a tool that helps to reinforce the main tasks of reading and showing comprehension of reading and listening. But writing can also be used in these classes on a number of other ways, as a supplement to a lesson. Writing tasks which can set as a supplement to reading, s

4、peaking or listening class include:a.dictation-dictoglossb.writing a summaryc.written tasks using new vocabulayd.note-takinge.writing dialogues free or “mapped”f.form fillingg.other?The purpose of writing1)writin2)writing as an independent performance skill(1)Letter writingWriting successful formal

5、letters involves three things:a.mastering layoutb.using appropriate language/anizing content(2)Essay writingThis is obviously a complex skill and one that even educated native speakers take a long time to master Description: Narration Exposition Argumentation2)writing as an independent peD

6、ifficulty in writingMany native speakers find that expressing themselves in writing in their own language is more difficult than speaking. This could be for many reasons:To many people, writing seems artificial, whereas speaking seems naturalWhen writing, you are usually isolated from the feedback o

7、f another person and you cant use gesture,facial expression, or intonation to facilitate communicationA good writer must be sure of sentence structure,spelling.and punctuation,as well al style and appropriate register. Misusing vocabulary or grammar easily obscure the meaning you are trying to expre

8、ssWriting demands successful organization of ideas and information.A writer has to choose an appropriate style for the subject and the reader.Difficulty in writingMany natiProblems in writing tasksThey are mainly accuracy-based.They are designed to practice a certain target structures.There is insuf

9、ficient preparation before the writing stage.There is no sense of audience.There is no sense of authenticity.Problems in writing tasksThey 6. Students are given ideas to express rather than being invited to invent their own.7. There is no opportunity for creative writing, particular for expressing u

10、nusual or original ideas.8. Many of them are test-based6. Students are given ideas toFeatures of good writingGood layout, language and content.Layout: like spacing, idention, handwriting or typeface should comply with conventionLanguage : a well-written text includes spelling accurately, getting the

11、 grammar right, punctuating meaningfully, having a range of vocabulary and an appropriate choice of words, and using a wide range of sentence structures.Content : ideas should be developed and organized clearly and convincingly, and ideas and information in sentences should be linked in a coherent f

12、ashionFeatures of good writingGood lAims of the Unit- to understand the nature of writing in reality- to learn a communicative approach to writing- to be aware of the problems in writing tasks in existing textbooks- to understand the process approach to writingAims of the Unit- to understanWriting i

13、s a productive skill of the language, which usually comes at the end of the four language skills!Writing is a productive skill Product-oriented ApproachContent-oriented ApproachProcess-oriented ApproachI.The Models of Teaching WritingProduct-oriented ApproachI.The1.Product-oriented ApproachTeacher g

14、ives the titleStudents writeTeacher correct them1.Product-oriented ApproachTea2. Content-oriented ApproachCollecting materialsDraft writingRevising2. Content-oriented ApproachCo3.Process-oriented ApproachPre-writing DraftingRevisingSecond draftTeachers feedback3.Process-oriented ApproachPreDraftingO

15、rganizeExplore the new ideaEditCheck idea and organizationRevisingCorrectingCorrect mistakes, such as spelling, usage, punctuationPublishingShare it with othersCollect material,Choose object and audiencePre- writing activities1) The Process of WritingDraftingOrganizeEditCheck idea2) Process writing

16、tasks2) Process writing tasks英語(yǔ)教學(xué)法教程PPTunit123) Comments on the process writing approachThe positive views on process writing reveal that firstly the writing process is regarded as a natural, reasonable, and logical pattern in human thinking.Secondly, the brainstorming stage is helpful in providing

17、ideas for actual writing. By discussing with peers they can get a lot of information concerning the writing topic. Thus it solves the problem of having nothing to write about.3) Comments on the process wriThirdly, the approach helps learners accomplish the writing tasks step by step instead of all a

18、t once. In this way they will feel less pressurized and thus find the job easier to cope with.Lastly, the progress they have achieved during the writing process gives them confidence. Thirdly, the approach helps leBrown (1994:320-321) summarizes the features of process approachFocus on the process o

19、f writing that leads to the final written product;Help student writers understand their own composing process;Help them build repertoires of strategies for prewriting, drafting, and rewriting;Give students time to write and rewriteBrown (1994:320-321) summarize5. Place central importance on the proc

20、ess of revision;6. Let students discover what they want to say as they write;7. Give students feedback throughout the composing process ( not just on the final product) to consider as they attempt to bring their expression closer and closer to intention5. Place central importance on8. Encourage feed

21、back both from the instructor and peers;9. Include individual conferences between teacher and student during the process of composition.8. Encourage feedback both froA communicative approach to writingTo motivate students, it is necessary to engage them in some act of communication. This means eithe

22、r writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.A communicative approach t

23、o wrIt should be noted that at the stage of language learning ( contrast to language use in real life), not everything can be purely communicative; that is, the learners do many activities while keeping an eye on certain language elements. So some writing activities can be between “writing for learn

24、ing” and “writing for communication”.It should be noted that at theMotivating students to writeMake the topic of writing as close as possible to students lifeLeave students enough room for creativity and imaginationPrepare students well before writingEncourage collaborative group writing as well as

25、individual writingMotivating students to writeMaProvide opportunities for students to share their writingsProvide constructive and positive feedbackTreat students errors strategicallyGive students a sense of achievement from time to timeProvide opportunities for studChoose the proper model for teach

26、ing.Make the writing tasks for real communication.Focus on the process rather than the product.Instruct clearly for each stage.Integrate writing with reading, listening, and speaking.Pay attention to both product assessment and process assessment.Basically, in teaching writing the teacher of English

27、 needs to give equal weight to clarity of expression, preciseness, conciseness, frequency, accuracy, and the ability to organize and summarize ideas.II.The Principles of Teaching Writing II.The Principles of Teaching Suggested Activity1.ThinkPairShareSuggested Activity1.Think2.Interview ActivityGive

28、 a report about some classmates.Interview four or more classmates.Ask them:What do you like?What do you hate?What do you like to do?What do you hate to do?What/who/where/when do youWrite the answers down in a chart.2.Interview ActivityGive a rep英語(yǔ)教學(xué)法教程PPTunit123. Jigsaw Work together to learn moreEx

29、perts: each person learns one part.Expert Groups: those who learned the same part get together.Re-group: eachgroup will haveone from each ofthe expert groups.3. Jigsaw Work together to lFishbone DiagramFishbone Diagram4. Jumbled sentences: Use these sentences to write a paragraph about the pygmies.

30、Change the order and add any necessary punctuation.They can move easily in the forest.And they are not afraid of it. The forest in the center of Africa is a dangerous place.Pygmies know the forest well.Because they are very small.A big pygmy is only 1 m 40 cm tall.But the pygmies are happy there.4.

31、Jumbled sentences: 5. Parallel writing: Read the following report: Alice is very practical, but he is also rather untidy. For example, he is very good at repairing things, such as bike, but he never puts his tools away afterwards.Now write similar reports, using these adjectives or others of our own

32、 choice: careless hardworking lazy rude clever kind nice silly5. Parallel writing: Read the6. Jumbled story6. Jumbled story7.Flow-chart dialogue writingMake an excuse.Give your phone number. Ask who is speaking.Say who you are. .Ask about As healthTell B about your health.Make a suggestion for a mee

33、tingPersuade A.Agree reluctantly.Confirm arrangements and end conversation.7.Flow-chart dialogue writingM8.Framework writing:(1)Read the following paragraph and find out the framework.Sharing a flat has certain advantages. For one thing, you do not have to do all the housework yourself. Besides, it

34、is also cheaper. On the other hand, you may not have much privacy and, moreover, it may be noisy. All in all, it is probably better to live on your own.8.Framework writing:(1)Read th(2)Compare yours with the following:TopicFlat sharingadvantages1 2disadvantages1 2conclusion(2)Compare yours with the

35、foll(3)Select one of the following topics and write a paragraph according to the above frame work.Living in big citiesOwning a carTutoring three students in the spare time(3)Select one of the following9.Picture sequence writing: 1432A ?DCBA?DB?C9.Picture sequence writing: 1410.Wheeled writing:Starts

36、ettingBad guy does bad thingsGood guy finds outGood guy and bad guy argueTherefore, good guy turns bad guy good10.Wheeled writing:StartBad guSetting6. Bens background1.How they met2. New York3. fall4. jobs5. Sounders backgroundBad guy does bad thingsIn his apartmentHijacks busMillionaire on boardBenHit man2 years agoGood guy finds outOffice in Times SquareFinds out over telephone from millionaire wifePaid two million to get him bac