中學英語教學法課件

中學英語教學法

Unit11TeachingWriting

中學英語教學法

Unit11TeachingWritUnit11TeachingWriting

Topicsfordiscussion:ThenatureofwritinginrealityAcommonapproachtowritingProblemsinwritingtasksinexistingtextbooksAprocessapproachtowritingWritingthroughe-mail

Unit11TeachingWritingTopic11.1ThenatureofwritinginrealityDifferencesofteachingwritingintheclassroomandinreality:

InELTclassroom,writingisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied,as“writingaslanguagelearning”,andthusispseudowriting.

Inreality,mostwritingisforcommunication,i.e.,toconveymessagesorforselfcreation,e.g.writingpoems.

11.1ThenatureofwritinginInELTclassrooms,especiallyintraditionalpedagogy,writingoftengoesthisway:theteachergivesatopicoraselectionoftopics,asetofrequirements,andatimelimit.Accuracyofthefinalproductisstressedandtheprocessisignored.

Inreality,wemayhavesomeideaslongbeforeweputthemonpaper.Weoftenplan,draft,andrewrite.

InELTclassrooms,especiallyIfwritingtaskslackauthenticity,theydonotmotivatestudents.Ifwritingtasksfocusontheproductratherthanontheprocess,theydonothelpstudentstodeveloprealwritingskills.

Thereforeweshouldadvocateauthenticwriting,andweshouldadvocatetheprocessapproachtowriting.

Ifwritingtaskslackauthenti11.2AcommonapproachtowritingTomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.

Eitherwritingforaspecificrecipient(e.g.alettertoafriend),or:

Engaginginanactofcreativewritingwheretheirworkisintendedtobereadbyotherpeople.

11.2AcommonapproachtowritInshortstudentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.

Howeversomewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.

InshortstudentscanbemotivSomeexamplesofwritingtasks:aretheyforconsolidatinglanguage,oraretheyforcommunication?(seepp.139-40)

Someexamplesofwritingtasks中學英語教學法課件中學英語教學法課件中學英語教學法課件11.3ProblemsinwritingtasksDeficienciesofwritingtasksinexistingEnglishtextbooks:

Theyaremainlyaccuracy-based.Theyaredesignedtopractisecertaintargetstructures.Thereisinsufficientpreparationbeforethewritingstage.-11.3ProblemsinwritingtasksThereisnosenseofaudience.Thereisnosenseofauthenticity.Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.Thereisnosenseofaudience.Compare2examples:

e.g.1

WritingWriteaboutthesportswhichyoulike.Usephraseslikethese:Idon’tlike…Ienjoy…Myfavouritesportis…Iquitelike…Iprefer…to…Ilike…because…

Compare2examples:e.g.1e.g.2

Apenpalhaswrittentoyouandhasdescribedthesportsthathe/shelikesmost.He/Sheaskedyourfavouritesports.Ifyouhavesomethingincommon,youmaywanttotalkaboutitorsuggestthatyouplayittogethersometimeinthefuture.Writebacktoyourpenpal.

e.g.2Aprocessapproachtowriting

Featuresofprocesswriting:

Focusontheprocessofwriting;Helpstudentstounderstandtheirowncomposingprocess;Helptobuildstrategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision;

-AprocessapproachtowritingLetstudentsdiscoverwhattheywanttosayastheywrite;Givestudentsfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention;Encouragefeedback

bothfromtheinstructorandpeers;Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposing.

LetstudentsdiscoverwhattheAnexampleofteachingwriting:(seep.143)Step1:raisingaquestion:whatproblemsisourcityconfrontedwith?Step2:abriefdiscussionontheproblems;Step3:groupdiscussiononsolutions;Step4:individualcomposing:MySolutionstotheProblemof…;-AnexampleofteachingwritingStep5:readingone’sowncomposition,makingsuggestionsonhowtomakeimprovement,focusingonideasratherthanonlanguage;Step6:rewriting,selectingandorganisingideas,keepingandeyeonlanguage;Step7:groupingstudentsbasedonthetopics,lettingstudentsreadtheirowncomposition;Step8:makingalistofoptimalsolutions,producingaproductofthewholegroup;Step9:creatingaClassNewsLetterlike“ProblemsandSolutionsinOurCity”;Step5:readingone’sowncomp11.5Writingthroughe-mail

Pleaseseepp.144-511.5Writingthroughe-mailPl11.6ConclusionTraditionally,mostofwritingexercisesinEnglishtextbooksaredesignedwiththepurposeof“writingforlearning”ratherthan“writingforcommunication”.Twoapproachestowriting:thecommunicativeapproachandtheprocessapproach.

11.6ConclusionTraditionally,EndofUnit11Thankyou!EndofUnit11Thankyou!中學英語教學法

Unit11TeachingWriting

中學英語教學法

Unit11TeachingWritUnit11TeachingWriting

Topicsfordiscussion:ThenatureofwritinginrealityAcommonapproachtowritingProblemsinwritingtasksinexistingtextbooksAprocessapproachtowritingWritingthroughe-mail

Unit11TeachingWritingTopic11.1ThenatureofwritinginrealityDifferencesofteachingwritingintheclassroomandinreality:

InELTclassroom,writingisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied,as“writingaslanguagelearning”,andthusispseudowriting.

Inreality,mostwritingisforcommunication,i.e.,toconveymessagesorforselfcreation,e.g.writingpoems.

11.1ThenatureofwritinginInELTclassrooms,especiallyintraditionalpedagogy,writingoftengoesthisway:theteachergivesatopicoraselectionoftopics,asetofrequirements,andatimelimit.Accuracyofthefinalproductisstressedandtheprocessisignored.

Inreality,wemayhavesomeideaslongbeforeweputthemonpaper.Weoftenplan,draft,andrewrite.

InELTclassrooms,especiallyIfwritingtaskslackauthenticity,theydonotmotivatestudents.Ifwritingtasksfocusontheproductratherthanontheprocess,theydonothelpstudentstodeveloprealwritingskills.

Thereforeweshouldadvocateauthenticwriting,andweshouldadvocatetheprocessapproachtowriting.

Ifwritingtaskslackauthenti11.2AcommonapproachtowritingTomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.

Eitherwritingforaspecificrecipient(e.g.alettertoafriend),or:

Engaginginanactofcreativewritingwheretheirworkisintendedtobereadbyotherpeople.

11.2AcommonapproachtowritInshortstudentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.

Howeversomewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.

InshortstudentscanbemotivSomeexamplesofwritingtasks:aretheyforconsolidatinglanguage,oraretheyforcommunication?(seepp.139-40)

Someexamplesofwritingtasks中學英語教學法課件中學英語教學法課件中學英語教學法課件11.3ProblemsinwritingtasksDeficienciesofwritingtasksinexistingEnglishtextbooks:

Theyaremainlyaccuracy-based.Theyaredesignedtopractisecertaintargetstructures.Thereisinsufficientpreparationbeforethewritingstage.-11.3ProblemsinwritingtasksThereisnosenseofaudience.Thereisnosenseofauthenticity.Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.Thereisnosenseofaudience.Compare2examples:

e.g.1

WritingWriteaboutthesportswhichyoulike.Usephraseslikethese:Idon’tlike…Ienjoy…Myfavouritesportis…Iquitelike…Iprefer…to…Ilike…because…

Compare2examples:e.g.1e.g.2

Apenpalhaswrittentoyouandhasdescribedthesportsthathe/shelikesmost.He/Sheaskedyourfavouritesports.Ifyouhavesomethingincommon,youmaywanttotalkaboutitorsuggestthatyouplayittogethersometimeinthefuture.Writebacktoyourpenpal.

e.g.2Aprocessapproachtowriting

Featuresofprocesswriting:

Focusontheprocessofwriting;Helpstudentstounderstandtheirowncomposingprocess;Helptobuildstrategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision;

-AprocessapproachtowritingLetstudentsdiscoverwhattheywanttosayastheywrite;Givestudentsfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention;Encouragefeedback

bothfromtheinstructorandpeers;Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposing.

LetstudentsdiscoverwhattheAnexampleofteachingwriting:(seep.143)Step1:raisingaquestion:whatproblemsisourcityconfrontedwith?Step2:abriefdiscussionontheproblems;Step3