英语教学法8课件doc.docx

英语教学法8课件doc.docx

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英语教学法8课件doc

Unit12TeachingWriting

AimsoftheUnit

-tounderstandthenatureofwritinginreality

tolearnacommunicativeapproachtowriting

-tobeawareoftheproblemsinwritingtasksinexistingtextbooks

tounderstandtheprocessapproachtowriting

Writingthroughe-mail

12.1What,whyandhowdowewrite?

Whatdowewrite?

Writingisareal-lifereality.Whetheritisinsocial,workorstudysituations,wewritetogetthingsdoneandtoformandmaintainsocialrelationships.

Inrealitythereisagreatvarietyofthingswewriteforexample,letters,journals,notes,instructions,posters,essays,reports,menus.Wefillinforms,answerquestionnairesandsimilartasks.

Whydowewrite?

Wewriteforvariousreasons,suchastoconveymessagesorjusttokeeparecordofwhatisinourmind.

Reasonswhyweshouldgetstudentsinvolvedinwritinginaforeignlanguage:

Writingcangiveavoicetoshystudentsaswritingcanserveasamediumthroughwhichlessconfidentstudentscancommunicatewiththeirteacher.

Writingcanbelessthreateningforanxiousstudentsasitgivesthemtimetothinkabouttheirmeaningandpurpose（Morgan,2005）.

Writingcanalsoraiseawarenessofhowlanguageworks.Throughwriting,studentswillbecomemorefamiliarwiththelinguisticandsocialconventionsofwritinginEnglish.

AcontrastbetweenwritinginELTclassroomandwritinginreality

writinginELTclassroom

writinginreality

Purpose

Toconsolidatelanguagerecentlylearned（writingaslanguagelearning）

Toconveymessageorforselfcreation

Waytowrite

Studentswriteaccordingtothetopicandrequirementsgivenbytheteacherinlimitedperiodoftime;thefocusisonthefinalproductwhiletheprocesswhichthestudentsgothroughwhiledothewritingtaskisvirtuallyignored.

Wemayhavesomeideaslongbeforeweputthemonpaper.Andweoftenplan,draft,andrewrite.Thatis,wefocusonthewritingprocess.

Principlesforteachingwriting

Choosethepropermodelforteaching.

Makethewritingtasksforrealcommunication.

Focusontheprocessratherthantheproduct.

Instructclearlyforeachstage.

Integratewritingwithreading,listening,andspeaking.

Payattentiontobothproductassessmentandprocessassessment.

Basically,inteachingwritingtheteacherofEnglishneedstogiveequalweighttoclarityofexpression,preciseness,conciseness,frequency,accuracy,andtheabilitytoorganizeandsummarizeideas.

12.2.Acommunicativeapproach

towriting

MechanicalwritingactivitiesthataredoneintraditionalELTclassroomdonotbythemselvesmotivatestudents.Tomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.Thismeanswritingforaspecificrecipientorengaginginanactofcreativewritingwheretheirworkisintendedtobereadbyanintendedaudience.

Inshort,studentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.

Somewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.

12.3Problemsinwritingtasks

Manywritingtasks,bothinexistingtextbooksandinclassroomteaching,failtohaveacommunicativeelementduetothefollowingdeficiencies:

1.Theyaremainlyaccuracy-based.

2.Theyaredesignedtopracticeacertaintarget

structures.

3.Thereisinsufficientpreparationbeforethewritingstage.

4.Thereisnosenseofaudienceorauthenticity.

5.Studentsaregivenideastoexpressratherthaninvitedtoinventtheirown.

6.Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.

7.Manyofthemaretest-oriented.

12.4AProcessApproachtoWriting

1.Whatisprocessapproachtowriting?

Theteacherprovidessomehelptoguidethestudentsthroughtheprocessthattheyundergowhentheyarewriting.Ofcoursethiskindofguidanceshouldbegraduallywithdrawnsothatthestudentsfinallybecomeindependentwriters.

2.Whatarethefeaturesofprocesswriting?

FeaturesoftheprocessapproachtowritingsummarizedbyBrown（1994:

320-321）:

Focusontheprocessofwritingthatleadstothefinalwrittenproduct;

Helpstudentswriterstounderstandtheirowncomposingprocess;

Helpthemtobuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;

Givestudentstimetowriteandrewrite;

Placecentralimportanceontheprocessofrevision;

Letstudentsdiscoverwhattheywanttosayastheywrite;

Givestudentsfeedbackthroughoutthecomposingprocess;（notjustonthefinalproduct）toconsiderastheyattempttobringtheirexpressioncloserandclosertointention;

Encouragefeedbackbothfromtheinstructorandpeers;

Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposition.

SuggestionsontheProcessApproachtoWriting

Beforewriting,studentsworktogethertobrainstormtopicsandideas.

Whilewriting,studentsshouldfinishitbythemselves.

Afterwriting,therearealotofoptionsfortheteachertodecidewhattodonext,e.g.peerreading,discussion,rewriting.

Theteachercouldprovidethestudentswithachecklisttoguidetheirpeerreadingandfeedback.

Inotherwords,writingactivitiesshouldservetoencourageaprocessofbrainstorming,drafting,writing,feedback,revisingandediting,whichproceedsinacyclicalfashionresemblingthewritingprocessofarealwriter.Thesetypesofactivitiesshould‘encouragetheideathatlearningtowriteismoreimportantthancreatingafinalproduct;itisthelearningofaseriesskillsleadingtotheproduct.’（Sokolik,2003:

96）

Process-orientedApproach

Pre-writing

Drafting

Revising

Seconddraft

Teacher’sfeedback

1）TheProcessofWriting

Drafting

Organize

Explorethenewidea

Edit

Checkideaandorganization

Correcting

Correctmistakes,suchasspelling,usage,punctuation

Publishing

Shareitwithothers

Pre-writingactivities

Collectmaterial,Chooseobjectandaudience

Theprocessapproachpaysattentiontopre-writing,while-writingandpost-writingactivities.

Creatingamotivationtowrite

Brainstorming

Mapping

Freewriting

Outlining

Drafting

Editing

Revising

Proofreading

Conferencing

Creatingamotivationtowrite

Purposeorreasontowrite

Interest

Brainstorming

Students’thoughtscanbeinspiredbyeachother’ssparklingpoints.

Themoreimportantistogetthestudentstothinkfreelyandputdownallpossibleideasthatcometotheirmind.

Mapping

Mappingwillgivestudentstheopportunitytoselectfromthelisttheseusefulideastobeincludedintheirwritingandalsotoseehowtheseideascanbeputtogetherinacoherentandlogicalwaytopresentaconvincingargument.

AspointedbyMorgan（2005）,whenstudentsseetheirideasemergevisuallyonthepage,itcanstimulatemoreideas.

Freewriting

Studentsarerequiredtowriteanythingthatcomestotheirmindsasquicklyaspossiblewithoutcaringmuchaboutspellingandgrammar.

Freewritingcanhelpstudentsdevelopfluencyinwriting.

Outlining

Anoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay.

Mainideaofeachparagraph;

Notesforsupportingdetails;

Anintroductionandaconclusion.

Itcanbechangedasthewriterhasbetterideas.

Drafting

Atthisstage,studentsshouldbegivenmoretimetowritethefirstdraftanddevelopingideasismoreimportantthangettinggrammaticalstructures,punctuationsorspellingcorrect.

Editing

Editingisthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.

Self-editingandpeer-editing

（what’sthebenefitinediting?

）

Exchangeofideasbetweeneditorsandwritersandjustificationofideas.

Revising

Revisingisthestagewhenteachersguidestudentstomakenecessaryimprovementsinbothorganizationandcontentsbasedeitherself-editingorpeerediting,eg.addingnewpointsordeletingirrelevantfacts,andcorrectingerrorsinspelling,punctuation,grammarorchoiceofwords.

Revisingcantakeseveralrounds,sostudentsneedtobepreparedtowriteasecondorthirddraftbeforetheysubmitthefinaldraft.

Proofreading（校对）

Thefinalstageinwriting

Toreadthewritingformistakesingrammar,spelling,punctuation,orcapitalization.

Independentproofreadingisencouraged.

Teachersshouldlimittheirinvolvementinmakingcorrectionsforthestudents.Theydonotneedtopresentallthecorrectforms.Theycanunderlinethoseproblematicitemsandleavethemforthestudentstodothecorrectionthemselves.

Inordertokeeptractofhowstudentsdoself-correction,aformcanbeusedsothatbothteachersandstudentscancheckfromtimetotimetoseeifthesamemistakes/errorsarerepeated.

Conferencing

Conferenceherereferstoaprivatemeetingbetweentheteacherandeachindividualstudent.Itisveryimportanttotalkfacetofacewithstudentsabouttheirwriting,pointingouttheirstrengthandweakness.Forsmallclasses,ifpossible,conferencingwithindividualstudentcanbedoneonceortwiceduringasemesterand5-10minutesforastudent.Foranumberoflargeclassesateacherteaches,therecanbeaclassconferencefocusingonthemainproblemsandfeaturesofgoodwritings.

Incommentingthestudents’writing,teachersshouldkeepinmindthatteachers’attitudecaninfluencestudents’confidenceandmotivationtowrite.Soduringtheteacher-studentconferencing,teachersneedtoencourageratherthancriticize,beconstructiveratherthandestructiveandtrytheirbesttoprotectstudents’self-esteem.

Evenafterthemarksaregiven,teacherscanstillallowstudentstocontinueimprovingtheirwriting.Inotherwords,studentscanrevisetheir