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英语教学法课件
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,studentscanrevisetheirwri