Unit 11 Teaching Writing.docx

Unit 11 Teaching Writing.docx

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Unit11TeachingWriting

Unit11TeachingWriting

-----------------------------------Part1-------------------------------------

I.Revision

Question1:

Whydoyouread?

Wereadfor:

1.survival

2.learningandinformation

3.entertainmentorpleasure

Question2:

Whatisreading?

Readingisanactiveprocess,duringwhichthereadertriestounderstandthemeaningofagiventext.

Question3:

Howdopeopleread?

Generallyspeaking,wefollow3waystoread?

1.The“bottom-up”approach/model

2.The“top-down”approach/model

3.The“interactive”wayofreading（interactiveprocess）

Question4:

Whatarethedifferencesbetweenreadingaloudandsilentreading?

Differences:

manner/speed/purpose/skillsinvolved/activitytype/managementintheclassroom

Question5:

Whatdoeffectivereadersdo?

Theyreadwith:

1.Clearpurpose

2.Languageskills

3.Backgroundknowledge

4.Readingstrategies

Question6:

Whatdopeopleread?

Question7:

Whatarethetwobroadlevelsinreading?

1.Visualsignalsfromtheeyes

2.Acognitivetaskofinterpretingthevisualinformation…

Question8:

Whatskillsdoreadersneedinordertoachievethesetwolevelsofreading?

（Reading:

P116）

Question9:

Whatstrategicskillsdostudentsneedinordertomakereadingmoreefficient?

（Reading:

P116）

1.Skimming

2.Scanning

3.Inferringthemeaningofunknownelements

4.Recognizingrhetoricalstructure:

5.Predicting:

guessingwhatiscomingnext

6.Distinguishingthemainideafromsupportingdetails

Question10:

Whataretheprinciplesforteachingreading?

（Reading:

P117）Question11:

Howdoteachersteachreading?

Onewayistoteachreadingin3-StageModel:

1.Pre-readingstage

2.While-readingstage

3.Post-readingstage

A.Pre-reading:

Theaimofpre-readingstageisthreefolds:

Interest/motivation/preparations

Activities:

Whichactivity?

1）Predicting:

basedonthetitle/vocabulary/T/Fquestions/theteacher’sgeneralquestions/visualinformation/relatedinformation/theirownquestions/keywords/thestudents’expectation.

2）settingthescene

3）Skimming

4）Scanning

B.Theaimofwhile-readingstageistohelp:

thestudentsunderstandthecontent,thestructureofthetextandtheauthor’spurposeofwritingit

Activities:

Whichway?

1.skimming

2.scanning

3.informationtransferactivities:

transferringinformationfromthetexttoadiagram,table,form,map,picture,chart…

SITDOP/textvisualaidSscomprehendmeaning

4.takingnote（onmainorspecificpoints）

5.drawingadiagramtoshowthetextstructure

6.answeringthefactualquestions

7.answeringinferencequestions

8.puttingtheeventsinthecorrectorder

9.statingwhetherstatementsaretrueorfalse

10.answeringliteralquestions（meaningofwords）

11.understandingreferences

12.givingsectionsofatextappropriateheadings

13.givingthetextanappropriatetitle&somefromthecoursebook:

Informationtransfer

Readingcomprehensionquestions

Understandingreferences

Makinginferences

C.Aimsofpost-readingstage:

1.Consolidateorreflectonwhathasbeenreadinthetext.

2.Relatethetexttothestudents’ownknowledge,interestsorviews/whattheyknowandwhattheyfeel.

3.Enablestudentstoproducelanguageanduseitfreelybasedonwhattheyhavelearned.

Activities:

Whichone?

1.discussionofthetopicofthetext

2.question-and-answer

3.reproducingthetext（prompts）

4.role-playadifferent/samesituation

5.gap-filling

6.commentonthecontentofthetext

7.retellingthestory

8.finishingthestory

9.listeningtoorreadingsomesupplementarymaterialsaboutthetopic

10.writingasummary

11.falsesummaryT:

withwronginformation

12.interviewing

Differenttextsneeddifferentteachingmethods.Wecandesignourownreadingtaskscreatively

OtherwayofteachingReading:

Intensivereading&Extensivereading;ReadinginclassandReadingoutsidetheclass;Silentreadingandreadingaloud.

Question12:

Whatstageshouldwefollowtocarryoutrole-play?

（Reading:

P134）

-----------------------------------Part2------------------------------------

I.Presentation

Question1:

WhydowewriteinEnglish?

（Ss’groupwork:

Forvariousreasons:

P137）

1.Examination

WritinginEnglishenablesustopassexaminations

Whatkindsofexaminations:

1.2.3.4.

2.Communication

WritinginEnglishisnecessaryincommunicatingwithothers.

Whatway:

1.2.3.4.

3.Entertainment

WritinginEnglishcanbeentertainingforus.

Whatkindsofentertainments:

1.2.3.4.

InlinewithQuestion1,wemaywrite:

1.essays,thesis,letters,dissertations,reports,notes,compositions,etc

2.notes,letters,explanations,instructions,invitations,applications,complaints,etc

3.poems,stories,novels,diaries,etc

II.TeachingWriting

11.1Thenatureofwritinginreality（P136）

Question2:

WhatdowewriteinReality?

（Ss:

Brainstorm）Wewriteletters,journals,notes,instructions,posters,essays,reports,poems,stories,menus,etc.mostlyforcommunication,toreflectourinnerthoughtsorfeelings.

Soweshouldrealizethatthereisagreatvarietyofthingswewriteinreality.

Question3:

HowdowewriteintheELTclassroom?

（Reading:

P137）

1.Writingisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied.Soitcanbeseenas“writingaslanguagelearning”or“pseudowriting”,whichlacksauthenticityanddoesn’tmotivatestudents.

2.Writingoftengoesthisway:

1）T:

topic

2）T:

requirements

3）Ss:

finishthetask

4）Ss:

handinproduct

5）T:

evaluationonthequalityortheaccuracyofthelanguage（onlycommentsonthequalityofthelanguage

Question4:

Whatarethedifferencesbetweenthewritinginclassandinreallife?

（Reading:

P137）

Inclass

Writingaslanguagelearning

Theprocess（plan,draft,rewrite）isignored

Pseudowriting,nointerest

Inreallife

Writingforcommunication

Authenticity/realideas

Realwriting,authentic,motivation

Inordertomotivatestudents,weshouldadvocateauthenticwriting.Ifwritingtasksfocusontheproductratherthanontheprocess,theydonothelpstudentstodeveloprealwritingskills.

11.2Acommunicativeapproachtowriting（P138）

Twomethodsofwriting:

1.Thecommunicativeapproach:

writingforacertainintendedaudiencewiththepurposeofcommunication.Studentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.

2.Theprocessapproach:

Whatstudentsdobefore/while/aftertheirwriting.

Traditionalwriting:

Norealdesireforwritingjustbecausetheteacherrequiresthemtodoso,andrealideasarecutoffintheirwriting,onlyleavingtheteacher’sframeworkwhichusuallyfocusonconsolidatinglanguageratherthanonwritingforcommunication,asillustratedinthepiebelow:

Butinreality,wemayhavesomeideaslongbeforeweputthemonpaper.Andweoftenplan,draft,andrewrite.

Task2/P138

11.3Problemsinwritingtasks

（Reading:

P140）

Ifwewanttomaketheteachingofwritingeffective,weshould:

1.Makestudentswanttowriteastheyexpecttocommunicatewithothers

2.Teachthemhowtowriteandguidethemthroughtheprocessofwriting

Thatis:

Inacommunicativeapproach:

Theirworkisintendedtobereadbyotherpeople/P138

Inaprocessapproach:

Guidethestudentsthroughthewritingprocess,andgraduallytomakethemtobecomeindependentwriters/P141

Onthecontrary,theproduct-orientedmethodofteachingwritingpaysgreatattentiontotheaccuracyofthefinalproductbutignorestheprocess,whichthestudentsgothroughtoreachthefinalgoal.

11.4Aprocessapproachtowriting（P141）

1.Featuresofprocesswriting（Reading:

P142）

2.3-StageModel:

1）Pre-writing:

Agroupofstudentsworktogethertobrainstormtopicsandideas,anditwouldbemoreproductive.

2）While-writing:

Assoonasthestudentsstartwriting,itisbasicallyanindividualactivity（helpfromtheteacherifnecessary）

3）Post-writing:

Whenstudentsfinishwriting,therearelotsofoptionsfortheteachertodecidewhattodonext,suchaspeerreadingorgroupreading,discussion,rewriting,etc.

Task4/P143

11.5Writingthroughe-mail（P144）

Writinginrealtimewithrealpurpose.

P.S

Transitiondevice（TD）:

Becausenotallwritingactivitiescanbedesignedforcommunication,itcanbeagoodideatotransfer“writingforlearning”to“writingforcommunication”bytheadoptionoftheapproach.

ThewritingProcess:

1.Prewriting

1）Developingasenseofpurposeandasenseofaudience

2）Gatheringinformationorideasaboutthetopic:

Thepurposeofthetopiccanbevarious:

（1）Examinations:

dissertations,essays,notes,reports

（2）Communication:

letters,invitations,complaints,notes,instructions,examinations

（3）Entertainment:

stories,novels,poems,diaries

3）Organizingrelevantideastomakeanoutline

2.Writing

1）Focusinginformation（findafocus）

2）Grafting（firstdraft）

3）Revisingchecklist:

keeporraisesomerelevantquestionstocheckwhetheryouressayissatisfactoryornot（purpose,organization,arguments,conclusion,spelling,punctuation,grammar）

4）Editing:

Thepurposeofitistocheckforaccuracyandfeedbackforfurtherimprovement,whichcanbedoneby1）Pair-workediting;

（2）group-workediting

3typesofwritingtasks:

Theprocessofwritingshouldbefromcontrolled→toguidedwritingand→tofreewriting

1.Controlledwriting

1）Combining:

joinwordsintosentences

2）Substitution:

Newwords,sentences,paragraphs,etcaretobesubstituted

2.Guidedwriting:

1）Completion:

sentences,diagrams

2）Reproduction:

copying,rewriting

3）Compression:

summary

4）Paraphrase:

changethevocabularyorthestructureofthesentences

3.Freewriting

1）Gettingideasonthetopic

2）Sel