英语教学法8课件Word文件下载.docx

1、to understand the process approach to writingWriting through e-mail12.1 What, why and how do we write?What do we write? Writing is a real-life reality. Whether it is in social, work or study situations, we write to get things done and to form and maintain social relationships. In reality there is a

2、great variety of things we write for example, letters, journals, notes, instructions, posters, essays, reports, menus. We fill in forms, answer questionnaires and similar tasks.Why do we write?We write for various reasons, such as to convey messages or just to keep a record of what is in our mind.Re

3、asons why we should get students involved in writing in a foreign language: Writing can give a voice to shy students as writing can serve as a medium through which less confident students can communicate with their teacher. Writing can be less threatening for anxious students as it gives them time t

4、o think about their meaning and purpose （Morgan, 2005）. Writing can also raise awareness of how language works. Through writing, students will become more familiar with the linguistic and social conventions of writing in English. A contrast between writing in ELT classroom and writing in realitywrit

5、ing in ELT classroomwriting in realityPurpose To consolidate language recently learned （writing as language learning）To convey message or for self creationWay to writeStudents write according to the topic and requirements given by the teacher in limited period of time; the focus is on the final prod

6、uct while the process which the students go through while do the writing task is virtually ignored.We may have some ideas long before we put them on paper. And we often plan, draft, and rewrite. That is, we focus on the writing process.Principles for teaching writingChoose the proper model for teach

7、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

8、 needs to give equal weight to clarity of expression, preciseness, conciseness, frequency, accuracy, and the ability to organize and summarize ideas.12. 2. A communicative approach to writingMechanical writing activities that are done in traditional ELT classroom do not by themselves motivate studen

9、ts. To motivate students, it is necessary to engage them in some act of communication. This means writing for a specific recipient or engaging in an act of creative writing where their work is intended to be read by an intended audience.In short, students can be motivated by authentic writing tasks

10、that have some communicative elements.Some writing activities can be between “writing for learning” and “writing for communication”. 12. 3 Problems in writing tasksMany writing tasks, both in existing textbooks and in classroom teaching, fail to have a communicative element due to the following defi

11、ciencies:1. They are mainly accuracy-based.2. They are designed to practice a certain target structures.3. There is insufficient preparation before the writing stage.4. There is no sense of audience or authenticity.5. Students are given ideas to express rather than invited to invent their own.6. The

12、re is no opportunity for creative writing, particularly for expressing unusual or original ideas.7. Many of them are test-oriented.12.4 A Process Approach to Writing 1. What is process approach to writing? The teacher provides some help to guide the students through the process that they undergo whe

13、n they are writing. Of course this kind of guidance should be gradually withdrawn so that the students finally become independent writers.2. What are the features of process writing?Features of the process approach to writing summarized by Brown （1994:320-321）:Focus on the process of writing that le

14、ads to the final written product;Help students writers to understand their own composing process;Help them to build repertoires of strategies for prewriting, drafting, and rewriting;Give students time to write and rewrite;Place central importance on the process of revision;Let students discover what

15、 they want to say as they write;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 intention;Encourage feedback both from the instructor and peers;Include individual conferences between teacher and student during the process of composition.Suggestions on the Process Approach to WritingBefore writing, students wo