高中英語寫作教學(xué)的設(shè)計

1、英語寫作教學(xué)設(shè)計英語寫作教學(xué)設(shè)計 寫作教學(xué)寫作教學(xué)一、當(dāng)前寫作教學(xué)中存在的問題一、當(dāng)前寫作教學(xué)中存在的問題:1. 1. 寫作教學(xué)的整體設(shè)計和規(guī)劃不夠。寫作教學(xué)的整體設(shè)計和規(guī)劃不夠。2. 2. 寫作教學(xué)的訓(xùn)練模式太單一。寫作教學(xué)的訓(xùn)練模式太單一。3. 3. 沒有形成系統(tǒng)的寫作教學(xué)訓(xùn)練材料。沒有形成系統(tǒng)的寫作教學(xué)訓(xùn)練材料。4. 4. 寫作練習(xí)題設(shè)計的語境缺乏真實性。寫作練習(xí)題設(shè)計的語境缺乏真實性。5. 5. 考試中作文所配圖不能充分說明問題?？荚囍凶魑乃鋱D不能充分說明問題。二、何謂寫作二、何謂寫作: 交際語言教學(xué)（交際語言教學(xué)（cltclt）對寫的理解：認(rèn)為寫）對寫的理解：認(rèn)為寫是實現(xiàn)交際目的的

2、一項重要技能。是實現(xiàn)交際目的的一項重要技能。寫是用書面寫是用書面語傳遞信息的一種交際能力。語傳遞信息的一種交際能力。 2020世紀(jì)世紀(jì)8080年代費勞爾（年代費勞爾（flower)flower)和海斯和海斯（hayes)hayes)提出了提出了認(rèn)知程序理論認(rèn)知程序理論（cognitive cognitive process theory) process theory) 。認(rèn)知程序理論認(rèn)知程序理論注重寫作過程注重寫作過程即：教師要幫助學(xué)生提高寫作的效率，減少寫即：教師要幫助學(xué)生提高寫作的效率，減少寫作過程中的困難。作過程中的困難。三、寫作教學(xué)的目標(biāo)和策略三、寫作教學(xué)的目標(biāo)和策略: 在于幫助學(xué)生

3、形成一套可行的寫作策略在于幫助學(xué)生形成一套可行的寫作策略：1. 1. 動筆前的醞釀動筆前的醞釀（構(gòu)思（構(gòu)思, ,定中心定中心, ,擬提綱擬提綱, ,定步驟）定步驟）2. 2. 起草；調(diào)整起草；調(diào)整（增補，修正，調(diào)整思路）（增補，修正，調(diào)整思路）3. 3. 修改修改（注意：修辭，句子結(jié)構(gòu)，語法等）（注意：修辭，句子結(jié)構(gòu)，語法等） 四、寫作的程序四、寫作的程序: 席爾瓦（席爾瓦（silva）認(rèn)為大體可分為：）認(rèn)為大體可分為：1. 寫前階段（寫前階段（pre-writing processes） a. 策劃（策劃（planning） b. 確定目標(biāo)（確定目標(biāo)（targeting） c. 組織思路（組

4、織思路（organizing）2. 寫作階段（寫作階段（in-writing processes） a. 起草（起草（drafting） b. 評估（評估（evaluating） c. 整理（整理（editing） d. 修改（修改（rewriting）五、寫作教學(xué)的重點五、寫作教學(xué)的重點:1. 1. 制定寫作的教學(xué)計劃。制定寫作的教學(xué)計劃。 包括包括：課時，內(nèi)容，訓(xùn)練活動，檢測題等。：課時，內(nèi)容，訓(xùn)練活動，檢測題等。 寫作要求適中；難度不可過高；寫作要求適中；難度不可過高；要對學(xué)生的需要對學(xué)生的需求和興趣做必要的調(diào)查求和興趣做必要的調(diào)查。2.2. 注意寫作教學(xué)的注意寫作教學(xué)的真實性真實性，實

5、用性實用性和和趣味性趣味性。 寫是傳遞和儲存書面信息的寫是傳遞和儲存書面信息的交際方式交際方式，并能超，并能超越時間和空間的限制。寫作練習(xí)越時間和空間的限制。寫作練習(xí)應(yīng)應(yīng)發(fā)揮這一功發(fā)揮這一功能，才能具有能，才能具有真實性真實性。寫的內(nèi)容應(yīng)能引起學(xué)生寫的內(nèi)容應(yīng)能引起學(xué)生的興趣的興趣，激發(fā)他們的動機激發(fā)他們的動機，激活他們的思維激活他們的思維。3.3. 提倡提倡“互動式和社會結(jié)構(gòu)式互動式和社會結(jié)構(gòu)式”的寫作訓(xùn)練。的寫作訓(xùn)練。 約翰斯認(rèn)為寫作不完全是個人行為，而是發(fā)約翰斯認(rèn)為寫作不完全是個人行為，而是發(fā)生在團體中的行為，因此他提倡互動式生在團體中的行為，因此他提倡互動式（interactiveint

6、eractive）和社會結(jié)構(gòu)式（）和社會結(jié)構(gòu)式（social social constructiveconstructive）的寫作訓(xùn)練方法。）的寫作訓(xùn)練方法。 所謂互動式是指作者和讀者之間的相互作用。所謂互動式是指作者和讀者之間的相互作用。 所謂社會結(jié)構(gòu)式是指文章和作品的寫作是離不所謂社會結(jié)構(gòu)式是指文章和作品的寫作是離不開集體的。強調(diào)寫作的社會性，開集體的。強調(diào)寫作的社會性，就是提倡學(xué)生就是提倡學(xué)生的小組活動的小組活動，通過討論合作完成寫作，通過討論合作完成寫作，使寫作使寫作的的過程過程變成作者和讀者的交流和學(xué)習(xí)變成作者和讀者的交流和學(xué)習(xí)。 六、寫作教學(xué)訓(xùn)練內(nèi)容六、寫作教學(xué)訓(xùn)練內(nèi)容: : b

7、efore you write think like a reader.1.transitions（過渡詞）（過渡詞）: pre-test; post-test2.subordination（細(xì)節(jié)句）（細(xì)節(jié)句）: pre-test; post-test3.parallelism（平行）（平行）: pre-test; post-test4.topic sentence（主題句）（主題句）: pre-test; post-test5.controlling idea（中心）（中心）: pre-test; post-test6.unity（一致）（一致）: pre-test; post-test7.

8、coherence（連貫）（連貫）: pre-test; post-test七、寫作教學(xué)訓(xùn)練內(nèi)容解讀七、寫作教學(xué)訓(xùn)練內(nèi)容解讀:1. transitions: when a runner in a relay race passes his wand to another team member, his team keeps moving ahead. when a writer uses transitions, he keeps his ideas moving ahead2. subordination: when people wanted to look especially goo

9、d, they are willing to spend more than their budget allows in order to have the latest hairstyle. the least important idea at this time-saving money-is subordinated to the most important idea-having attractive hair. when a writer wants to show a reader that one idea in a sentence is more important t

10、han another idea, the writer also subordinates the less important idea. 3. parallelism: to become a good skier, a person learns how to keep skis on parallel tracks while speeding down a slope. parallel structure in writing also makes it possible for a writer to move forward smoothly.4. topic sentenc

11、e: if you aim a frisbee well, your partner will be able to catch it more easily. and if a writer puts a topic sentence in a paragraph, a reader will be more likely to catch the paragraphs main idea.5. controlling idea: a backpack that is well filled keeps you alive in the wilderness. and a topic sen

12、tence that includes a controlling idea keeps a writers purpose alive in a paragraph.6. unity: a violinists music does not fit with a rock bands beat. removing the violinist produces a unified sound. a writer gains unity in the same way by cutting out any thoughts that do not fit in with a paragraphs

13、 controlling idea.7. coherence: riding a direct line through the surf without falling is a surfers goal. a writer is also concerned with direct forward movement. by creating a direct line of thought, a writer gives a paragraph its necessary coherence.transitions pre-test: wilma likes traveling by bu

14、s better than traveling by airplane for four reasons. _1_(thus,first,in fact) it costs less. she can ride by bus from new york to chicago for $20. _2_(and,so,yet) the air fare between the two cities is $78. _3_(nor,but,second) traveling by bus gives her a closer look at the cities and countryside th

15、an she could get from a plane. _4_(still,next,for example) enjoys driving through the big cities of philadelphia, pittsburgh, and fort wayne. _5_(third,now,indeed),wilma finds that the passengers on the bus are often closer to her own age. _6_(similarly,instead,after all,so), they are easy to talk w

16、ith on the shared travel adventure. _7_(in contrast, finally, otherwise) many airline passengers are businessmen who keep busy with their work while flying. _8_ (therefore, fourth, accordingly), riding a bus allows wilma to explore any stop along the way. _9_ (on the other hand, moreover, for instan

17、ce), once she got off the bus at a small town in indiana and spent the night with a girl friend. _10_ (so, then, yet), the next day she took another bus to chicago. _11_ (for these reasons, at last, now), wilma usually prefers buses instead of planes unless she has to get somewhere in a hurry .trans

18、itions post-test:paolo likes to fly as an airline passenger at night rather than during the day for four reasons. _1_, it costs less. _2_ he would have to pay $125 to fly from san francisco to mexico city by day. _3_ by night, the fare is $75. _4_, the plane is less crowed on night flights. _5_, pao

19、lo rarely has to sit three abreast when he flies at night. _6_, he has more room to stretch out. _7_, night flights are quieter than day flights. _8_, paolo can study or read without being distracted by loud conversations or by people walking up and down the aisle. _9_, passengers on night flights c

20、an usually sleep quite comfortably if they want to. they do _10_ by fold up the armrests between three empty seats. _11_ allows a passenger to lie down for a nap under a blanket. _12_, paolo rarely reserves a daytime flight on a commercial airline. 八、寫作教學(xué)的小組活動八、寫作教學(xué)的小組活動: :1. 1. planning with mind m

21、ap write the topic, for example, holidays, in the middle of the board. ask the students to brainstorm sub-topics that they might expect to cover in their passage. write each major sub-topic on the board so that you end up with a board diagram, like this:(make sure that there are no fewer than five a

22、nd no more than seven sub-topics.)holidaysschoolholidays specialmemories publicholidays plans andpreparationholidaysabroad familyholidays goodholidays badholidays2. planning writing explain that you will be giving them a set of statements about writing and that they should decide which 5-7 statement

23、s they would use in a passage about writing. explain that the purpose of the lesson is to work out the passage plan which will revolve around these 5-6 statements. the passage plan should be written down in note form and will include sub-topics suggested by the chosen statements as well as suggestio

24、ns for an introduction and conclusion.3. knowing your reader ask the students to work in small groups. each group is going to design an advertisement, and so first they need to decide on the product they wish to sell. it may help if the class brainstorms possible products or if you bring in pictures

25、 of products or even products themselves4. talking to the reader ask the students to work in pairs. one student is going to be the write and the other is going to take note on what goes on while their partner writes. once each pair have decided who is to write, the write should choose a picture from

26、 the set you brought to class. this picture represents the person they are going to be writing for.5. arranging yesterdays diary ask each student to write the hour when they woke up in the margin at the top of the page and the hour when they fell asleep in the margin at the bottom of the page. ask t

27、he students to write down an hour-by-hour account of what they did between the time they woke up in the morning and the time they fell asleep at night. do the same thing yourself on the board. as the students will inevitably read your diary while they write, set a good example by being fairly detail

28、ed.6. observing the writing process ask the students to work in groups. seven is an ideal number. explain that three members of each group will be “writers” and the other four will be “observers”. the writers will sit in the centre of the circle and work collectively on producing a piece of writing.

29、 the observers will sit on the outside of the writers and make a collective written record of how the writers proceed. both writing and observing groups will need to confer among themselves. the observers may ask the writers questions at any point and may look at their work in progress. 7. the schoo

30、l report explain that each student is to write a report on themselves based on these notes but written as though they were the teacher (i.e. you) writing for their parents. remind them that reports should summarize past progress and make suggestions for areas to work on in the future. ask them to think carefully about how to organize the material they have noted down. this can be a homework task too.8. writing to a formula allow the students to work individually or in pairs. explain that the editor of their series of rea