英語教學(xué)法教程十二單元Teaching Writing

1、Aims of the unit1.What,why and how do we write?2.A communicative approach to write3.Problems in writing tasks in existing textbooks and classroom teaching4.Apross approach to writing5.Motivating writing tasks6.Designing writing tasks7.Writing through the Internet12.1 What, why and how do we write?Q:

2、 What do we write?Q: What do we write?As: Writing is a real-life realityAs: Writing is a real-life realityletters, journals, notes, instructions, letters, journals, notes, instructions, posters, essays, reports, menus, posters, essays, reports, menus, filling in forms, answering filling in forms, an

3、swering questionnaires and similar tasks questionnaires and similar tasks Q :How do we write?Q :How do we write?As :Both As :Both collaborativecollaborative and and solitarysolitaryInteractive or collaborative Interactive or collaborative writingwriting: project work, poster, etc: project work, post

4、er, etcSolitary writingSolitary writing: some never put : some never put down a word before rehearsing down a word before rehearsing the sentence many times in their the sentence many times in their minds; others write down minds; others write down anything that comes to their mind anything that com

5、es to their mind before they start drafting and before they start drafting and then do a lot of editing and then do a lot of editing and proof-readingproof-readingQ :Why do we write?Q :Why do we write?As :We write for various reasons:As :We write for various reasons:to convey messages, to convey mes

6、sages, keep a record of what is in our keep a record of what is in our mindmindraise awareness of how language raise awareness of how language worksworkshelp Ss become more familiar with help Ss become more familiar with the linguistic and social the linguistic and social conventions of writing in E

7、nglishconventions of writing in EnglishWriting in English teaching Writing in English teaching classroom VS writing in realityclassroom VS writing in realityWriting in English teaching classroom:First, it is a means to consolidate language that is recently studied.Ss write from others ideas; be seen

8、 as language learning;personal experiences cannot contribute to the given topic;This is pseudowriting. Second, the teacher gives a topic or a selection of topics, a set of requirements, and a time limit. The Ss work is evaluated based on accuracy of the final product. The process is virtually ignore

9、d. Writing in reality:First: most writing is for communication, convey messages or for self creation (such as poems)Second: have some ideas long before we put them on paper; often plan, draft, and plan, draft, and rewriterewriteIn a word, we should:advocate authentic writingadvocate authentic writin

10、gadvocate the process approach to writingadvocate the process approach to writingmake Ss want to write in the first place, make Ss want to write in the first place, then teach them how to writethen teach them how to write12.2 A communicative approach to writing Writing for consolidating language Wri

11、ting for communicationSs in some act of communicationWriting for a specific recipient (e.g. writing a letter to a friend or parent)An intended audienceIn short, Ss can be motivated by authentic writing tasks that have some communicative elements.C. Between “writing for learning” & “writing for commu

12、nication”Ss are motivated by authentic writing tasks that have some communicative elements.Writing for a specific recipient (e.g. a friend, parent)Writing for an intended audience: creative writing intended to be read by other peopleWith different audiences and different purposes, the writing piece

13、could vary greatly. Writing activities can be “writing for learning”, “writing for communication” and somewhere between. Task 2Activity 1: its obviously “writing for consolidating language”. All the Ss have to do is combine the sentence pairs into one sentence and make other minor changes. There is

14、no communication in the activity.Activity 2:it can be considered as “writing for communication” though the situation is an imagined one. If the Ss write truly about the sightseeing possibilities in their locality the activity promotes a lot of communication.Activity 3: it can be considered as “writi

15、ng for learning” and “writing for communication”. It depends on who the Ss are writing to. If the writing is to be read by classmates, there is no communication. If the writing is to be read by other people, it is communication. Task 3Ss should be more motivated to write the things that are more com

16、municative and close to their daily life.12.3 Problems in writing taskThe deficiencies that cause the problems in writing:1.They are mainly accuracy-based.2.They are designed to practise a certain target structure.3.There is insufficient preparation before the writing stage.4.There is no sense of au

17、dience.5.There is no sense of authenticity.6.There is no opportunity for creative writing, particular for expressing unusual or original ideas.8.Many of them are test-oreinted.12.4 A process approach to writing Features of process writing (Brown, 1994):1.Focus on the process of writing that leads to

18、 the final written product;2.Help Ss understand their own composing process;3.Help Ss build repertoires of strategies for prewriting, drafting, and rewriting;4.Give Ss time to write and rewrite;5.Place central importance on the process of revision;6.Let ss discover what they want to say as they writ

19、e;7.Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8.Encourage feedback both from the instructor and peers;9.Include individual conferences between T and S during the process of composition.The procedures of proc

20、ess writing1.Creating a motivation to write;2.Brainstorming;3.Mapping;4.Free writing;5.Outlining; 6.Drafting; 7.Editing;8.Revising;9.Proofreading; 10.Conferencing.Stage 1. creating a motivation to wrriteOnly when Ss have a clear purpose or reason to write, will they feel motivated to write.T should

21、try to create a reason for Ss to write, make them feel interested and have things to say.The topic for writing should be familiar, meaningful & relevant to Ss life & interest. Stage 2 BrainstormingSs work together to brainstorm ideas for writingSs can list all the ideas related to the topic on a pie

22、ce of paper or on the blackboard.The important thing is to get Ss to think freely & put down all possible ideas that come to their mind.Example of “Smoking” Stage 3 MappingHelps Ss organise the generated ideas, by using a diagram or an outlineGive Ss the opportunity to select from the list those use

23、ful ideas to be included in their writing and also to see how these ideas can be put together in a coherent or logical way to present a convincing argument.Example of “Smoking”Stage 4Freewriting Ss start writing freely about the topic following mappingUsually Ss are given 1015 mins during which time

24、 they are asked to write anything that comes to their minds as quickly as possible.Do not need to care too much about spelling or grammar.It can help Ss develop fluency in writing.Stage 5 OutliningIt illustrates the main organising structure & the most important points of the essay.It may include:a)

25、 The main idea of each paragraph with topic sentences & notes for supporting details.b) An introduction & a conclusion.An outline need not be fixed it can be changed if the writer has better ideas. Stage 6 DraftingSs should be given enough time to write the first draft.The development of ideas are m

26、ore important than getting grammatical structures, punctuation or spelling correct.Stage 7 EditingSs read through their writing & check the clarity of ideas or logical development of their argument.Ss check carefully the grammar, spelling & punctuation of their writing.Tow forms:Peer editing Ss edit

27、ing of each others writingsB. self-editing Ss editing of their own writingsA. Both editing activities can help raise Ss awareness about how to develop ideas & how to write clearly with the help of their knowledge in grammar, spelling & punctuation. Notes to peer editors:Give suggestionsOffer praise

28、Not expected to find every problem in classmates writingDo have an understanding of challenges faced by classmate in finishing this writing assignment.When respond the Qs, you should be sure that:You are offering suggestions as a coach, a helper & a friend.You suggestions should encourage rather tha

29、n discourage.Be specific.Notes to the writer:Be open to criticism & show you appreciation for your editors work.You yourself will finally decide how to improve your own writing.self- editing:Focus on the content of the writingFocus on the form of the writing Stage 8: RevisingTs guide Ss to make nece

30、ssary improvements in both organization & content based on ether self-editing peer editing (e.g. adding new points or deleting irrelevant facts, & correct errors in spelling, punctuation, grammar or choice of the words.)T should tell Ss to revise their writings independently.It can take several roun

31、ds, so Ss need to be prepared to write a second & a third draft before they submit the final draft.Stage 9:ProofreadingThe final stage before handing in the final draftSs should be guided to read their writings again carefully for any mistakes in grammar, spelling ,punctuation, or capitalization.To

32、encourage Ss to do independent proofreading so that they develop such an ability for future writing.Ts should limit their involvement in making corrections for the Ss.Ts do not need to present all the correct forms but underline those problematic items and leave them for Ss to do the correction them

33、selves.A form cab be used so that Ts & Ss can check the mistakes/errors from time to time. Stage 10 ConferencingIts a private meeting between the teacher & each individual student.T should talk face to face with Ss about their writings, pointing out their strength & weaknesses.For large classes, the

34、re can be a class conference focusing on the main problems & features of good writing.For smaller classes, conferencing with individual student can be done once or twice a semester & 510 mins for a student.A teachers attitude can influence Ss confidence & motivation to write.During the teacher-stude

35、nt conferencing, Ts need to encourage rather than criticise, be constructive rather than destructive and try their best to protect Ss self-esteem.12.5 Motivating Ss to writeIt is believed that the way to motivate Ss to write is a key point to the successful teaching of writing.So how can Ts motivate

36、 Ss to write? It is believed that the way to motivate ss to write is a key point to the successful teaching of writing.How to motivate ss to write? There are 8 principles can help Ts motivate Ss to write:1.Make the topic of writing as close as possible to Ss life.2.Leave Ss enough room for creativit

37、y and imagination.3.Prepare Ss well before writing.4.Encourage collaborative group writing as well as individual writing.5.Provide opportunities for Ss to share their writings.6.Provide constructive and positive feedback.7.Treat Ss errors strategically.8.Give Ss a sense a achievement from time to ti

38、me.1.Make the topic of writing as close as possible to Ss life.Give the topic which is familiar & interesting to the SsGive Ss a few topics to choose2.Leave Ss enough room for creativity and imagination.Ss likes to use extraordinary ideas to write3.Prepare Ss well before writing.Pre-writing activiti

39、es, like brainstorming or a class discussion on the topic4.Encourage collaborative group writing as well as individual writing.Designing writing groupProvide an opportunity for different Ss to exercise different talents.Ss can help each other & learn from each other.5.Provide opportunities for Ss to

40、 share their writings.Allow Ss to share their writing Provide another opportunity for Ss to learn from each other.6.Provide constructive and positive feedback.Include at least 3 elements: Positive comments on the good feature of the piece of writing.Areas for improvement.Your personal opinion on the

41、 issue the writer has discussed in his/her writing.It should be personal and specific. 7.Treat Ss errors strategically.Ts attitude towards errors play a key role in motivating Ss to write.T should encourage Ss to take risks to use new vocabulary and structure.1) For techniques in dealing with Ss wri

42、tten errors, please refer back to proofreading.8.Give Ss a sense a achievement from time to time.A slow process, not easily observableEnabling Ss to experience a sense of achievement from time to time is important in motivating Ss to continue practise writing.Organising a writing conference, displaying works in a writing exhibition in the classroom, publishing a class writing newsletterGuiding Ss to create their own writing portfolio12.6