英语教学法教程unit12课件.ppt-(课件无音视频)

1、Warm up:relationship between reading and writing?Writing almost always involves reading;the two skills,the receptive and the productive,are interdependent.Generally speaking,the student who reads with ease and reads widely finds writing easier than the students who dont read much or read with diffic

2、ulty.It doesnt necessarily follow that a good reader is good at writing,but most students find that,if they continue to practice reading,their writing improves.The purpose of writing1)writing as a supplementary activityWriting is often used as a tool that helps to reinforce the main tasks of reading

3、 and showing comprehension of reading and listening.But writing can also be used in these classes on a number of other ways,as a supplement to a lesson.Writing tasks which can set as a supplement to reading,speaking or listening class include:a.dictation-dictoglossb.writing a summaryc.written tasks

4、using new vocabulayd.note-takinge.writing dialogues free or“mapped”f.form fillingg.other?2)writing as an independent performance skill(1)Letter writingWriting successful formal letters involves three things:a.mastering layoutb.using appropriate language/stylec.organizing content(2)Essay writingThis

5、is obviously a complex skill and one that even educated native speakers take a long time to master Description:Narration Exposition ArgumentationDifficulty in writingMany native speakers find that expressing themselves in writing in their own language is more difficult than speaking.This could be fo

6、r many reasons:To many people,writing seems artificial,whereas speaking seems naturalWhen writing,you are usually isolated from the feedback of another person and you cant use gesture,facial expression,or intonation to facilitate communicationA good writer must be sure of sentence structure,spelling

7、.and punctuation,as well al style and appropriate register.Misusing vocabulary or grammar easily obscure the meaning you are trying to expressWriting demands successful organization of ideas and information.A writer has to choose an appropriate style for the subject and the reader.Problems in writin

8、g tasks1.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.5.There is no sense of authenticity.6.Students are given ideas to express rather than being invited to inve

9、nt their own.7.There is no opportunity for creative writing,particular for expressing unusual or original ideas.8.Many of them are test-basedFeatures of good writingGood layout,language and content.Layout:like spacing,idention,handwriting or typeface should comply with conventionLanguage:a well-writ

10、ten text includes spelling accurately,getting the grammar right,punctuating meaningfully,having a range of vocabulary and an appropriate choice of words,and using a wide range of sentence structures.Content:ideas should be developed and organized clearly and convincingly,and ideas and information in

11、 sentences should be linked in a coherent fashionAims of the Unit-to understand the nature of writing in reality-to learn a communicative approach to writing-to be aware of the problems in writing tasks in existing textbooks-to understand the process approach to writingWriting is a productive skill

12、of the language,which usually comes at the end of the four language skills!Teacher gives the titleStudents writeTeacher correct them DraftingOrganizeExplore the new ideaEditCheck idea and organizationRevisingCorrectingCorrect mistakes,such as spelling,usage,punctuationPublishingShare it with othersC

13、ollect material,Choose object and audiencePre-writing activities2)Process writing tasks3)Comments on the process writing approachThe positive views on process writing reveal that firstly the writing process is regarded as a natural,reasonable,and logical pattern in human thinking.Secondly,the brains

14、torming stage is helpful in providing ideas for actual writing.By discussing with peers they can get a lot of information concerning the writing topic.Thus it solves the problem of having nothing to write about.Thirdly,the approach helps learners accomplish the writing tasks step by step instead of

15、all at once.In this way they will feel less pressurized and thus find the job easier to cope with.Lastly,the progress they have achieved during the writing process gives them confidence.Brown(1994:320-321)summarizes the features of process approachnFocus on the process of writing that leads to the f

16、inal written product;nHelp student writers understand their own composing process;nHelp them build repertoires of strategies for prewriting,drafting,and rewriting;nGive students time to write and rewriten5.Place central importance on the process of revision;n6.Let students discover what they want to

17、 say as they write;n7.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 intentionn8.Encourage feedback both from the instructor and peers;n9.Include individual conferences between teacher a

18、nd student during the process of composition.A communicative approach to writingTo motivate students,it is necessary to engage them in some act of communication.This means either writing for a specific recipient,or engaging in an act of creative writing where their work is intended to be read by oth

19、er people,in other words,an intended audience.In short,students can be motivated by authentic writing tasks that have some communicative elements.It should be noted that at the stage of language learning(contrast to language use in real life),not everything can be purely communicative;that is,the le

20、arners do many activities while keeping an eye on certain language elements.So some writing activities can be between“writing for learning”and“writing for communication”.Motivating students to writenMake the topic of writing as close as possible to students lifenLeave students enough room for creati

21、vity and imaginationnPrepare students well before writingnEncourage collaborative group writing as well as individual writingnProvide opportunities for students to share their writingsnProvide constructive and positive feedbacknTreat students errors strategicallynGive students a sense of achievement

22、 from time to timenChoose the proper model for teaching.nMake the writing tasks for real communication.nFocus on the process rather than the product.nInstruct clearly for each stage.nIntegrate writing with reading,listening,and speaking.nPay attention to both product assessment and process assessmen

23、t.Suggested Activity1.ThinkPairShare2.Interview ActivitynGive a report about some classmates.nInterview four or more classmates.nAsk them:nWhat do you like?nWhat do you hate?nWhat do you like to do?nWhat do you hate to do?nWhat/who/where/when do younWrite the answers down in a chart.3.Jigsaw Work to

24、gether to learn more1.Experts:each person learns one part.2.Expert Groups:those who learned the same part get together.3.Re-group:eachgroup will haveone from each ofthe expert groups.Fishbone Diagram:Use these sentences to write a paragraph about the pygmies.Change the order and add any necessary pu

25、nctuation.nThey can move easily in the forest.nAnd they are not afraid of it.nThe forest in the center of Africa is a dangerous place.nPygmies know the forest well.nBecause they are very small.nA big pygmy is only 1 m 40 cm tall.nBut the pygmies are happy there.Alice is very practical,but he is also

26、 rather untidy.For example,he is very good at repairing things,such as bike,but he never puts his tools away afterwards.careless hardworking lazy rude clever kind nice sillyMake an excuse.Give your phone number.Ask who is speaking.Say who you are.Ask about As healthTell B about your health.Make a su

27、ggestion for a meetingPersuade A.Agree reluctantly.Confirm arrangements and end conversation.(TopicFlat sharingadvantages1 2disadvantages1 2conclusion 1432A?DCBA?DB?CStartsettingBad guy does bad thingsGood guy finds outGood guy and bad guy argueTherefore,good guy turns bad guy goodSetting6.Bens back

28、ground1.How they met2.New York3.fall4.jobs5.Sounders backgroundBad guy does bad thingsIn his apartmentHijacks busMillionaire on boardBenHit man2 years agoGood guy finds outOffice in Times SquareFinds out over telephone from millionaire wifePaid two million to get him backSounderdetective5 yearsGood

29、guy and bad guy argueWont payreasonover phoneChallenge to monopolyFor millionaireacceptsBad guy gives up millionaireBen turns goodHelps arrest other guysSounder winsSounder gives moneyTherefore,good guy turns bag guy goodhappyexperiencedown on way homeSudden rainNo umbrellaHandsome young man offer h

30、elpShare an umbrellatalk poetry literaturemuch in commonknowledgeableRespectablehumorousLearn much feel warm romantic in mindGood-bye no name pleasant memory11.WORD-WEBDesigning writing tasksnWrite an invitation letter and a replynDescribing an objectnDescribing peoplenWrite a story of ones namenUse

31、 the internet to promote process writingMarking written work1)Problems and solutions2)Priority on content or form?3)The“fors and againsts”of“red ink”4)Three ways:writer all the corrections underline the mistakes use symbols5)Devise a list of symbols6)A few more marking tipsa.Written work should be marked and returned as soon as possibleb.Give students time in classc.Establish criteria for awarding marksd.Make a short commente.Highlight key or common errors