Unit-12-teaching-writing

Unit12TeachingWriting主讲人：高红娜小组成员：高红娜，王宏宏，李红，蔡泽华，汪星盼，崔运花Aimsoftheunit•1.What,whyandhowdowewrite?•2.Acommunicativeapproachtowriting•3.Problemsinwritingtasksinexistingtextbooksandclassroomteaching•4.Aprocessapproachtowriting•5.Motivatingstudentstowrite•6.Designingwritingtasks•7.WritingthroughtheInternetWhatdowewrite?•journals;diaries;notes,learningnotes•essays;reports•menus;fillinginforms;•answerquestionaires;etc.Howdowewrite?•e.g.•diaries•learningnotes•Solitary•(individualwork)•e.g.•projectwork•posters•Collaborative•(groupwork)Whydowewrite?forforToconveymessagesTokeeparecordofwhatisinourmindselfcreationCommunicationToconsolidatewhatwelearnedlanguagelearningEFLwritingvs.writinginreality1.Inreality,mostwritingforcommunication2.Inreality,wemayhavesomeideaslonbeforeweputthemonpaper.3.Weoftenplan,draft,andrewrite.1.EFLwritingisoftentoconsolidatelanguage.2.EFLwritingtaskslackauthenticity(真实性).3.EFLwritingtasksfocusontheproductratherthanprocess,ignoringplanning,drafting,rewritingstages.4.Studentsfinishthetaskwithinthetimelimitandhandinthefinalproduct.product-orientedmethod•T:gives•atopic/aselectionoftopics,•asetofrequirements,•atimelimit;•Ss:finish•thetaskwithinthetimelimit•handinthefinalproductOldOldnewTwoapproachestowriting•thecommunicativeapproach•theprocessapproach•theteachingofwritingshouldfocusontheprocessratherthantheproduct,andthatallthewritingtasksshouldhavecommunicativepurposes.12.2AcommunicativeapproachtowritingSsaremotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.Writingforaspecificrecipient(e.g.afriend,parent)Writingforanintendedaudience:creativewritingintendedtobereadbyotherpeopleWithdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.Somewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.task3(p210)task3•Lookatthefollowingtwowritingactivitiesanddiscusswithyourpartnerwhichismorecommunicativeandwhy.(p211)12.3AProcessapproachtowriting•Guidethestudentsthroughtheprocessofwriting.•Whatdostudentsandtheteacherdo?p213Whatdostudentsandtheteacherdo?•Beforewriting:•1.creatingamotivationtowrite•2.brainstorming•3.mapping•4.freewriting•5.outlining•Afterwriting•1.editing•2.revising•3.proofreading•4.conferencing•P213-2214.Problemsinwritingtasks1.Theyaremainlyaccuracy-based.2.Theyaredesignedtopracticeacertaintargetstructures.3.Thereisinsufficientpreparationbeforethewritingstage.4.Thereisnosenseofaudience.5.Thereisnosenseofauthenticity.6.Ssaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.7.Thereisnoopportunityforcreativewriting,forexpressingunusualfororiginalideas.8.Manyofthemaretest-oriented.5.Creatingamotivationtowrite•HaveaclearpurposeorareasontowriteThetopicforwritingshouldbe•Familiar•Meaningful•relevanttostudents,lifeandinterest.Motivatingstudentstowrite•1.Makethetopicofwritingascloseaspossibletostudents’life.•2.Leavestudentsenoughroomforcreativityandimagination.•3.Preparestudentswellbeforewriting.•4.Encouragecollaborativegroupwritingaswellasindividualwriting.Motivatingstudentstowrite•5.Provideopportunitiesforstudentstosharetheirwritings.•6.Provideconstructiveandpositivefeedback.•7.Treatstudents’errorsstrategically.•8.Givestudentsasenseofachievementfromtimetotime.12.6Designingyourwriting•Tothinkfreelyandputdownallpossibleideasthatcometotheirminds.BrainstormingWriteacompositiononthetopicof“Smoking”•badforhealth•causelungcancer•expensive•badfornon-smokers•pollutetheair•causefire•dangerous•wastemoney•smokinginpublicplace•indoorsmokingsmokinginpublicplacesBrainstorming•1.Mapping:toselecttheusefulideastoseehowtheseideascanbeputtogetherinacoherentorlogicalway•2.Freewriting•followingmapping•given10to15minutes•donotneedtocaretoomuchaboutspellingorgrammar•developfluencyinwriting•3.Outlining•Writeamoredetailedoutline.Anoutlineusuallyillustratesthemainorganizingstructureandthemostimportantpointsofessay.•Themainideaofeachparagraphwithtopicsentencesandnotesforsupportingdetails.•Anintroductionandaconclusion5.Peereditingandself-editingHelpraisetheirawarenessabouthowtodevelopideasandhowtowriteclearlywiththehelpoftheirknowledgeingrammar,spellingandpunctuation.Notsimplyfinderror,buttonegotiatemeaningandimprovingwritingneedteacher’sguidance4.DraftingthedevelopmentofideasaremoreimportantReadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.Studentscheckcarefullythegrammar,spellingandpunctuationoftheirwritings.6.Notestopeereditors•Youareofferingsuggestionsasacoach,ahelperandafriend.•Yoursuggestionsshouldencourageratherthandiscourage.•Bespecific.Saying‘goodidea’doesnothelpthewritermuch.7.Revising•Addingnewpointsordeletingirreleventfacts;•Correctingerrorsinspelling,punctuation,grammarorchoiceofwords.Proofreading•Readthewritingagaincarefullyforanymistakesingrammar,spelling,punctuation,orcapitalization.•Conferencing•Aprivatemeetingbetweentheteacherandeachindividualstudent.Thefeaturesofprocesswriting•Focusontheprocessofwritingthatleadstothefinalwrittenproduct;•Helpstudentwritersunderstandtheirowncomposingprocess•Givestudentstimetowr