中学英语教学法(陈道明)

中学英语教学法Unit11TeachingWriting主讲教师：陈道明（华南师范大学外文学院）Unit11TeachingWritingTopicsfordiscussion:1.Thenatureofwritinginreality2.Acommonapproachtowriting3.Problemsinwritingtasksinexistingtextbooks4.Aprocessapproachtowriting5.Writingthroughe-mail11.1ThenatureofwritinginrealityDifferencesofteachingwritingintheclassroomandinreality:•InELTclassroom,writingisoftenseenasameanstoconsolidatelanguagethatisrecentlystudied,as“writingaslanguagelearning”,andthusispseudowriting.Inreality,mostwritingisforcommunication,i.e.,toconveymessagesorforselfcreation,e.g.writingpoems.•InELTclassrooms,especiallyintraditionalpedagogy,writingoftengoesthisway:theteachergivesatopicoraselectionoftopics,asetofrequirements,andatimelimit.Accuracyofthefinalproductisstressedandtheprocessisignored.•Inreality,wemayhavesomeideaslongbeforeweputthemonpaper.Weoftenplan,draft,andrewrite.•Ifwritingtaskslackauthenticity,theydonotmotivatestudents.•Ifwritingtasksfocusontheproductratherthanontheprocess,theydonothelpstudentstodeveloprealwritingskills.•Thereforeweshouldadvocateauthenticwriting,andweshouldadvocatetheprocessapproachtowriting.11.2AcommonapproachtowritingTomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.•Eitherwritingforaspecificrecipient(e.g.alettertoafriend),or:•Engaginginanactofcreativewritingwheretheirworkisintendedtobereadbyotherpeople.•Inshortstudentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.•Howeversomewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.•Someexamplesofwritingtasks:aretheyforconsolidatinglanguage,oraretheyforcommunication?(seepp.139-40)11.3ProblemsinwritingtasksDeficienciesofwritingtasksinexistingEnglishtextbooks:•Theyaremainlyaccuracy-based.•Theyaredesignedtopractisecertaintargetstructures.•Thereisinsufficientpreparationbeforethewritingstage.•-•Thereisnosenseofaudience.•Thereisnosenseofauthenticity.•Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.•Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.Compare2examples:e.g.1WritingWriteaboutthesportswhichyoulike.Usephraseslikethese:Idon’tlike…Ienjoy…Myfavouritesportis…Iquitelike…Iprefer…to…Ilike…because…e.g.2Apenpalhaswrittentoyouandhasdescribedthesportsthathe/shelikesmost.He/Sheaskedyourfavouritesports.Ifyouhavesomethingincommon,youmaywanttotalkaboutitorsuggestthatyouplayittogethersometimeinthefuture.Writebacktoyourpenpal.AprocessapproachtowritingFeaturesofprocesswriting:•Focusontheprocessofwriting;•Helpstudentstounderstandtheirowncomposingprocess;•Helptobuildstrategiesforprewriting,drafting,andrewriting;•Givestudentstimetowriteandrewrite;•Placecentralimportanceontheprocessofrevision;•-•Letstudentsdiscoverwhattheywanttosayastheywrite;•Givestudentsfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention;•Encouragefeedbackbothfromtheinstructorandpeers;•Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposing.Anexampleofteachingwriting:(seep.143)•Step1:raisingaquestion:whatproblemsisourcityconfrontedwith?•Step2:abriefdiscussionontheproblems;•Step3:groupdiscussiononsolutions;•Step4:individualcomposing:MySolutionstotheProblemof…;•-•Step5:readingone’sowncomposition,makingsuggestionsonhowtomakeimprovement,focusingonideasratherthanonlanguage;•Step6:rewriting,selectingandorganisingideas,keepingandeyeonlanguage;•Step7:groupingstudentsbasedonthetopics,lettingstudentsreadtheirowncomposition;•Step8:makingalistofoptimalsolutions,producingaproductofthewholegroup;•Step9:creatingaClassNewsLetterlike“ProblemsandSolutionsinOurCity”;11.5Writingthroughe-mail•Pleaseseepp.144-511.6Conclusion•Traditionally,mostofwritingexercisesinEnglishtextbooksaredesignedwiththepurposeof“writingforlearning”ratherthan“writingforcommunication”.•Twoapproachestowriting:thecommunicativeapproachandtheprocessapproach.EndofUnit11Thankyou!