英语教学法教程13-Integrated-Skills

EnglishLanguageTeachingMethodologyUnit13IntegratedSkillsOutlinePresentation:2approachestowritingAbriefrevisionofUnit12Unit13IntegratedSkillsPresentation:DesignanddemonstratetwoapproachestowritingDesigntwowritingtasks/activities,following(1)thecommunicativeapproachand(2)theprocessapproachseparately,ordesignonewritingtask,integratingthetwoapproaches.Specifythetopicofwriting,objectivesandproceduresofthetask/activity.Giveamini-demonstrationifpossible.ARevisionofTeachingWriting1.What,Whyandhowdowewrite?2.Acommunicativeapproachtowriting3.Problemsinwritingtasksinexistingtextbooksandclassroomteaching4.Aprocessapproachtowriting5.Motivatingstudentstowrite6.Designingwritingtasks7.WritingthroughtheInternet12.1What,whyandhowdowewrite1.Whatdowewrite?Writingisareal-lifereality.Wewriteletters,journals,notes,instructions,posters,essays,reports,menus,etc.2.Whydowewrite?Wewriteforvariousreasons,toconveymessages,tokeeparecordofwhatisinourmind,tocommunicate,toraiseawarenessofhowlanguageworks,tobecomemorefamiliarwiththelinguisticandsocialconventionsofwritinginEnglish,etc.3.Howdowewrite?Writingcanbebothcollaborativeandsolitary.12.2AcommunicativeapproachtowritingSsaremotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.Withdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.Writingactivitiescanbe“writingforlearning”,“writingforcommunication”andsomewherebetween.12.3Problemsinwritingtasks1.Theyaremainlyaccuracy-based.2.Theyaredesignedtopracticeacertaintargetstructures.3.Thereisinsufficientpreparationbeforethewritingstage.4.Thereisnosenseofaudience.5.Thereisnosenseofauthenticity.6.Ssaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.7.Thereisnoopportunityforcreativewriting,forexpressingunusualfororiginalideas.8.Manyofthemaretest-oriented.12.4Aprocessapproachtowriting12.4.1Featuresofprocesswriting(Brown,1994):1.Focusontheprocessofwritingthatleadstothefinalwrittenproduct;2.Helpssunderstandtheirowncomposingprocess;3.Helpssbuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;4.Givesstimetowriteandrewrite;5.Placecentralimportanceontheprocessofrevision;6.Letssdiscoverwhattheywanttosayastheywrite;7.Givessfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention;8.Encouragefeedbackbothfromtheinstructorandpeers;9.IncludeindividualconferencesbetweenTandSduringtheprocessofcomposition.12.4.2Proceduresofprocesswritingp.2141.Creatingamotivationtowrite;2.Brainstorming;3.Mapping;4.Freewriting;5.Outlining;6.Drafting;7.Editing;8.Revising;9.Proofreading;10.Conferencing.12.5MotivatingstudentstowriteEightprinciplesformotivatingsstowrite1.Maketopicofwritingascloseaspossibletoss’life.2.Leavessenoughroomforcreativity&imagination.3.Preparesswellbeforewriting.4.Encouragecollaborativegroupwritingaswellasindividualwriting.5.Provideopportunitiesforsstosharetheirwritings.6.Provideconstructiveandpositivefeedback.7.Treatss’errorsstrategically.8.Givessasenseaachievementfromtimetotime.12.6DesigningwritingtasksWritingtasksshouldbemotivatingandcommunicative.12.7UsingtheInternettopromoteprocesswritingUsefulways:e-mail,blogging;BBS;MoodleUnit13IntegratedSkills1.Whyintegratethefourskills?2.Howcanweintegratetheskills?3.Whataretheimplicationsforteaching?4.Whatarethelimitationsofintegratingtheskills?13.1Whyintegratethefourskills?Whenwecommunicate,weoftenusemorethanasinglelanguageskill.Whatskillsdoweneedinourdailycommunication?DoTask1(pp.228-229).Integratingtheskillsmeansthatweareworkingatthelevelofrealisticcommunication,whichistheaimofcommunicativeapproachandanintegralpartofessentialconditionsforlanguagelearning.DiscussFigure13.1.13.2Howtointegratethefourskills?DoTask2,p.230.Twotypesofintegration1.Simpleintegration:integrationwithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskills2.Complexintegration:constructingaseriesofactivitiesthatuseavarietyofskills13.3Whataretheimplicationsforteaching?Sinceintegrationofthefourskillsisconcernedwithrealisticcommunication,weareteachingatthediscourselevel,notjustatthelevelofsentencesorindividualwordsandphrases.13.3.1FocusondiscourseImplication:weneedtobeawareofthediscoursefeaturesofatextandtobeabletomakessawareofthem.Discoursefeaturesinclude:1.Thewaythatthetextisorganized2.Itslayout(forwrittentext)3.Thestyleofthelanguage(formalorinformal)4.Theregister(thevocabularythatiscommonlyfoundinsuchdiscourse)DoTask5(p.234).13.3.2AdjustingthetextbookcontentsTeachershaveto1.decidehowmuchdetailweshouldincludeinthelesson;2.makesomechangestothetextbookcontents(e.g.theorderofthecontents;theactivitiesinthetextbook).13.3.3AdjustingthetimetableTeachersshouldmakethetimetablearrangements(e.g.a‘listening’lessononedayanda‘reading’lessonanotherday)moreflexiblesothatwecanintegratetheskillsbetter.13.4Whatarethelimitationsofintegratingthefourskills?DoTask6(pp.236-237).Benefit:helpthedevelopmentofss’communicativecompetence;Limitations:1.noseparatefocusonindividualaspectsofvocabulary,grammarandskills(anappropriatebalanc