中学英语教学法 第四次导学课4.pptVIP

中学英语教学法第四次导学课 主讲：陈道明（华南师范大学外文学院）chendm@ 第四次导学课内容 Teaching Writing (第一版Unit 11，第二版Unit 12) Integrated Skills (第一版Unit 12，第二版Unit 13) 关于期末考试 Teaching Writing(第一版Unit 11，第二版Unit 12) Topics for discussion: What, why and how do we write? A communicative approach to writing Problems in writing tasks in existing textbooks and classroom teaching A process approach to writing Motivating students to write 6. Designing writing tasks 7. Writing through the internet 8. Three approaches to writing A communicative approach to writing To motivate students, it is necessary to engage them in some act of communication. Either writing for a specific recipient (e.g. a letter to a friend), or: Engaging in an act of creative writing where their work is intended to be read by other people. In short, students can be motivated by authentic writing tasks that have some communicative elements. However some writing activities can be between “writing for learning” and “writing for communication”. Some examples of writing tasks: are they for consolidating language, or are they for communication? (2nd ed.: 209-11) Problems in writing tasks Deficiencies of writing tasks in existing English textbooks: They are mainly accuracy-based. They are designed to practise certain target structures. There is insufficient preparation before the writing stage. - There is no sense of audience. There is no sense of authenticity. Students are given ideas to express rather than being invited to invent their own. There is no opportunity for creative writing, particularly for expressing unusual or original ideas. Compare 2 examples: e.g. 1 (p. 212) Writing Write about the sports which you like. Use phrases like these: I don’t like … I enjoy … My favourite sport is … I quite like … I prefer … to … I like … because … e.g. 2 (p. 213) An E-friend has written to you and has described the sports he likes most. Write an Email to him and tell him your favourite sports too. (A sample lett