workshop for teaching writingWord下载.docx
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workshop for teaching writingWord下载.docx
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►Tounderstandtheprocessofwriting
►Tohelpgetabriefviewofsomebackgroundinformationandapproachesofwriting
►Tohelpcultivatetheabilityinjudgingwhetherthefinishedwritinggoodornot.
►Tohelpstudentshowtobrainstormideasandmap/plantheideasintoalogicalandcoherentarticle,whichareconsideredtwomostimportantstagesinProcessWriting.
ProgramOutlines/Overview:
TaskOne:
Acommunicativeapproachtowritingisintroduced,includingwhyitiscommunicative.Thepurposeistohelpunderstandwhethertheteachingmaterialsortheteachingmethodsusedinclassareusefulenoughtodevelopcommunicationbetweenteachersandstudentsorbetweenstudentsandtheirpotentialreaders.
TaskTwo:
Thistaskistodiscussandanalyzesomeproblemsinwritingtasksofexistingtextbookssothatteacherscantakefulladvantagesoftheexistingtextbooksandteachwritinginamorecommunicativeway.
TaskThree:
Thistaskfocusesonpurposesofwritinginordertohelpteachersknowvariousneedsofstudentsfromdifferentlevels.
TaskFour:
Thistaskfocusesontherelationshipbetweenspokenlanguageandwrittenlanguage,includingsimilaritiesanddifferencesbetweenthem,thusenablingteachersfurthertointegratethemwitheachotherwhenteaching.
TaskFive:
Thistaskintroducestwoapproachesofwriting:
product-orientedandprocess-oriented.Alsotheimportanceofprocess-orientedapproachisrecommendedinordertohelpbothteachersandstudentstoseewhattheycandointhewritingprocess.
TaskSix:
Somewaysofgettingstudentsmotivatedtowritearediscussedtohelpteachersfurtherunderstandtheneedsandinterestofstudents.Therefore,teacherscandesigndifferentpatternsinteachingwritingaccordingtodifferentstudents.
TaskSeven:
Inthistask,twoimportantstagesinprocesswritingarediscussed:
brainstormingandplanningsoastobuildstudents’confidencetowrite,inspirestudents’thoughtsandorganizethediscursiveideaintoalogicalandcoherentpassages.
TaskEight:
Thistaskistodiscusssomebandsomedescriptorsforteachersandstudentstochooseintheirteachingorlearningtoassessthewritingandimprovestudents’writing.
Designedtasksandactivities(ThetasksinthetablesareforpresentationwithPPT,whichisattachedinthematerials)
Task1Acommunicativeapproachtowriting
Lookatthefollowingtwowritingactivitiesanddiscusswithyourpartnerwhichismorecommunicativeandwhy.
ActivityOne
假定你是王洪。
你现在在上海出差。
给你的朋友Brain写一封信,告诉他上海变化很大,如,有很多现代建筑和新型广场。
你很喜欢上海。
问候他的近况。
注意:
1.词数80~l00;
2.开头语已为你写好。
DearBrian,
SorryIhavenotwrittenyouforalongtime.Ihavebeenverybusyrecently.NowIamonabusinessinShanghai.
ActivityTwo
Supposethatyou(andyourgroupmembers)areLilyKan,anewspapercolumnist.Yougiveadvicetoyoungpeoplewhohavewrittenletterstoyouabouttheirproblems.ThisweekLilyKanhasreceivedaletter(seebelow).Discusswithyourpartnerabouttheproblemsandwriteareply.Bepreparedtotelltherestofthegroupswhatadviceyouwouldgive.
DearLilyKan,
Iamafinal-yearhighschoolstudent,withverygoodgradesinallschoolsubjects.IhavetostartthinkingofmyFuture.BecauseIamveryinterestedincultureandhistory,IwouldliketostudyAnthropologyinuniversity.However,myparentsthinkthatcomputersarebecomingpopularinChinaandsoIshoulddoComputerScienceinuniversity.TheysaidthatIwouldbeabletomakealotofmoneywithaComputerSciencedegree.Myparentshavegreatexpectationsofme.Whattheysaidmaybetrueanditmaynotbeeasytofindagood-earningjobifIstudyAnthropology.WhatshouldIdo'
?
ShouldIfollowmyparent'
sadviceormyowninterest?
Apuzzledstudent
Rationale
Studentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements(WangQiang,2006).Thismeanseitherwritingforaspecificrecipient,e.g.writingalettertoafriendorparent,orengaginginanactofcreativewritingwheretheirworkisintendedtobereadbyotherpeople,inotherwords,anintendedaudience.
Procedure
1.Dividetheclassintopairs.Askthemtodiscusswiththeirpartnerwhichismorecommunicativeandwhy.
2.Chooseoneortwotosharetheiropinionsforsomefeedback.
3.Analysis:
Bothactivitiesareletterwriting.
InActivity1,studentsarenotgivenmuchopportunitytocreateorwriteaboutthethingsthattheyarefamiliarwith.Alltheyneedtodoistotranslatethecontentprovided.Therefore,itdoesnothavearealcommunicativepurpose.
Activity2putsthestudentinacertainsituation,andthereisneitherrestrictionsincontentsnorinwordlimit.Whatstudentsneedtodoistowriteareplylettertothe'
puzzledstudent'
.Theyneedtoconsiderthestudent'
sproblemfromhis/herpointofviewandgivehim/hersomeusefulsuggestions.Thisactivityismorecommunicativeandclosetothestudents'
dailylifeandtherefore,studentsshouldbemoremotivatedtowritethesecondletterthanthefirstone.
Task2Problemsinwritingtasks
Readthefollowingactivityfromatextbook.Isitcommunicative?
Howcanitbeadaptedtoservethecommunicativepurpose?
Writing
Writeaboutthesportswhichyoulike.Usephraseslikethese:
Idon’tlike…Ienjoy…Myfavouritesportis…
Iquitelike…Iprefer…Ilike…because…
(TakenfromSeniorEnglishforChina,1996,1A:
40,)
Rationaleforthistask
Obviously,thereisonspecificaudienceforthistask.Studentsmaywonderwhatpurposedtheywritefororwhoisthereader.
Manywritingtasksinexistingtextbooksandclassroomteachingfailtoconductalessoninacommunicativewaytoteachingwritingduetothefollowingdeficiencies:
1.Theyaremainlyaccuracy-based.
2.Theyaredesignedtopracticeacertaintargetstructures.
3.Thereisinsufficientpreparationbeforethewritingstage.
4.Thereisnosenseofaudience.
5.Thereisnosenseofauthenticity.
6.Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.
7.Thereisnoopportunityforcreativewriting,particularforexpressingunusualororiginalideas.
8.Manyofthemaretest-oriented.(WangQiang,2006:
212)
Procedure:
1.Dividetheclassintogroupsoffour.Askthemwhentheywillwriteinthatway.Howcanwemodifyittoservethecommunicativepurpose?
2.Getsomefeedbacksfirst.Andaskthemtocompareitwiththefollowingactivity:
AnE-friendhaswrittentoyouandhasdescribedthesportshelikesmost.WriteanEmailtohimandtellhimyourfavouritesportstoo.
Dearfriend,
Iamaverysportyboy.Ilikeallkindsofoutdooractivities.Ienjoyswimming,bikingandhiking.Iquitelikeballgamestoo.Myfavouriteballgamesarebaseballandbasket-ball.Ilikethembecausewehavetoplaythemoutdoor.ButIdon'
tliketable-tennisandbadmintonbecausemostoftime,thesegameareplayedindoors.IguessyoumustlikebothtabletennisandbadmintonverymuchbecauseIknowmanyChinesecanplaybothgameswell.Tellmeaboutyourfavouritesports.
Bestwishes,
Tom
3.Tosumup,inthesecondactivity,studentsaregiventhefreedomtowriteaboutthemselvesratherthantowritewhattheyaretoldtowriteandthereforewhattheywriteshouldbemoremeaningfulandcommunicative.
Task3Purposesforwriting
Makealistofthemainpurposesforwriting.
Rationale
Thisactivityhelpstheclassunderstandthebenefitsofwritingwhentheyunderstandwhytheyshouldcompletethewritingtasksassignedbyteachers,thusstimulatingstudents’motivation.
Procedure
1.Asktheclasswritedowntheirideasindividuallyasmanyaspossibleonalist:
whytheydothewritings?
2.Discussandcheckwiththewholeclasswiththehelpofthesuggestionsbelow:
Halliday(1985,citedfromNunan,1999:
275)suggeststhatwrittenlanguageisusedforthefollowingpurposes:
●foraction(forexample,publicsigns,productlabels,televisionandradioguides,bills,menus,telephonedirectories,ballotpapers,computermanuals):
●forinformation(forexample,newspapers,currentaffairsmagazines,advertisements,politicalpamphlets);
●forentertainment(forexample,comicstrips,fictionbooks,poetryanddramanewspaperfeatures,filmsubtitles).
BrookesandGrundy(1998:
3)summarizewritingpurposesasfollows:
○totranscendtimeorspace(forexample,leavinganoteforsomeonetopickuplater,sendingaletterthroughthepost)
○tosolvetheproblemofvolume(forexample,storingsomethingincaseofforgettingit)
○tofilterandshapeourexperience
ShrumandGlisan(2000:
224)optimizetheseinto:
◊forcommunication(e.g.notes,letters,e-mailmessages)
◊foranacademicexercise(e.g.writinganessayaboutculturalcomparisons)
Theclasspossibleideaforthisactivity:
Makingashoppinglist(10)Writinguplecturenote
Writingaformalletter(10)Writingaseminarpaper
Makingnotesinadiary(10)Writingspeechincartoons
Writingletterstofriends(.9)Takingaphonemessage
Writinganessay(9)Writingnotices
Writinggreetingscards(8)Writingapersonalcolumn
Makingnotesforthefamily
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