TeachingWriting文件材料教学稿件.pptVIP

Aims of the unit 1.What,why and how do we write? 2.A communicative approach to write 3.Problems in writing tasks in existing textbooks and classroom teaching 4.Apross approach to writing 5.Motivating writing tasks 6.Designing writing tasks 7.Writing through the Internet Writing in English teaching classroom VS writing in reality Writing in English teaching classroom: First, it is a means to consolidate language that is recently studied. Ss write from other’s ideas; be seen as language learning; personal experiences cannot contribute to the given topic; This is pseudowriting. Second, the teacher gives a topic or a selection of topics, a set of requirements, and a time limit. The Ss’ work is evaluated based on accuracy of the final product. The process is virtually ignored. Writing in reality: First: most writing is for communication, convey messages or for self creation (such as poems) Second: have some ideas long before we put them on paper; often plan, draft, and rewrite In a word, we should: advocate authentic writing advocate the process approach to writing make Ss want to write in the first place, then teach them how to write 12.2 A communicative approach to writing Writing for consolidating language Writing for communication Ss in some act of communication Writing for a specific recipient (e.g. writing a letter to a friend or parent) An intended audience In short, Ss can be motivated by authentic writing tasks that have some communicative elements. C. Between “writing for learning” “writing for communication” Ss are motivated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent) Writing for an intended audience: creative writing intended to be read by other people With different audiences and different purposes, the writing piece could vary greatly. Writing activities can be “writing for learning”, “writing for communication” and somewhere between. Task 2 Activity 1: it’s obviously “