英语教学法 Unit 11 Teaching Writing.ppt

Transition device (TD): Because not all writing activities can be designed for communication, it can be a good idea to transfer “writing for learning” to “writing for communication” by the adoption of the TD approach. Conclusion We have emphasized that the teaching of writing should focus on the process rather than the product, and that writing should have communicative purposes. 11.6 Conclusion Unit 11 Teaching Writing 11.1The nature of writing in reality 11.2A communicative approach to writing 11.3Problems in writing tasks 11.4A process approach to writing 11.5Writing through e-mail Aims of the unit 11.1 The nature of writing in reality Write an advertisement for each of the following products Practice ExaminationWriting in English enables us to pass examinationsCommunicationWriting in English is necessary in communicating with others.EntertainmentWriting in English can be entertaining for us. Why do we write in English? (Group work) In line with the question, what do we write? essays, thesis, letters, dissertations, reports, notes, compositions, etcnotes, letters, explanations, instructions, invitations, applications, complaints, etcpoems, stories, novels, diaries, etc We write letters, journals, notes, instructions, posters, essays, reports, poems, stories, menus, etc. mostly for communication, to reflect our inner thoughts or feelings. So we should realize that there is a great variety of things we write in reality. What do we write in reality? (Brainstorm) How do we write in the ELT classroom? Writing is often seen as a means to consolidate language that is recently studied. So it can be seen as “writing as language learning” or “pseudo writing”, which lacks authenticity and doesn’t motivate students. Writing often goes this way (hand-in-and-return model): T: topic T: requirements Ss: finish the task Ss: hand in product T: evaluation on the quality or the accuracy of the language( only comments on the quality of the language What are the diffe