Unit-12-Teaching-Writing

1、12.1 Understand what and why we write12.2 A communicative Approach to writing12.3 Understand the procedures of process writing12.4 Principles for teaching writing12.5 Be able to set up tasks for different stages of the writing process312.1.1 Understand why we write in class l To learn the motor skil

2、ls of handwriting, to develop neatness, clarity and speed.l To reinforce vocabulary and structures already mastered orally.412.1.1 Understand why we write in class. l To keep a written record of what has been learnt and achieved.l For language development. (English thinking, learning style, real-lif

3、e writing, etc.)512.1.2 Features of Good Writing612.1.2 Features of Good WritingFor language, a well-written text includes:spelling accurately, grammar right； having a range of vocabulary and an appropriate choice of words； using a wide range of sentence structures；having some excellent sentencesFor

4、 contento Ideas should be organized clearly and convincingly, and ideas should be linked in a coherent fashion； For layout（布局）（布局）o Like spacing, punctuation, indention, handwriting or typeface should comply with convention. 912.1.3 Understand what we write in reality. What do we write in reality?Th

5、ere is a great variety of things we write in reality, for example, letters, notes, instructions, posters, reports, menus, minutes of meetings, notices, etc. Mainly for communicative purposes.12.1.4 Problems in teaching English writing See an example on p.212 tasks are mainly accuracy-based. practice

6、 a certain target structures. insufficient preparation before writing stage. no sense of audience.11 no sense of authenticity. given ideas to express rather than being invited to invent their own. no opportunity for creative writing, particular for expressing unusual or original ideas.o test-oriente

7、d.12.2 A Communicative Approach to Writing（交际（交际写作）写作）What kind of writing should students do? Common everyday styles: posters, letters, postcards, notes, reports, job applications etc. Creative writings: stories, dialogues, advertisements, poems, etc.The type of writing will depend on students age,

8、 interest and level.13l Mechanical writing do not motivate students. To motivate students, it is necessary to engage them in some act of communication. This means SS should write for communication (with intended audience; information gap).See p. 209 task 2, 31412.3 A Process Approach to Writing（过程写作

9、）（过程写作）o Process approach is an approach which emphasizes the composing processes writers make use of in writing (such as planning, drafting and revising) and to improve students writing skills through developing their use of effective composing processes.Main procedures of process writing: p.214A.P

10、re-writing:lCreating a motivation to write;lBrainstorming; 语言，话题准备语言，话题准备lMapping; 筹筹划，打腹稿划，打腹稿Pre-writinga. Creating a motivation to writeo Developing a sense of purpose and a sense of audienceTo have a sense of purpose and a sense of audience will significantly influence the first stage of the wri

11、ting process, that of exploring possible content and planning outline.See the writing on P.212-213Pre-writinga. Creating a motivation to writelThe teacher at this stage should try to create a reason for students to write, make them feel interested and have things to say. For this reason, the topic f

12、or writing should be familiar, meaningful and relevant to students life and interest.lWays to motivate students to write P22118由水果产生的创意由水果产生的创意19试一试你的思维特点o 给你如下给你如下“材料材料”:请你用他们组织出尽可能多的图形请你用他们组织出尽可能多的图形,并在每一个图下面写出一句并在每一个图下面写出一句你认为最贴切的话你认为最贴切的话.残疾的老鼠残疾的老鼠一团和气一团和气20对比别人的结果,看你的创意怎样?21结果比较Generating idea

13、s: BrainstormingIt is suggested that students work together to brainstorm ideas for writing.l In this stage, the teacher should encourage students to think freely and put down all possible ideas related to the topic that come to their minds.Generating ideas: Brainstormingp to gather information or i

14、deas about the topic (activities like questions and answers, group discussion, or brainstorming / bring some sample reading materials for the students to read before talking about their own ideas) For example, a composition of “smoking” they may brainstorm such ideas: 25Organizing ideas: Mapping （思维

15、导图）（思维导图）p to design some tasks to organize the ideas according to the sequences, categories or sub-topics of the general ideas. The purpose is to help students to group ideas and to form a general structure of their writing. 27OverweightCauses:Problems:Solutions:Feelings:Over-weightCausesProblemsSo

16、lutionsFeelingsMain procedures of process writing: p.214B.Drafting;lOutlining; 列提纲列提纲lFree writing; 自由写作，一自由写作，一气呵成气呵成30OutlininglAn outline usually illustrates the main organizing structure and the most important points of the essay. It may include the main idea of each paragraph with topic sentenc

17、es and notes for supporting details. 31l After students have developed an outline of the essay, they can be given enough time to write the first draft. At this stage, the development of ideas are more important than getting grammatical structures, punctuation or spelling correct.32Free writingl Free

18、 writing: students start writing freely about the topic following mapping. At this stage, they dont need to care too much about spelling or grammar. All they need to do is to put their ideas on paper. Free writing can help students develop fluency in writing.Main procedures of process writing: p.214

19、C.Editing;整整理理D.Revising; 修订修订lProofreading; 格式、语法检查格式、语法检查lConferencing; 协商讨协商讨论，讲评论，讲评34Editing （改进）（改进）l Editing is the stage when students read through their writings and check the clarity of ideas or the logical development of their arguments. l Editing is not simply to find errors but to negot

20、iate meaning and improving writing.Editing may take two forms: P.216 Both need teachers guidance. Peer editingSelf-editing Guidance to peer editors: Structures (topic sentences and supporting sentences) Choice of words Grammar, spelling, punctuation Both appreciation and suggestions37Revising 修订修订lR

21、evising is the stage when teachers guide students to make necessary improvements in both organization and contents based on either self-editing or peer editing, e.g. adding new points or deleting irrelevant facts, correcting errors in choice of words.lA second or third draft before the final draft.3

22、8Proofreading 校对校对l This is the final stage before one hands in the final draft. At this stage, students should be guided to read their writings again carefully for any mistakes in grammar, spelling, punctuation, or capitalization.39Conferencing 协商讨论，点评协商讨论，点评l It refers to a private meeting for the teacher to point students strength and weakness. For large class, there can be a class conference focusing on the main problems and features of good writing. l During the conferencing, teachers need to encourage rather than criticize.Do Task 6 on p.2194012.4 Principles for teaching