英语教学法WritingPPT课件
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A tour report A journal Design an advertisement
“between” Which do you prefer: city or country
What can I do to relieve environment pollution?
Does there exit true friendship between man and woman?
Writing for learning:
交际教学法
A Day in the Factory
A Day on the farm
How I spend my weekends Changes in Guangzhou
Consolidating language
Writing for communication: A letter to a pen pal
• (1) writing in the ELT classroom (also as homework) is often seen as a means to consolidate language that is recently studied.
• (2) The students finish the task within the time limit and hand in the final product. The students’ work is evaluated based on the accuracy of the final product.
• Writing in Chinese &Writing in English
• The things we write in reality: letters, journals, notes, instructions, posters, essays, reports, menus, filling forms, answering questionnaires.
1. What, why and how do we write? 2. A communicative approach to writing; 3. Problems in writing tasks in existing
textbooks and classroom teaching; 4. A process approach to writing;
Hate to write?
Why?
12.3 Problems in writing tasks
• accuracy-based • Designed to practice a certain
target structure • Insufficient preparation before
• If writing tasks lack authenticity, they do not motivate students.
• If writing tasks focus on the product rather than on the process, they do not help students to develop real writing skills.
writing • No sense of audience
Problems in writing tasks
• No sense of authenticity • Be given ideas rather than being
invited to invent their own • No opportunity for creative writing,
• The reasons we write: to convey messages or just to keep a record of what is in our mind.
• The way we write: Some people never put down a word before rehearsing the sentence many times in their mind, while other people write down anything that comes to their mind and then do a lot of editing and proof-reading.
5. Designing writing tasks.
• 1. The purpose of writing class
• . By writing, students can learn the language and culture;
• . By writing, students can improve their listening, speaking and reading abilities;
• . By writing, students can ቤተ መጻሕፍቲ ባይዱmprove their thinking ability.
• 2. The nature of writing in reality
• Think about your daily writing in Chinese and your experiences of writing in English. Fill in the table below with things that come to your mind first. When you finish, compare your ideas with your partner.
• Two major differences between writing in ELT classroom with that in reality. (Comparing writing in our English teaching classroom with writing in reality):
“between” Which do you prefer: city or country
What can I do to relieve environment pollution?
Does there exit true friendship between man and woman?
Writing for learning:
交际教学法
A Day in the Factory
A Day on the farm
How I spend my weekends Changes in Guangzhou
Consolidating language
Writing for communication: A letter to a pen pal
• (1) writing in the ELT classroom (also as homework) is often seen as a means to consolidate language that is recently studied.
• (2) The students finish the task within the time limit and hand in the final product. The students’ work is evaluated based on the accuracy of the final product.
• Writing in Chinese &Writing in English
• The things we write in reality: letters, journals, notes, instructions, posters, essays, reports, menus, filling forms, answering questionnaires.
1. What, why and how do we write? 2. A communicative approach to writing; 3. Problems in writing tasks in existing
textbooks and classroom teaching; 4. A process approach to writing;
Hate to write?
Why?
12.3 Problems in writing tasks
• accuracy-based • Designed to practice a certain
target structure • Insufficient preparation before
• If writing tasks lack authenticity, they do not motivate students.
• If writing tasks focus on the product rather than on the process, they do not help students to develop real writing skills.
writing • No sense of audience
Problems in writing tasks
• No sense of authenticity • Be given ideas rather than being
invited to invent their own • No opportunity for creative writing,
• The reasons we write: to convey messages or just to keep a record of what is in our mind.
• The way we write: Some people never put down a word before rehearsing the sentence many times in their mind, while other people write down anything that comes to their mind and then do a lot of editing and proof-reading.
5. Designing writing tasks.
• 1. The purpose of writing class
• . By writing, students can learn the language and culture;
• . By writing, students can improve their listening, speaking and reading abilities;
• . By writing, students can ቤተ መጻሕፍቲ ባይዱmprove their thinking ability.
• 2. The nature of writing in reality
• Think about your daily writing in Chinese and your experiences of writing in English. Fill in the table below with things that come to your mind first. When you finish, compare your ideas with your partner.
• Two major differences between writing in ELT classroom with that in reality. (Comparing writing in our English teaching classroom with writing in reality):