中学英语教学法 第四次导学课

1. 中学英语教学法第四次导学课 主讲：陈道明（华南师范大学外文学院）chendm@gdou.com

2. 本学期的学习计划 请仔细阅读网络工作室里“通知公告”栏中的所有内容。 期末考试以前学习安排： • 学习主题：第四次导学课，教案，复习，准备考试。 • 要做的事情： 1. 登录“网梯”听第四次导学课（6月5日，星期天，上午8:10-10:10），或补听导学课。 “网梯”地址：http://218.19.140.213/mcs2/ 2. 学习《英语教学法教程》（第二版）第12-13单元。 3. 准备好期末考试的教案。（教学内容和教案要求将挂在网上工作室的“复习资料”栏里） 注意：禁止将你的教案带入考场抄录，也禁止你的教案与他人雷同。 4. 复习本学期的学习内容，准备期末考试。

3. 第四次导学课内容 • Teaching Writing (第一版Unit 11，第二版Unit 12) • Integrated Skills (第一版Unit 12，第二版Unit 13) • 关于期末考试考试涉及的内容 • 关于期末考试的题型 • 期末考试教案设计六点注意 • 关于答题卡“考号”栏的填图方法

4. Teaching Writing(第一版Unit 11，第二版Unit 12) Topics for discussion: What, why and how do we write? A communicative approach to writing Problems in writing tasks in existing textbooks and classroom teaching A process approach to writing Motivating students to write 6. Designing writing tasks 7. Writing through the internet 8. Three approaches to writing

5. A communicative approach to writing To motivate students, it is necessary to engage them in some act of communication. • Either writing for a specific recipient (e.g. a letter to a friend), or: • Engaging in an act of creative writing where their work is intended to be read by other people. 本页内容在网上课件中的Unit Eleven有讲解。

6. In short, students can be motivated by authentic writing tasks that have some communicative elements. • However some writing activities can be between “writing for learning” and “writing for communication”. 本页内容在网上课件中的Unit Eleven有讲解。

7. Some examples of writing tasks: are they for consolidating language, or are they for communication? (2nd ed.: 209-11) 本页内容在网上课件中的Unit Eleven有讲解。

8. e.g. 1 (p. 209) Writing Join the pairs of sentences, using when/where. Example: Kentucky is the state. Lincoln was born there. Kentucky is the state where Lincoln was born. • This book is about time. Lincoln was president then. • This is the house. Lincoln was born there. • … 本页内容在网上课件中的Unit Eleven有讲解。

9. e.g. 2 (p. 209) Letter writing A friend is coming to visit your hometown/village. Unfortunately you will be away. Write a short letter to your fiend and make some suggestions about sightseeing and other activities in your area.

10. e.g. 5 (p. 210) Letter writing Do you think any of the courses (maths, physics, English, history, etc.) you are taking now can be improved in some way. If yes, write a short letter to the teacher and present some suggestions. 本页内容在网上课件中的Unit Eleven有讲解。

11. Problems in writing tasks Deficiencies of writing tasks in existing English textbooks: • They are mainly accuracy-based. • They are designed to practise certain target structures. • There is insufficient preparation before the writing stage. • - 本页内容在网上课件中的Unit Eleven有讲解。

12. There is no sense of audience. • There is no sense of authenticity. • Students are given ideas to express rather than being invited to invent their own. • There is no opportunity for creative writing, particularly for expressing unusual or original ideas. 本页内容在网上课件中的Unit Eleven有讲解。

13. Compare 2 examples: e.g. 1 (p. 212) Writing Write about the sports which you like. Use phrases like these: I don’t like … I enjoy … My favourite sport is … I quite like … I prefer … to … I like … because … 本页内容在网上课件中的Unit Eleven有讲解。

14. e.g. 2 (p. 213) An E-friend has written to you and has described the sports he likes most. Write an Email to him and tell him your favourite sports too. (A sample letter is presented here.)

15. A process approach to writing Features of process writing: • Focus on the process of writing; • Help students to understand their own composing process; • Help to build strategies for prewriting, drafting, and rewriting; • Give students time to write and rewrite; • Place central importance on the process of revision; • - 本页内容在网上课件中的Unit Eleven有讲解。

16. Let students discover what they want to say as they write; • Give students feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention; • Encourage feedbackboth from the instructor and peers; • Include individual conferences between teacher and student during the process of composing. 本页内容在网上课件中的Unit Eleven有讲解。

17. Main procedures of process writing include: • Creating a motivation to write, • Brainstorming, • Mapping, • Free writing, • Outlining, • Drafting, • Editing, • Revising, • Proofreading, • Conferencing • (Publishing)

18. Creating a motivation to write • The first thing a teacher needs to do to teach writing • Create a clear purpose or a reason to write. • Therefore, the topic for writing should be familiar, meaningful and relevant to student’s life and interest.

19. Brainstorming, • Students can list all the ideas related to topic on a piece of paper or on the blackboard. • The important thing is to get students to think freely and put down all possible ideas that come their minds.

20. Smoking Bad for health Expensive Pollute the air Dangerous Waste money cause lung cancer Bad for non-smokers Cause fire … Brainstorming

21. SMOKING Mapping indoor smoking public places bad for non-smokers bad for health pollute the air cause lung cancer dangerous expensive cause fire waste of money

22. Free writing • Refers to the stage when students start writing freely about the topic following mapping. • Usually students are given 10 to 15 minutes during which time they are asked to write anything that comes to their minds as quickly as possible. • They do not need to care too much about spelling or grammar. This stage can develop fluency in writing.

23. Outlining • The students need to write a more detailed outline. • It may include the main idea of each paragraph with topic sentences and notes for supporting details. • It may also include an introduction and a conclusion. • The outline can be changed.

24. Drafting • The development of ideas are more important than getting grammatical structures, punctuation or spelling correct. • Students should be given enough time to write the first draft.

25. Editing • The students read through their writings and check the clarity of ideas or the logical development of their arguments. • They also check carefully the grammar, spelling and punctuation of their writings. • Editing may take two forms: peer editing and self-editing. • Editing is not simply to find errors about one’s or others’ writing, but to negotiate meaning and improving writing. (pp.216-7)

26. Revising • The teacher guides the 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, and correcting errors in spelling, punctuation, grammar or choice of words.

27. Proofreading • Students should be guided to read their writings again carefully for any mistakes in grammar, spelling, punctuation, or capitalization. • The teacher should limit his/her involvement in making corrections for the students. • He/she can underline those problematic items and leave them for the students to do the correction themselves.

28. Conferencing • It refers to a private meeting between the teacher and each individual student. • In big classes, it can be a class conference focusing on the main problems and features of good writings • One point which is extremely important for teachers is that a teacher’s attitude can influence students’ confidence and motivation to write.

29. An example of teaching writing Step 1: raising a question: what problems is our city confronted with? Step 2:a brief discussion on the problems; Step 3: group discussion on solutions; Step 4: individual composing: My Solutions to the Problem of …; Step 5: reading one’s own composition, making suggestions on how to make improvement, focusing on ideas rather than on language; 本页内容在网上课件中的Unit Eleven有讲解。

30. Step 6: rewriting, selecting and organising ideas, keeping an eye on language; Step 7: grouping students based on the topics, letting students read their own composition; Step 8: making a list of optimal solutions, producing a product of the whole group; Step 9: creating a Class News Letter like “Problems and Solutions in Our City”; Step 10: publishing. 本页内容在网上课件中的Unit Eleven有讲解。

31. Motivating students to write • Make the topic of writing as close as possible to students’ life. (A few topics can be given to students to choose.) 2. Leave students enough room for creativity and imagination. 3. Prepare students well before writing. 4. Encourage collaborative group writing as well as individual writing.

32. Motivating students to write 5. Provide opportunities for students to share their writings. 6. Provide constructive and positive feedback. 7. Treat students’ errors strategically. 8. Give students a sense of achievement from time to time.

33. Designing writing tasks • The examples are on pp.224-5

34. Sample task 1 Topic: write an invitation letter and a reply Procedures: • Write each student’s name on a small piece of paper, and fold the paper. • Put the pieces of paper in a box and walk around in the classroom. • Ask each student in the class to pick up a piece of paper. Tell them not to show it to the other students. • Ask students to write an invitation letter to the person whose name is on the paper they picked. • After 20 minutes, ask each student to present their invitation letters. • Then the student who is invited should write a reply to the invitation, either as a letter of acceptance or refusal.

35. Sample task 2 Topic: Describing an object Procedures: • Read an extract of Gulliver’s Travel. • Imagine that you are 20 centimeter’s tall, like the Lilliputians in Gulliver’s Travel. Choose an object from your schoolbag and describe it from the point of view of a person of 20 centimeter tall. Try to use as many adjectives as possible.

36. Sample task 3 Topic: Describing people Procedures: • Brainstorm words for describing of people and learn some new words. • Read a few samples of descriptions of people. • Ask each students to choose a classmate to describe without mentioning his/her name. • Ask a few students to read their descriptions in class one by one and other students guess who the person is according to the description given.

37. Conclusion • Two approaches to writing: the communicative approach, and the process approach. • The teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposes. • Some principles for teaching writing and how teachers can motivate students to write.

38. Three approaches to writing 1. The Traditional Approach: The accuracy is emphasized. 2. The Process Approach: The process is emphasized. 3. The Genre Approach: The effect is emphasized.

39. Writing a Journal 学生写：Yesterday, I see a film. The film is Titanic. It is very good. … 教师读后批注：Really? I saw it too. But I saw it last year. I quite agree with you. It was really a wonderful film! 批改的特点： • 批注简短，但引起学生的注意和兴趣。 • 把重点放在情感的交流上，而不是语言的形式上。 • 语言的改正采取隐性的指引。 Make your students happy!

40. 两个写作课课例录像 1. 执信中学林爽老师写作课： http://v.youku.com/v_show/id_XMjI4Mzc0MjEy.html • Pw: scnu 2. 东莞邓宁霞老师写作课： http://v.youku.com/v_show/id_XMTgwMjk4ODY4.html • Pw: : scnu

41. Integrated Skills(第一版Unit 12，第二版Unit 13) Topics for discussion: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills? 本页内容在网上课件中的Unit Twelve有讲解。

42. Why should we integrate the four skills? • There are many situations in which we use more than one language skill. • For this reason alone, it is valuable to integrate the language skills, but there are other reasons why integration can enhance the students’ communication competence. 本页内容在网上课件中的Unit Twelve有讲解。

43. Conditions for language learning Jane Willis. 1996. A Framework for Task-Based Leaning. Oxford: Longman Essential Desirable Exposure to a rich but comprehensible input of real spoken and written language in use Use of the language to do things (i.e. exchange meanings) Motivation to listen to and read the language and to speak and write it (i.e. to process and use the exposure) Instruction in language (i.e. chances to focus on form) 本页内容在网上课件中的Unit Twelve有讲解。

44. How can we integrate the four skills? • The easiest form of integration is from receptive to productive skills. • The second kind is complex integration. 本页内容在网上课件中的Unit Twelve有讲解。

45. 本页内容在网上课件中的Unit Twelve有讲解。

46. e.g.: My name is Jim Green. I live at 152 Jiangguo Street, not far from the centre of the city. I have lived there since 1990. I go to Number 14 Middle School. I’ve been a student there for nearly two and a half years. Now write about yourself in the same way. 本页内容在网上课件中的Unit Twelve有讲解。

47. Reading activity: a poster giving information about an English club Oral activity: students make up a dialogue between the club secretary and a person who wants to join the club Writing activity: students complete a membership application form for the English club based on their partner’s information The information that the students get from the reading is useful in the oral activity, while the writing activity is based on information from the oral activity. 本页内容在网上课件中的Unit Twelve有讲解。

48. Implications • Focus on discourse • Adjusting/Adapting the textbook • Adjusting /Adapting the timetable 本页内容在网上课件中的Unit Twelve有讲解。

49. What are the limitations of integrating the four skills? • It is necessary for teachers to maintain an appropriate balance between integration and separation. 本页内容在网上课件中的Unit Twelve有讲解。

50. Limitations of integrating the four skills Integrating the four skills: • can be demanding of the teacher (understanding discourse, using textbook flexibly); • can be time-consuming, requiring a lot of preparation. 本页内容在网上课件中的Unit Twelve有讲解。