Using LanguageⅡ教学实录及点评

增城中学陈亚丽高三英语写作有效教学案例

Teaching Plan for Process Writing Content：Unit 4 Book 10 Learning Efficiently （人教版

必修10）

Students：Class 5, Senior Three Date：Nov.16, 2017

Teacher：Alicia Chen (陈亚丽)

●Teaching concept for the design “The Curriculum Standard for Senior English (experiments)” (Ministry of Education, 2003) points out: the overall objective of the English course in the basic education stage is to cultivate the students’ comprehensive ability. Therefore the high school English program design and implementation should comply with the students’

physiological and psychological characteristics, following the law of language learning. By means of active observation, experience and exploration, the students will optimize their English learning methods and give full play to their potential learning ability and form effective learning strategies and meanwhile improve the ability of independent learning. The teaching design for writing directly influences the success of language skills, language knowledge and the emotion goals, etc. As for the objective in writing, according to our curriculum rationale, a Senior 3 student should be able to write a summary, a report, a notice, a journal, a letter, etc. He should also be able to explain or express his point of view or attitude freely and make comments on the opinions of others in a logical order by applying the appropriate styles and employing the accurate words or structures in a coherent way.

Also in the NMET now, the candidates are required to use what they’ve learned to finish the writing tasks in 40 minutes, which is a reflection and implementation of our curriculum standard.

●Writing task

Imagine that you are Ni Wei. Your friend Li Ming who is studying in another part of the town has just sent you an email, asking for help. He said he had just learned the same unit as you. He can read quite well, but he has problems in writing. Now please write an email to him, telling him how to write in English effectively.

●Factors to think about

I. About the teaching material and the reason for my changes

The topic for Unit 4,Book 10 is Learning Efficiently, which focuses on learning strategies, including listening, speaking, reading and writing. Of course, the grammar and vocabulary are also mentioned but they should not be the focus. As the last period of this unit, the students have had enough “input”

to produce their “output”

so the process writing design is meant to provide the students a chance to use what they’ve learnt.

Because most of the writing activities in the textbook (including the one on Page

1

39, Book 10) fail to have a communicative element due to the following deficiencies: 1.

Students are given ideas to express rather than being invited to invent their own. 2.

There is no opportunity for creative writing, particularly for expressing unusual or original ideas. 3.

There is no sense of audience. 4.

There is no sense of authenticity. 5.

There is insufficient preparation before the writing stage. For most of the time, the students write from someone’s ideas. This kind of writing is seen as “writing as language learning”. And very often when given a topic, the students make up things to write about because their personal experience cannot contribute to the given topic. We can say this is pseudo writing. Whilst in reality, most writing is for communication, that is, to convey messages or for self creation. Besides, the students are not so interested in “the

old things”, they just want to try something new so as to face new challenges.

II. About my students (Class 5, Senior 3) All my students are good learners, I can say, for most of them have developed their own learning styles and experienced achievements to some degree. As senior 3 students, they are just too eager to improve their language level. They’ve set their own goals in learning and are working very hard in order to realize their dreams. They have common sense about language study and writing, especially after learning this unit, but they still have troubles in: 1) How to choose the exact words and organize them in correct sentence patterns in a logical order; 2) How to answer the task response successfully, achieving the particular purpose by the designer. Moreover,most of them don’t have an outline before writing because of the time limit.

III. About the teaching goals

By doing this, I expect my students to 1)have a better understanding about the nature of writing in reality;2)develop a communicative or process approach to writing and at the same time develop their writing skills, which are based on task response, coherence +cohesion, vocabulary and grammatical accuracy; 3)want to write in the first place and learn how to write 4) train logical thinking(thought process) 5) be both a “sponge” and a “diamond”.

IV. About the teaching approaches Nowadays as more and more important English tests incorporated writing as components, both teachers and students have begun to realize the importance of writing. However, at the moment, most of the writing exercises in the English textbooks are designed with the purpose of “ writing for learning” rather than “writing for communication”.

In this lesson, I will introduce two approaches to writing: the communicative approach and the process approach. These two approaches are not exclusive to each other. On the contrary, we can combine the two approaches in our actual teaching in

2

the classroom. Also we should emphasize that the teaching of writing should focus on the process rather than the product, and that writing should reach communicative purpose.

V. Teaching aids: handouts, cards, blackboard, CAI…

VI. About the teaching activities and procedures

tasks

Target

communication activities

Language Interaction

co-operation

practice

Procedures

Stage 1(pre-writing) (10minutes) Activities

Warming up; leading in

Contents

A brief revision; Alicia’s original writing; exercises for fun

Writing

Task

Form activities of Purposes

Preparation; presentation, motivation Roles of the teacher

Designer Resource-provider Organizer Prompter

Designer Resource-provider Controller Assessor Organizer Prompter participant

Lockstep(the whole class); Individual or group work

Stage 2(while -writing)

(approx.15mins) discussing; questioning and thinking, outlining, producing, sharing

Pair work; Individual work

Communicating; accuracy, fluency and appropriateness of the language ; application; ability development; thought process consolidation; Stage 3(after- writing) (approx.15mins) co-operating; comparing; feedback; reflecting self-evaluation; sample assessment; homework Individual study; Pair work;

Designer improvement Resource-provider and Assessor development Prompter

●Afterthought 1.The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what the students and the teachers do before they start writing and after they finish writing.

3

2. It is suggested that if a group of students work together to brainstorm the topics any ideas, it will be more productive, because their thoughts can be inspired by each other’s ideas.

3. Peer reading has proven to be an effective way for students to learn from each other. Identifying peers’ errors in writing provides another opportunity for students to learn. Helping peer with correction encourage co-operative learning among students(but give them a checklist of common errors). 4. Some people may ask why there should be so much oral work in a writing activity? We would argue that writing and speaking are always related to each other because both are forms of language production, and in reality, much writing is done based on what has been discussed, for example, in group project work. And please bear in mind that integrated teaching of language skills is what we try to advocate.

5. We are teachers and we are students too. There are a lot in common about strategies in both learning and teaching. We encourage the students to take risks. We, too should be open-minded and try new things. It’s OK to make a mistake when we have tried but it is a mistake not to try. No teacher is perfect, but all those who are experimental will be winners.

6. But still I am not sure how much time should be spent on pair work or group work and how often I should do this since there are so many students in my class. Also it is difficult to observe them and give them appropriate evaluation. It’s easier said than done! What if a student does not want to work in a group? What if I can’t get what I have expected? 附:学生学案

Writing Practice for Unit 4, Book 10 (Nov.16, 2017 ) Reading makes a full man. Writing makes an exact man.-----Francis Bacon Class:

Name:

No: ◆Pre-writing (10 minutes)

I. Read the proverbs below and choose one to discuss in your group how it applies to learning English. 1. It’s never too late to learn.

2. Better late than never. 3. If at first you don’t succeed, try, and try again.

4. Well begun is half done. 5. He who makes no mistake makes nothing. 6. There is no royal road to learning. 7. Don’t bite off more than you can chew.

8. Drops of water outwear the stones. 9. Language is nothing but a tool to convey certain kind of information. 10. There is no such thing as a great talent without great willpower. 11. Learning is the eye of the mind.

4

12. Relax! Be patient and enjoy yourself. Learning foreign languages should be fun.

II. Read and appreciate a letter

E-mail: Alicia2004zc@ sina.com Tel: 0086-830998

Dear Sir/ Madam,

I am writing to apply for a job as an English language teacher in New Horizon College of English, which was advertised in the local newspaper named Hawke’s Bay Today.

I am a qualified English teacher. I graduated from the English Department in South China Normal University in 1983. I have been teaching English in three high schools and this has given me rich experience and good skills in dealing with students of different levels and different age groups.

In the time as an English teacher, I have taken some development courses such as advanced English grammar and English teaching methodology which has also involved my presenting language materials. In recent years, I have been to some English-speaking countries to further my language study, and this has helped to improve my listening and speaking English.

I moved here last month and I would like to work here. I wonder if you could help me. I look forward to hearing from you.

I enclose my C.V.. I am contactable through e-mail address or telephone. I am ready for an interview at anytime.

Yours faithfully

Alicia Chen

Feedback(discuss with your partner): Task Response Coherence + Cohesion Lexical Resource Grammatical Range +Accuracy

Comment: (1.Excellent 2.Good 3.Average 4.Poor 5.Need improving)

III. Have fun with the following (finish the first three, with the rest to be talked about after class) (Cohesion or coherence?

If not, how to correct it ? ) 1.I just met your brother. She is a nice boy. 2.You failed the exam. This is good news. 3.My axe is too blunt. I must get a sharper one. 4.--- You think Joan already knows? ---I think everybody does. 5.--- He looks great. --- I think so. 6.--- I dare say you don’t work hard enough. ---- That’s right.

5

7.--- Can you row? ---Yes, of course. 8.---Have some wine. --- There isn’t any.

9. --- I want to swim in the river. --- You’d better not. Look at the sign!

10.--- Which do you like? This one? ---No, I prefer the other. 11. She’s very intelligent; but she’s very reliable.

12. I didn’t study. However, I still pass.

13. She didn’t know the rules. Consequently she died.

14.There is a boy climbing the old elm. That elm isn’t very safe.

15. The book arrived in the mail. The cover was ripped off and the pages were torn. 16. --- Did you enjoy your holiday?

--- I was in Beijing. 17. --- There is a telephone.

--- I am in the bath.

---ok.

◆While writing (15minutes) Writing task:

Imagine that you are Ni Wei. Your friend Li Ming who is studying in another part of the town has just sent you an email, asking for help. He said he had just learned the same unit as you. He can read quite well, but he has problems in writing. Now please write an email to him, telling him how to write in English effectively.

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

◆After writing (15minutes) I. Self-evaluation

1. Did I write a letter(e-mail)?

2. Did I finish the task?

6

3. Did I offer to help?

4. Did I give him some encouragement?

5. Was the letter well organized?

6. Did I make him think positive?

II. Peer reading and assessment Task Response Coherence + Cohesion Lexical Resource Grammatical Range +Accuracy

Comment:

III. Assessment of a sample by one of the students

Dear Li Ming, I’m glad to have received your e-mail. Now I am writing back to give my opinion about how to write in English effectively.

There is no doubt that writing is also a tool for communication, which plays an important role in our daily life. So if we want to be successful in communication, we must write effectively.

But how to write in English effectively? Different people may have different opinions. In my personal viewpoint, grammar accuracy and vocabulary are the basic knowledge, without which we cannot express ourselves well and clearly. Also we must bear in mind what kind of task response we are required to finish. Knowing what kind of writing style and the audience will help us. In order to organize our ideas in a logical order, we must have an outline.

No one is born a genius. If we want to write effectively , what we need is practice and practice. For example, we can keep a journal . Don’t worry about the mistake. We just learn from the mistake.

I hope this advice will be helpful to you. Best wishes, Ni Wei

Criterions ( 标准) for assessment

What do you think of the work? Excellent Good Average Poor Need improving Task Response

Coherence + Cohesion

Lexical Resource

Grammatical Range +Accuracy

The useful expressions to be enjoyed and remembered

7

▼Homework Task 1

Do you agree or disagree?(using the symbol× or √) (add some more if you like) 1.

Every day, we write a lot. We write for various reasons and we write in various ways.(

) 2.

Sometimes there are common things we all have to write, common reasons for all of our writing, and common rules that we all should follow in writing. (

) 3.

Writing in our mother tongue is the same as writing in a foreign language. (

) 4.

Writing in our mother tongue is different from writing in a foreign language. (

) 5.

There is a great variety of things we write in reality, for example, letters, journals, notes, instructions, posters, essays, reports, menus…. (

) 6.

I know the importance of writing. (

) 7.

I write just for exams. (

) 8.

I write for learning. (

) 9.

I write for communication. (

) 10.

I write for fun. (

) 11.

I write for other reasons. (

) 12.

I know what to write about. (

) 13.

I know how to write well in English. (

) 14.

I agree to use the feedback method applied to evaluate Alicia’s writing. (

) 15.

We must have an outline before we begin writing. (

) 16.

All of the following are important factors for effective writing. Task response, grammar, vocabulary, coherence and cohesion. (

) Task 2 In our textbooks, try to find a writing task which is intended for learning and one for communication. Eg. Kentucky is the state. Lincoln was born there.

Kentucky is the state where Lincoln was born.(this writing activity is designed for consolidating grammar.) Task 3

Underline the conjunctions in the following passage. Dear Donghua,

Thank you for your kind words. I’m sorry you are not doing so well in English and I hope the following suggestions will help.

Learning new words: Perhaps your problem is that you haven’t yet found the method of learning new words that suits you best. Have you thought about asking some of the students who are doing well at English in your class how they learn new words? You could then try some of their methods and see which works best for you. My way of learning new words is to first look at each word carefully and then write the words out with dashes between syllables, like this syl-la-bles. That helps me with the spelling. Then I write sentences with the words in them to help me remember the meaning. Finally, I look at the words again just before I go to bed and somehow my brain learns them while I’m sleeping. Of course everyone is different, so this might not work for you, but try it anyway and see if it makes any difference.

8

As for having trouble with reading, I’d like to suggest that you don’t worry about understanding every bit of the text. Why don’t you first just read the passage through without stopping just to get a general idea. Then think about your purpose for reading that particular text, for example, to find some specific details, to summarize the main points, etc. Once you know WHY you are reading you can read the text again and focus just on parts that will help you achieve your purpose. Also, try to guess the meaning of unknown words than always going to the dictionary.

I hope this advice helps. Let me know how you get on.

Love, Michelle

Task 4

What is your future plan for the improvement of your writing in English(You may just focus on one of them) ? Task Response Coherence + Cohesion Lexical Resource Grammatical Range +Accuracy

附:课件

How to write in English effectivelyBy Alicia Chen(陈亚丽)



Task: Imagine that you are Ni Wei. Your friend Li Ming who is studying in another part of the town has just sent you an email, asking for help. He said he had just learned the same unit as you. He can read quite well, but he has problems in writing. Now please write an email to him, telling him how to write in English effectively. A sampleDear Li Ming,I’m glad to have received your e-mail. Now I am writing back to give you my own opinion about how to write in English effectively.There is no doubt that writing is also a tool for communication, which plays an important role in our daily life. So if we want to be successful in communication, we must write effectively.

But how to write in English effectively? Different people may have different opinion. In my personal viewpoint, Grammar accuracy and vocabulary are the basic knowledge, without which we cannot express ourselves well and clearly. Also we must bear in mind what kind of task response we are required to finish. Knowing what kind of writing style and the audience will help us. In order to organize our ideas in a logical order, we must have an outline.

No one is born a genius. If we want to write effectively , what we need is practice and practice. For example, we can keep a journal . Don’t worry about the mistakes.We just learn from the mistake.I hope this advice will be helpful to you.Best wishes,Ni Wei

9

【设计意图】

设计以学生

“能做某事”为目标,避免传统的单纯讲授的教学方法,采用任务型的教学途径,以话题和问题为中心,以活动为手段,创设各种学习情景和氛围,吸引和组织学生积极参与。学生通过观察、思考、调查、讨论、交流和合作的方式，学习和使用英语，完成学习任务。使用“任务型”教学，能让学习这在实施任务的过程中有更多的机会去接触可理解的语言输入，有更多的机会以口头或笔头的形式去进行语言交际，而由此产生的语言互动或磋商性的活动，最终将促使他们更快更好地学习语言。

【亮点】

1．设计的活动有明确的目的和具体的可操作性，并能有效评价；

2．活动设计以学生的生活经验和知识基础为出发点，根据学生的兴趣特点，选取真实的教学内容，教学形式多样；

3．活动本身有利于学生学习英语语言知识、发展语言技能和培养综合能力；

4．活动能促进英语学科和其他学科之间的相互渗透和联系，使学生的思维能力和创造能力以及审美和艺术感受、协作和创新等综合素质都得到相应的发展。

5．活动能够促使学生获取信息、处理信息和使用信息。在学中用，在用中学，发展用英语解决实际问题的能力。

6．活动不仅限于课堂，而且伸延到课堂之外的学习和生活中。

【反思】

写作是学生最不愿意做的事情，但写作很重要，它是检测学生综合语言运用能力的重要手段。作为老师要引导学生掌握写作的知识和技巧并让他们乐写、能写、善写。

凡是理解与产出结合的语言学习方式都能有效促学(王初明, 2009)。在英语写作中，为什么学生总是“一错再错”？为什么纠错后学生依旧犯同样的语误呢？因为我们平时纠错多针对语言的产出环节，可是犯错的源头却主要在“学相伴”部分，我们要按有效路径纠错。因此，我们最佳的纠错方式应该是“防患于未然”。学生应该有大量正确的语言输入，并与之协同，产出与理解紧密结合，挤压犯错的空间。 另外，学生为应试而学旨在追求高分，而学好外语是为用而学。目的不同，学习心态就会不一样。我们要善于处理教、学、考之间的关系。我们要针对学生的兴趣，设计英语使用任务，要求用英语完成，注入交际需要，以激发外语学习的动力。

10