人教英語新課標必修1全冊精品教案(Unit 2 English Around the World)

section 1: approaches to process writing 程序寫作教學法i. pre-writing1. brainstorminggetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. 2. planningstudents make a plan of the writing before they start. these plans can be compared and discussed in groups before writing takes place. 3. generating ideasdiscovery tasks such as cubing (students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.) 4. questioningin groups, the idea is to generate lots of questions about the topic. this helps students focus upon audience as they consider what the reader needs to know. the answers to these questions will form the basis to the composition. 5. discussing and debatingthe teacher helps students with topics, helping them develop ideas in a positive and encouraging way. ii. focusing ideas 1. fast writingthe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. the important thing is to keep writing. later this text is revised. 2. group compositionsworking together in groups, sharing ideas. this collaborative writing is especially valuable as it involves other skills (speaking in particular). 3. changing viewpointsa good writing activity to follow a role-play or storytelling activity. different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. 4. varying formsimilar to the activity above, but instead of different viewpoints, different text types are selected. how would the text be different if it were written as a letter, or a newspaper article, etc. iii. evaluating, structuring and editing 1.orderingstudents take the notes written in one of the pre-writing activities above and organize them. what would come first? why? here it is good to tell them to start with information known to the reader before moving onto what the reader does not know. 2. self-editinga good writer must learn how to evaluate their own language ─ to improve through checking their own text, looking for errors, structure. this way students will become better writers. 3. peer editing and proofreadinghere, the texts are interchanged and the evaluation is done by other students. in the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. you could also ask the students to reduce the texts, to edit them, concentrating on the most important information. 4. the importance of feedback