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1、最新教学资料人教版英语Unit2 English Around the World period4Section 1: Approaches to process writing 程序写作教学法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 th
2、ey 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
3、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
4、 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 leav
5、e 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 viewpoin
6、tsA 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,
7、 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
8、? 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
9、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 ed
10、it them, concentrating on the most important information. 4. The importance of feedbackIt takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing cl
11、ass. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. Writing as communicationProcess writing is a move away from students writing to test their language towards the comm
12、unication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing. 6. Potential problemsWriting is a complex process and can l
13、ead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negative
14、ly to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.Section 2: Background i
15、nformation on English Around the WorldI. British English, American English and ChineseCars and DrivingBritish EnglishAmerican EnglishChinesecar parkparking lot 停车场driving licensedrivers license驾照flyover overpass天桥four waycrossroads十字路口hire carrental car 租用车motorwayfreeway(Western U.S.)expressway (Eastern U.S.)高速公路petrolgasoline(gas)汽油tyretire轮胎windscreenwindshield挡风玻璃FoodBritish EnglishAmerican EnglishChinesebiscuitcookie饼干chipsFrench fries炸土豆片crispspotato chips油炸土豆片jacket potatobaked potato带皮烤的马铃薯jamjelly 酱mince hamburger碎牛肉；牛肉饼porridge oatmeal稀饭puddingdessert布丁；甜点sweetdessert餐后甜点
