2019-2020年高中英语Unit2Approachestoprocesswriting教案新课标人教版必修1.doc

2019-2020年高中英语Unit2Approachestoprocesswriting教案新课标人教版必修1I. 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 pared 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. pare 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 position. 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 positionsWorking 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 e 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 bee 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 mon 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 feedbackIt takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive ments can help build student confidence and create good feeling for the next writing class. 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 municationProcess writing is a move away from students writing to test their language towards the munication 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 plex process and can lead 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 negatively 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.