高三英语下册unit-1课件

Content
*Teacher –led discussion about “Writing” *Lecture: language learning and teaching theories and practice * Need analysis survey *Preliminary plan of the term
1.On writing
• Human life almost reads like a poem. • It has its own rhythm and beat, its internal cycles of growth and decay. • It begins with innocent childhood, followed by awkward adolescence trying awkwardly to adapt itself to mature society, with its young passions and follies, its ideals and ambitions; then it reaches a manhood of intense activities, profiting from experience and learning more about society and human nature; at middle age, there is a slight ease of tension, a mellowing of
1. On
writing
• B: Writing well includes many aspects • 1. word expressions/sentences • 2. format /rhetorical patterns • narrative/descriptive/argumentation/exposi tion/letters/reports
1. On
writing
• But “The art of writing is very much broader than the art of writing itself, or of the writing technique.”
1. On
writing
• 3. Other aspects a good writer might possess
1. On
writing
• I Understand better about “writing” • A: Writing is a relatively difficult • skill to learn and to teach • Different from reading and listening • Different from speaking
• Input and output are both important and form and meaning are inseparable. • Writing can combine both form and meaning and input and output, learn many things simultaneously and imperfectly.”
Roger Ottewill (CLT) On the Horizon 10,1 2002
1. On
writing
• character like the ripping of fruit or the mellowing of good wine, and the gradual acquiring of a more tolerant, more cynical and at the same time ,more kindlier view of life; then, in the sunset of our life, it is for us the age of peace and security and leisure and contentment; finally, life flickers out and one goes into eternal sleep, never to wake up again. One should be able to sense the beauty of this rhythm of life, to appreciate its main theme, its strains of conflict and the final resolution. The movement of these cycles are very much the same in a normal life, but the music must be provided by the individual himself.
How to teach advanced writing
• • • • • 1.provide authentic situation to write 2.Provide meaningful and authentic tasks . Find out method to stimulate continuous writing. 3.Provide adequate input for reference 4.provide interactive opportunities to negotiate meaning. • 5.provide various ways to respond to students’ writings.
evaluation synthesis analysis application comprehension knowledge
constructivist
objectivist
Epistemology
• What is knowledge?
objectivism
constructivism
Constructivism
• Thesis: original, fresh /dull plain • (creative mind, keen perception of the world) • Arguments: persuasive/weak (rich knowledge, many good examples) • Reasoning: logical, competent/confused, incomplete(logical thinking, synthetic and analytic ability) • • ”
1. On
writing
• That is why “Great writers are not taught. It is the gift , experience and knowledge” • II: Why do we spend such a long time on the course? • A: A requirement: • In college, postgraduate test
1. On
writing
• B A beneficial skill: • 1. good for learning(vocabulary/reading/other courses ) • 2. good for future work(foreign enterprises, teachers,) advantage for English majors • 3. good for personal development(thinking ability, perception ability, accuracy) e.g
The role of the tutor
objectivism constructivism
“sage on the stage” “guide by the side”
Language learning
•
Krashen's comprehensible input hypothesis • (learning and acquisition) • Swain(1985) comprehensible output hypothesis, that is “the opportunities to produce language were important for acquisition.”
Our situation and innovation
• Technology-assisted • Virtual Learning Environment
The Iceberg model
face-to-face teaching
assessed tasks
directed learning preparation & reflection mastery
1. OnBiblioteka • • • •writing
III: How to learn it well? 1. write a lot 2. Read a lot 3. Experience and think a lot
2.What the teacher has brought into the classroom?
• • • • Education objectives Second Language Learning L2 Writing Technology-based context
Education objectives (cognitive)
• Bloom’s taxonomy (Bloom & Krathwohl, 1956)
Writing