英语教学法 Writing
英语写作过程教学方法
英语写作过程教学北美英语教学大纲中认为写作是由构思、起草、修订、编辑、呈现等一系列环节所构成的严谨的过程，所谓过程写作教学法就是引导学生通过这一系列过程完成写作的方法：1、构思Prewriting目标(Objectives)(1) Generating and gathering ideas for writing(2) Preparing for writing(3) Identifying purpose and audience for writing(4) Identifying main ideas and supporting details策略(Strategies)Talking and oral activitiesBrainstormingClusteringQuestioningReadingKeeping journals in all content area2、起草Drafting目标(Objectives)(1) Getting ideas down on paper quickly(2) Getting a first draft that can be evaluated according to purpose and audience for paper策略(Strategies)Fast writingDaily writingJournals of all typesBuddy journalsDialogue journalsLearning logs3、修订Revising目标(Objectives)(1) Recording argument or reviewing scenes in a narrative(2) Recording supporting information(3) Reviewing or changing sentences策略(Strategies)Show and not tellShortening sentencesCombining sentencesPeer response groupsTeacher-studnent conferences4、编辑Editing目标(Objective)Correcting spelling, grammar, punctuation, mechanics, etc. 策略(Strategies)Peer editing groupsProof-readingComputer programs for spelling, etc.Programmed materialsMini-lessons5、展示Publishing目标(Objectives)(1) Sharing writing with one another, with students, or with parents(2) Showing that writing is valued(3) Creating a classroom library(4) Motivating writing策略(Strategies)(1) Writing may be shared in many formats;(2) Papers placed in bulletin boards, paper published with computers, paper shared in school book fairs, etc.。
英语写作课教学设计(共7篇)
英语写作课教学设计（共7篇）篇：英语写作课设计英语写作课教学设计一、教学目标知识目标：1、明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。
2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。
能力目标：提高学生写作水平和综合运用英语的能力。
二、教学辅助：多媒体教学过程：（一）Lead-in导入的任务是唤起注意，酝酿情绪，带入特定的语言交际场。
在教师的指导下进行回答问题，小组讨论。
1、要求学生回答下列问题：What is pocket money? Do you have pocket money?2、四人小组讨论下列题目：How do we deal with（处理）our pocket money?通过以上提问，让学生尽快进入角色，对如何使用零花钱，说出自己的看法。
让学生分小组活动，四人一组，教师巡视，需要时给予帮助，并参与学生的讨论。
引导学生扩大词汇量和英语惯用法，指导他们掌握英语基本句型，尤其是五个基本句型和动词句型。
然后，选出某一小组的代表向全班汇报他们小组讨论的内容，再请1—2位学生发表他们的观点。
3、将“How to use our pocket money?” 写在黑板中的上方。
向学生布置接下来的任务：Today we are going to discu how to write a report on “How to use pocket money for Junior school student?”（二）Presentation指导学生分析写作材料，找出所有内容要点，已有材料，掌握事实。
用大屏幕展示写作材料：书面表达（满分15分）假设你班将举行一次英语班会，主题为“中学生应如何使用家长给的零花钱”。
请你根据提示写一篇发言稿。
使用方式好处存入银行养成节约的习惯购买书籍获取知识其他培养兴趣（音乐、体育、集邮等）注意：1、词数：80左右；2、考词汇：零用钱——pocket money Dear friends,_______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 要求学生认真阅读材料，读完材料后，问学生有关问题：1) What should we write? 2)What expreions and sentence can we use? 3)How can we organize the neceary information and the related ideas we want to write?再要求学生分小组讨论（4人1组）。
英语教学法教程12 Teaching Writing
2. Why do we write?
We write for various reasons, to convey messages, to keep a record of what is in our mind, to communicate, to raise awareness of how language works, to become more familiar with the linguistic and social conventions of writing in English, etc.
details 9. Posing questions about the text 10.Finding answers to posed questions
11. Connecting text to background knowledge 12. Summarizing information 13. Making inferences 14. Connecting one part of the text to another 15. Paying attention to text structure 16. Rereading 17. Guessing the meaning of a new word from context 18. Using discourse markers to see relationships 19. Checking comprehension 20. Identifying difficulties 21. Taking steps to repair faulty comprehension 22. Critiquing the author 23. Critiquing the text 24. Judging how well objectives were met 25. Reflecting on what has been learned from the text
英语教学的方法有哪些
英语教学的方法有哪些
英语教学的方法有许多种，以下是常见的几种方法：
1. 交际法（Communicative Approach）：强调学生在真实的语境中进行交际，注重口语和听力技能的培养，通过实际的交际活动来学习语言。
2. 阅读法（Reading Approach）：通过阅读来学习语言，注重扩大词汇量和提高阅读理解能力，培养语感和文化意识。
3. 写作法（Writing Approach）：培养学生的写作能力，通过写作来学习语言结构和表达技巧，提高语言的准确性和流畅性。
4. 任务型教学法（Task-Based Approach）：设置真实的任务和情境，要求学生在完成任务的过程中使用英语来表达，通过实际操作来学习语言。
5. 游戏教学法（Game-Based Approach）：利用各种游戏和活动来激发学生的学习兴趣，提高他们的参与度和积极性，通过游戏的形式学习语言。
6. 任务型语法教学法（Grammar-Translation Approach）：通过讲解语法规则和翻译练习来帮助学生掌握语言结构和阅读能力。
7. 多媒体教学法（Multimedia Approach）：利用多媒体技术，如音频、视频、
互联网等，来增加学习材料的丰富性和趣味性，激发学生的学习兴趣。
8. 情景教学法（Situation Approach）：根据不同情景设置教学活动，让学生在现实生活场景中运用所学的语言知识。
9. 外教授课法（Native Speaker Approach）：请母语为英语的外教来进行授课，提供纯正的语音和语言环境，帮助学生接触和掌握地道的英语表达方式。
不同的方法适用于不同的教学目标和学生群体，教师可以根据实际情况选择合适的教学方法。
英语：三种英语写作教学法
英语：三种英语写作教学法一、成果教学法成果教学法是目前国内占统治地位的一种英语教学法，国内大多数英语写作教材也是按这种教学法设计的。
虽然成果教学法在具体实施中还存在着多样性，但总体来讲，这种教学法注重语言知识的运用，强调文章中要使用适当的词汇、句法和衔接手段（Pincas,1982）。
对于段落来讲，强调主题句、段落的组织与结构，即通过所谓的模式来展开段落，常见的模式有：事情发展过程、对比与比较、因果关系、分类、下定义等。
成果教学法一般把写作分为四个环节。
1．熟悉范文（familiarization）。
在这个阶段，教师选取一篇范文进行讲解，分析其修辞选择模式和结构模式，并介绍修辞特点和语言特点。
2．控制性练习（controlled writing）。
在这个阶段，教师就范文中所体现的相关常见的句式要求学生进行替换练习，并在教师的指导下渐渐过渡到段落写作。
3．指导性练习（guided writing）。
在这个阶段，学生模仿范文，使用经过训练的句式尝试写出相似类型的文章。
4．自由写作（free writing）。
在这个阶段，学生可以自由发挥，使得写作技能成为自身技能的一部分，并用于现实写作中。
比如说，在写作课开始时，教师可以先分析一篇有关描写房屋的文章（这样的范文通常为了教学需要进行过适当的修改，以便使得结构和语言特征更为明显），并突出描写房屋常见的表达法，如介词、房屋各部分的名称、各类房屋的名称以及常用句型等，然后要求学生进行替换练习，造出一些相关的简单句。
接着教师可以出示一张房屋的图片，要求学生模仿范文写出一篇描写房屋的段落或短文，教师进行仔细批改后，帮助学生找出其语言和结构上的问题，并督促改正。
之后可以要求学生自由发挥，描述自己家的房屋。
成果教学法以行为主义理论为依据，认为教学过程是一个教师提供刺激，学生做出反应，再进行强化的过程。
鼓励对输入信息（input）的模仿和再创造，并且由教师支配并控制着整个教学过程，学生没有太多自由发挥的空间，最后写出的作文是评价学习成果的惟一依据。
“五步”英语作文教学法
“五步”英语作文教学法【摘要】In conclusion, we will summarize the effectiveness of the "Five Steps" English Composition Teaching Method in helping students improve their writing abilities. This approach offers a comprehensive and structured way to support students in becoming proficient English writers.【关键词】引言、“五步”英语作文教学法、激发兴趣、写作背景知识、写作思路训练、写作技巧练习、评价、有效性1. 引言1.1 介绍“五步”英语作文教学法The "Five-Step" English Composition Teaching Method is a systematic approach to teaching students how to write effectively in English. This method breaks down the writing process into five distinct steps, each designed to build upon the previous one and help students develop their skills gradually.2. 正文2.1 第一步：激发学生写作兴趣的方法Another way to spark students' interest in writing is to incorporate multimedia elements into the writing process. For instance, teachers can show videos, pictures, or listen to music that relates to the writing topic. This can help students visualize and connect with the topic on a deeper level, making the writing experience more enjoyable and meaningful.2.2 第二步：引导学生进行写作背景知识的学习In the second step of the "Five Steps" English essay teaching method, it is crucial to guide students in learning background knowledge for writing. This step involves providing students with the necessary information and context related to the topic they are going to write about.2.3 第三步：组织学生进行写作思路的训练在“五步”英语作文教学法中，组织学生进行写作思路的训练是非常重要的一步。
英语教学法 16.Teaching Writing
The things we write in reality: letters, journals, notes, instructions, posters, essays, reports, menus, filling forms, answering questionnaires
2. The nature of writing in reality
Task
• Read through the following writing activities and decide which activities are writing for consolidating language, which are writing for communication, and which are perhaps for both. Try to give reasons for your decision.
II. A communicative approach to writing
Communication writing means either writing for a specific recipient, or engaging in an act of creative writing. It is authentic writing tasks that have some communicative elements.
Possible solutions
• Activity 3 can be between “writing for learning” and “writing for communication”. It depends on whom the students are writing to. If the writing is to be read only by classmates, there is no communication. If the writing is to be read by other people, it is communication. • Activity 4 is typical of imaginative writing. There is a clear recipient. So the students know whom they are addressing.
英语阅读课运用的教学方法(精选)
英语阅读课运用的教学方法(精选)英语阅读课运用的教学方法英语阅读课的教学方法有以下几种：1.导入(Pre-reading)：通过提问、讨论、看视频、读*等方式导入新课，让学生产生兴趣并集中注意力。
2.速读(Fastreading)：快速浏览全文，读懂*主旨和结构。
3.细读(Slowreading)：仔细阅读全文，理解*细节和内涵。
4.讨论(Discussion)：就*中的某个话题或问题展开讨论，培养学生批判性思维和团队合作精神。
5.笔记(Note-taking)：让学生边阅读边做笔记，锻炼学生归纳、概括和总结能力。
6.回答问题(Questionanswering)：回答教师提出的问题或学生自问自答，培养学生分析和解决问题的能力。
7.角色扮演(Roleplaying)：让学生扮演*中的角色进行对话演练，增强学生口语表达能力。
8.复述(Retelling)：让学生用自己的语言复述*内容，锻炼学生记忆、概括和表达能力。
9.写作(Writing)：让学生根据*内容进行写作练习，培养学生书面表达能力。
10.课堂练习(Classexercises)：让学生在课堂上完成相关的练习题，检测学生对*的理解程度。
以上教学方法可根据具体的教学目标和学生水平进行调整和组合，以适应不同的教学需求。
英语阅读中有什么教学方法英语阅读的教学方法有以下几种：1.略读（Skimming）略读又称跳读或浏览，是一种非常实用的阅读方法。
略读时，需要快速浏览全文，对*的主要内容有个大致的了解，不需要细嚼慢咽地阅读。
2.查读（Scanning）查读是快速阅读的一种。
与略读不同，查读带有明确的目的性，有针对性地寻找关键词，如时间、地点、人物、事件等。
3.细读（Readingforfullunderstanding）细读需要全面了解*内容，并对*中的一些细节部分进行反复思考和研究。
细读的任务是理解和消化*，以便能够在实际中正确地使用所学的语言知识。
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Features of Process writing
Read the part of your textbook at Page 214 and get some idea about the features of process writing.
practice
Suppose you are told to write on the topic “My Town” according to the situations given. Now take a few minutes to write down a list of things you would include in this topic.
Styles
Impersonal Formal Technical terms
Situation 3
Contents Location Geographical features You have Population been Places of historical asked interest Beauty spots to write Entertainment about Hotels your Restaurants town for Local specialties Local festivals a tourist Shopping facilities brochure. Transport
Problems in writing tasks
• No sense of authenticity • Be given ideas rather than being invited to invent their own • No opportunity for creative writing, especially for expressing unusual or original ideas • Be test-oriented
Situation 1
Styles
Personal (to a slight degree)
Informal & friendly General terms
Situation 2 You have
been asked
to write a report on your town
to attract
Does there exit true friendship between man and woman?
Hate to write?
Why?
12.3 Problems in writing tasks
• accuracy-based • Designed to practice a certain target structure • Insufficient preparation before writing • No sense of audience
• 2. The nature of writing in reality
• Think about your daily writing in Chinese and your experiences of writing in English. Fill in the table below with things that come to your mind first. When you finish, compare your ideas with your partner. • Writing in Chinese &Writing in English
Writing for learning:
交际教学法
A Day in the Factory
A Day on the farm
How I spend my weekends
Changes in Guangzhou
Consolidating language
Writing for communication:
A letter to a pen pal
A tour report
A journal
Design an advertisement
“between”
Which do you prefer: city or country
What can I do to relieve environment pollution?
• If writing tasks lack authenticity, they do not motivate students.
• If writing tasks focus on the product rather than on the process, they do not help students to develop real writing skills.
Contents Location Your head Population has asked Style of buildings you to write Features of the town a letter to a The school foreign The students teacher The teaching timetable who will Housing available come to teach at Shopping facilities your school Transport facilities next year. Sports facilities & parks Entertainment facilities
• The things we write in reality: letters, journals, notes, instructions, posters, answering questionnaires. • The reasons we write: to convey messages or just to keep a record of what is in our mind. • The way we write: Some people never put down a word before rehearsing the sentence many times in their mind, while other people write down anything that comes to their mind and then do a lot of editing and proof-reading.
1. What, why and how do we write?
2. A communicative approach to writing;
3. Problems in writing tasks in existing textbooks and classroom teaching;
4. A process approach to writing;
• Two major differences between writing in ELT classroom with that in reality. (Comparing writing in our English teaching classroom with writing in reality): • (1) writing in the ELT classroom (also as homework) is often seen as a means to consolidate language that is recently studied. • (2) The students finish the task within the time limit and hand in the final product. The students’ work is evaluated based on the accuracy of the final product.
5. Designing writing tasks.
•
1. The purpose of writing class
•
• •
. By writing, students can learn the language and culture;
. By writing, students can improve their listening, speaking and reading abilities; . By writing, students can improve their thinking ability.
Situations
Situation1: Your head has asked you to write a letter to a foreign teacher who will come to teach at your school next year. Situation2: You have been asked to write a report on your town to attract possible investors. Situation3: You have been asked to write about your town for a tourist brochure.
adapt it
Below is a writing activity taken from SEFC. Let’s look at the original task and then see how it can be adapted.
Writing
• Write about the sports which you like. Use the phrases like these: • I don’t like… I enjoy… My favourite sport is… • I quite like… I prefer…to… I like…because…