Writing書(shū)面表達(dá)拓展課件 外研版英語(yǔ)九年級(jí)上冊(cè)

Writing

1.Writingcangiveavoicetoshystudentsaswritingcanserveasamediumthroughwhichlessconfidentstudentscancommunicatewiththeirteacher.

2.Writingcanbelessthreateningforanxiousstudentsasitgivesthemtothinkabouttheirmeaningandpourpose.

3.Writingcanalsoraiseawarenessofhowlanguageworks.Throughwriting,studentswillbecomemorefamiliarwiththelinguisticandsocialconventionsofwritinginEnglish.▼Theyaremainlyaccuracy-based.▼Theyaredesignedtopractiseacertaintargetstructures.▼Thereisinsufficientpreparationbeforethewritingstage.▼Thereisnosenseofaudience.▼Thereisnosenseofauthenticity.▼Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.▼Thereisnoopportunityforcreativewriting,particularforexpressingunusualororiginalideas.▼Manyofthemaretest-oriented.Problemsinwritingtasks最近，國(guó)家教育部要求中小學(xué)生參加冬季長(zhǎng)跑活動(dòng)：建議小學(xué)生每天跑1000米，初中生1500米，高中生2000米。對(duì)此，有些人表示支持，有些人表示反對(duì)。請(qǐng)你根據(jù)以下材料，寫(xiě)一篇以“Shouldwegivemoreattentiontostudents'healthorgrades?”為題的短文，談?wù)勀愕目捶?。支持方的理由反?duì)方的理由你的看法及理由1.可以促進(jìn)對(duì)體育的重視。2.可以增強(qiáng)學(xué)生的體魄。3.更有利于提高學(xué)習(xí)效率。1.學(xué)生以學(xué)習(xí)為主，考試成績(jī)決定個(gè)人前途。2.過(guò)高的要求學(xué)生難以達(dá)到。3.長(zhǎng)跑可能引起感冒或傷害。（考生自行發(fā)揮2-3點(diǎn)）注意：1.詞數(shù)150左右。短文的開(kāi)頭已為你寫(xiě)好，不計(jì)入總次數(shù)；2.對(duì)所給要點(diǎn)，逐一陳述，適當(dāng)發(fā)揮，不要簡(jiǎn)單翻譯。Suggestions:Agoodbeginningmakesagoodending.Yourcompositionshouldbedividedintoparagraphs.You’dbetterusesomelinkingwords.Handwritingisofgreatimportance.第一段：1.SomepeopleagreetoNo.One,becausetheyusuallythinkthat...Inthemeantime,...Inaddition...2.SomepeoplethinkthatAisrightbecause...3.Somepeoplesuggest/saythat...Atthesametimetheypointoutthefactthat...What'smore...4.SomepeoplepreferNo.One.IntheiropinionA...Inaddition...第二段：Ontheotherhand,somepeopleholdthatBisright.Theythink…2.Butmanymorepeopledon’tagreewiththem.TheypreferB.Theysaythat…Thereasonisthat…3.Onthecontrary,somepeopleholdthat…4.SomepeoplethinkthatBisbetter.Itisclearthat…What’smore,…Also…在第一段和第二段中一定要用原因或列舉等方式展開(kāi)段落。第三段：提出自己的見(jiàn)解并加以論證InmyopinionBisbetterthanA.Thereisnodoubtthat…IsupportA.Thereasongoesasfollows…3.AsfarasIamconcerned,Iagreetothelatter.First…Second…Finally…4.Itislikelythatpeoplewillgoonarguingoverthesequestions.Ithinkthateverythinghasbothitspositiveandnegativesides.Weshouldkeepanopenmind.5.Peoplewillcontinuetoargueoverthequestions,Ithinkwe’dbetterkeepanopenmindbecauseeverythinghastwosides.Itallrelieson…6.Ofthesetwowaysof…Iprefer…Firstofall,…Second,…Shouldwegivemoreattentiontostudents'healthorgrades?

TheMinistryofEducationofChinahasurgedallthestudentstoparticipateinthewinterlong-distancerunningactivity.Itissuggestedthatprimaryschoolstudentsshouldrun1,000metersaday,juniorschoolstudents,1,500andseniorschoolstudents,2,000.Differentpeoplealwaysoffervariousviews.

Somepeoplesay“yes”tothisactivity.Theythink,foronething,itcanmakepeoplepaymoreattentiontophysicaleducation;foranother,runningcanimprovestudents'healthandhelpthemstudeyeffcientlysotheycanhavegoodgrades.However,othersholdoppositeopinionsabouttheactivity.Theybelievethatlearningisthemostimportanttaskforstudentsandtheirfuturedependsontheirgradesintheirsubjects.Meanwhile,

manycan’tmeetthehighrequirements.What’smore,somewillsuffercoldandinjuries.Inmyopinion,it’sallrightforschooltocareaboutstudents’healthandcarryouttheactivitystepbystep.Rememberagoodbodyhelpsmakehighefficiency.Inmyopinion,it’sallrightforschoolstopaymoreattentiontostudents’healthandcarryouttheactivitystepbystep.

Rememberagoodbodyhelpsmakehighefficiency.Whatdoyouthinkabouttheconcludingparagraph?Isitagoodone?Ifnot,howcanyouimproveit?Inmyopinion,it’sbetterforschoolstopaymoreattentiontostudents’healthandcarryouttheactivitystepbystep,becauseagoodbodyhelpsmakehighefficiency.What’smore,itnotonlyhelpsstudentsgetrelaxed,butalsowillbenefitthemintheirfuturelife.AcommunicativeapproachtowritingAprocessapproachtowritingFocusontheprocessofwritingthatleadstothefinalwrittenproduct;Helpstudentwritersunderstandtheirowncomposingprocess;Helpthembuildrepertoriesofstrategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision;FeaturesofprocesswritingLetstudentsdiscoverwhattheywanttosayastheywrite;Givestudentsfeedbackthroughoutthecomposingprocess(notjustonthefinalproduct)toconsiderastheyattempttobringtheirexpressioncloserandclosertointention;Encouragefeedbackbothfromtheinstructorandpeers.Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposition.Makethetopicofwritingascloseaspossibletostudents’life.Leavestudentsenoughroomforcreativityandimagination.Preparestudentswellbeforewriting.Enoughcollaborativegroupwritingaswellasindividualwriting.Provideopportunitiesforstudentstsharetheirwritings.Provideconstructiveandpositivefeedback.Treatstudents’errorsstrategically.Givestudentsasenseofachievementfromtimetotime.

CreatingamotivationtowriteForexample,ifstudentsareaskedtowriteacompositionon“Smoking”,theymaybrainstormthefollowingideas:

BrainstormingSmoking●badforhealth●causelungcancer●expensive●badfornon-smokers●pollutetheair●causefire●dangerous●…●wastemoney

MappingsmokingbadforhealthpollutetheairdangerousexpensivecausefireWasteofmoneycauselungcancerbadfornon-smokersindoorsmokingpublicplacesDifferentfrombrainstormingwhichencouragesgenerationofideas,mappinghelpsstudentsorganisetheseideas.Adiagramoranoutlinecanbeusedtodothis(seeexamplesbelow).Brainstormingoftenresultsinalistofideas,however,theseideasarenotnecessarilyallusefulorrelatedtooneanother.Mappingwillgivestudentstheopportunitytoselectfromthelistthoseusefulideastobeincludedintheirwritingandalsotoseehowtheseideascanbeputtogetherinacoherentorlogicalwaytopresentaconvincingargument.

Freewritingreferstothestagewhenstudentsstartwritingfreelyaboutthetopicfollowingmapping.Usuallystudentsaregiven10to15minutesduringwhichtimetheyareaskedtowriteanythingthatcomestotheirmindsasquicklyaspossible.Atthisstage,theydonotneedtocaretoomuchaboutspellingorgrammar.Alltheyneedtodoistoputtheirideasonpaper.Freewritingcanhelpstudentsdevelopfluencyinwriting.

FreewritingAfterstudentshavegatheredenoughideas,theyneedtowriteamoredetailedoutline.Anoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay.Itmayincludethemainideaofeachparagraphwithtopicsentencesandnotesforsupportingdetails.Itmayalsoincludeanintroductionandaconclusion.Anoutlineneednotbefixeditcanbechangedifthewriterhasbetterideas.

OutliningAfterstudentshavedevelopedanoutlineoftheessay,theycanstarttowrite.Theyshouldbegivenenoughtimetowritethefirstdraft.Atthisstage,thedevelopmentofideasaremoreimportantthangettinggrammaticalstructures,punctuationorspellingcorrect.

Drafting

Editingisthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.Also,studentscheckcarefullythegrammar,spelling,andpunctuationoftheirwritings.

EditingTheprocessapproachtowritingdoesnotonlypayattentiontowhatstudentsdowhiletheyarewriting,italsoattachesgreatimportancetowhattheyandtheteacherdobeforetheystartwritingandaftertheyfinishwriting.Themainproceduresofprocesswr