Writing书面表达拓展课件-2024-2025学年外研版英语九年级上册

Writing 1 1.Writing can give a voice to shy students as writing can serve as a medium through which less confident students can communicate with their teacher. 2.Writing can be less threatening for anxious students as it gives them to think about their meaning and pourpose. 3.Writing can also raise awareness of how language works. Through writing, students will become more familiar with the linguistic and social conventions of writing in English. ▼ They are mainly accuracy-based. ▼ They are designed to practise a certain target structures. ▼ There is insufficient preparation before the writing stage. ▼There is no sense of audience. ▼There is no sense of authenticity. ▼Students are given ideas to express rather than being invited to invent their own. ▼There is no opportunity for creative writing, particular for expressing unusual or original ideas. ▼Many of them are test-oriented. Problems in writing tasks 3 最近，国家教育部要求中小学生参加冬季长跑活动：建议小学生每天跑1000米，初中生1500米，高中生2000米。对此，有些人表示支持，有些人表示反对。请你根据以下材料，写一篇以“Should we give more attention to students' health or grades?”为题的短文，谈谈你的看法。 支持方的理由 反对方的理由 你的看法及理由 1.可以促进对体育的重视。 2.可以增强学生的体魄。 3.更有利于提高学习效率。 1.学生以学习为主，考试成绩决定个人前途。 2. 过高的要求学生难以达到。 3.长跑可能引起感冒或伤害。 （考生自行发挥2-3点） 注意：1. 词数150左右。短文的开头已为你写好，不计入总次数； 2. 对所给要点，逐一陈述，适当发挥，不要简单翻译。 Suggestions: A good beginning makes a good ending. Your composition should be divided into paragraphs. You’d better use some linking words. Handwriting is of great importance. 第一段： 1.Some people agree to No. One, because they usually think that... In the meantime, ...In addition... 2.Some people think that A is right because... 3. Some people suggest / say that... At the same time they point out the fact that...What's more... 4. Some people prefer No.One. In their opinion A... In addition... 第二段： On the other hand, some people hold that B is right. They think… 2.But many more people don’t agree with them. They prefer B. They say that… The reason is that… 3.On the contrary, some people hold that… 4.Some people think that B is better. It is clear that… What’s more, …Also… 在第一段和第二段中一定要用原因或列举等方式展开段落。 7 第三段： 提出自己的见解并加以论证 In my opinion B is better than A. There is no doubt that… I support A. The reason goes as follows… 3. As far as I am concerned, I agree to the latter. First… Second… Finally… 4.It is likely that people will go on arguing over these questions. I think that everything has both its positive and negative sides. We should keep an open mind. 5. People will continue to argue over the questions, I think we’d better keep an open mind because every thing has two sides. It all relies on… 6. Of these two ways of… I prefer… First of all, … Second,… Should we give more attention to students' health or grades? The Ministry of Education of China has urged all the students to participate in the winter long-distance running activity. It is suggested that primary school students should run 1,000 meters a day, junior school students, 1,500 and senior school students, 2,000. Different people always offer various views. Some people say “yes” to this activity. They think, for one thing, it can make people pay more attention to physical education; for another, running can improve students' health and help them studey effciently so they can have good grades. However, others hold opposite opinions about the activity. They believe that learning is the most important task for students and their future depends on their grades in their subjects. Meanwhile, many can’t meet the high requirements. What’s more, some will suffer cold and injuries. In my opinion, it’s all right for school to care about students’ health and carry out the activity step by step. Remember a good body helps make high efficiency. In my opinion, it’s all right for schools to pay more attention to students’ health and carry out the activity step by step. Remember a good body helps make high efficiency. What do you think about the concluding paragraph? Is it a good one? If not, how can you improve it? In my opinion, it’s better for schools to pay more attention to students’ health and carry out the activity step by step, because a good body helps make high efficiency. What’s more, it not only helps students get relaxed, but also will benefit them in their future life. A communicative approach to writing A process approach to writing Focus on the process of writing that leads to the final written product; Help student writers understand their own composing process; Help them build repertories of strategies for prewriting, drafting, and rewriting; Give students time to write and rewrite; Place central importance on the process of revision; Features of process writing Let students discover what they want to say as they write; Give students feedback throughout the composing process (not just on the final product) to consider as they attempt to bring their expression closer and closer to intention; Encourage feedback both from the instructor and peers. Include individual conferences between teacher and student during the process of composition. Make the topic of writing as close as possible to students’ life. Leave students enough room for creativity and imagination. Prepare students well before writing. Enough collaborative group writing as well as individual writing. Provide opportunities for students t share their writings. Provide constructive and positive feedback. Treat students’ errors strategically. Give students a sense of achievement from time to time. Creating a motivation to write For example, if students are asked to write a composition on “Smoking”, they may brainstorm the following ideas: Brainstorming Smoking ●bad for health ●cause lung cancer ●expensive ●bad for non-smokers ●pollute the air ●cause fire ●dangerous ●… ●waste money Mapping smoking bad for health pollute the air dangerous expensive cause fire Waste of money cause lung cancer bad for non-smokers indoor smoking public places Different from brainstorming which encourages generation of ideas, mapping helps students organise these ideas. A diagram or an outline can be used to do this (see examples below). Brainstorming often results in a list of ideas, however, these ideas are not necessarily all useful or related to one another. Mapping will give students the opportunity to select from the list those useful ideas to be included in their writing and also to see how these ideas can be put together in a coherent or logical way to present a convincing argument. Freewriting refers to the stage when students start writing freely about the topic following mapping. Usually students are given 10 to 15 minutes during which time they are asked to write anything that comes to their minds as quickly as possible. At this stage, they do not need to care too much about spelling or grammar. All they need to do is to put their ideas on paper. Freewriting can help students develop fluency in writing. Freewriting After students have gathered enough ideas, they need to write a more detailed outline. An outline usually illustrates the main organising structure and the most important points of the essay. It may include the main idea of each paragraph with topic sentences and notes for supporting details. It may also include an introduction and a conclusion. An outline need not be fixed it can be changed if the writer has better ideas. Outlining After students have developed an outline of the essay, they can start to write. They should be given enough time to write the first draft. At this stage, the development of ideas are more important than getting grammatical structures, punctuation or spelling correct. Drafting Editing is the stage when students read through their writings and check the clarity of ideas or the logical development of their arguments. Also, students check carefully the grammar, spelling, and punctuation of their writings. Editing The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what they and the teacher do before they start writing and after they finish writing. The main procedures of process writing include creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing. 24 We have introduced two approaches to writing: the communicative approach and the process approach. These two approaches are not exclusive to each other. On the contrary, we hope teachers can combine the two approaches in their actual teaching in the classroom. We have emphasized that the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposes. I. Firstly, they have something to say. Secondly, they have something grammatically right to say. II. Recitation Rote-learning III. Feedback: peer feedback examinee examiner Thanks for your attention 希望你们有所收获！ 27 $$