2024年4月27日发(作者：)

A communicative approach to writing(交际法写作概念)：

To engage them in some act of means either writing for a

specific recipient ,or engaging in an act of creative writing.

What is the product-oriented writing?(结果性写作概念)：

The production-oriented method of teaching writing pays great attention to

the accuracy of the final product but ignores the process.

What is the process approach to writing?(过程性写作概念)

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(过程性写作的步骤)：

The main procedures of process writing include creating a motivative to write,

brainstorming, mapping, freewriting, outlining ,drafting, editing, revising,

proofreading and conferencing.

Motivating students to write(激发学生的写作兴趣):

the topic of writing as close as possible to students’s life.

students enough room for creativity and imagination.

e students well before writing.

age collaborative group writing as well as individual writing.

e opportunities for students to share their writing.

e constructive and positive feedback.

students’ errors strategically.

students a sense of achievement from time to time.

The advantage of e-mail(E-mail写作的好处):

1.E-mail provides a prefect mechanism for students to submit drafts and for

teachers to look them over at their convenience and send them back with

ideas are shared promptly and can be responded to quickly.

teacher can easily store all the drafts of a document for later review and

analysis of the revision process.

their work to each other individual students can

receive comments from all peers.

ts have a feeling of real-time writing.

Two integrated skills（两种综合技能）：

Simple integration:a receptive language skill serves as a model for a

productive language skill.

complex integration:it’s a combination of activities involving different skills,

linked thematically.

Moral values:

Self-control, good health and hygiene, kindness, fairness, self-reliance, sense

of duty, reliability, truthfulness, good work attitude, team work, loyalty.

The roles of the teacher:

Teacher as a role model, teacher as curriculum developer.

Assessment purposes(概念):

Assessment in ELT means to discover what the leaners know and can do at

certain stage of the learning process.

Assessment is to find out what the students already know and can do rather

than what they do not know and cannot do.

Methods for assessment(评价方法)：

Summative assessment is mainly based on is done mostly at the end

of a learning periods or the end of a school year.

Formative assessment is based on information collected in the classroom

during the teaching process for the purposes of improving teaching and learning.

The way to gather information(收集信息的方法)：

Testing, teacher’s observations, continuous assessment, self-assessment and

peer assessment, project work, portfolios.

Criteria for assessment(评价的标准)：

Criterion-referenced assessment:Criterion-referenced language assessment is

based on a fixed standard or a set criterion.

Norm-referenced assessment:Norm-referenced assessment is designed to

measure how the performance of a particular student or group of students

compares with the performance of another students or group of students whose

scores are given as the norm.

Individual-referenced assessment:Individual-referenced assessment is based

on how well the learner is performing relative to his or her own previous

performance, or relative to an estimate of his or her individual ability.

Different types of learners (学习者的类型)：

Visual learners : learn more effectively though the eyes (seeing).

Auditory learners: learn more effectively though the ear (hearing).

Tactile learners: learn more effectively though touch (hands-on).They learn

things by doing.

Kinesthetic learners: learn more effectively though body experience.

Group learners: learn more effectively though working with others.

Individual learners: learn more effectively though working alone.

Authority learners: prefer to listen to the teacher more than work with others

or work alone.

Reflective leaners:learn more effectively when given time to consider options.

Multiple-intelligence(多元智能理论):

Howard Gardener

/Linguistic Intelligence(语言言语智能):

The ability to use words effectively, both orally and in writing.

l Intelligence(音乐旋律智能):

Sensitivity to rhythm, pitch, and melody.

l/Mathematical Intelligence(逻辑数学智能):

The ability to use numbers effectively and reason well.

l/ Visual Intelligence(空间视觉智能):Sensitivity to form, space, colour,

line and shape.

/Kinesthetic Intelligence(身体运动智能):

The ability to use the body to express ideas and feelings, to solve problems.

ersonal Intelligence(人际关系智能):

The ability to understand another person’s mood, feelings, motivations,and

intentions.

ersonal Intelligence(自我认知智能):

The ability to understand your strengths, weaknesses, moods, desires, and

intentions.

list Intelligence(自然观察智能):

This is the ability to appreciate the naturalist world and enjoy outdoor

activities.

The way to learner training/How to help students learn(怎样培养学生的学习

能力):

e students in an overview of the textbook at the beginning.

e students in finding out about themselves.

uce students to a number of different learning strategies.

leaners set up their own learning goals and make their own plans.

lesson aims with students in class and review them by the end of the

lesson.

learner diaries as a way to help student reflect on their learning.

students to make plans for learning.

portfolios to promote more autonomous learning.

students learn to use resources.

How you can create your own resources for teaching and learning (怎样开

发隐性资源):

yourself as resources

students as resources

use of students’ drawings

use of surroundings theatre ing

emotions

g students to make their own dictionaries

g students to make up their own quizzes

batter use of video resources

songs for learning

et as an important resource

Two types of evaluation(评价教材的两种方法):

On-the-page evaluation:is carried out independent of its users or before it

gets into the classroom.

In-the-use evaluation: is done based on the users’ teachers’ as

well as learners’, about how useful and effective it is for promoting learning.

Two steps of on-the-page evaluation (on-the-page evaluation 的两个步骤):

External evaluation:

①focus on the external features of a textbook .It is also called macro

evaluation.

②focus on its internal features ,which maybe termed as micro evaluation.

Internal evaluation: intends to investigate the following aspects of a textbook.

Features of good textbooks(怎样的教材是好的教材):

textbooks should attract the students’ curiosity, interest and

attention.

oks should help students feel at ease.

oks should help students develop confidence.

oks should meet students’ needs.

oks should expose students to language in authentic use.

oks should provide students with opportunities to use the target

language to achieve communicative purposes.

oks should take into account that the positive effects of language

teaching are usually delayed.

oks should take into account that students differ in learning styles.

oks should take into account that students differ in effective factors.

oks should maximise learning potential by encouraging intellectual,

aesthetic and emotional involvement which stimulates both right and left brain

activities.

Suggestions for adapting materials(调整教材的方法):

ng or omitting

ing

fication

ring

Three steps of textbook adaption(调整步骤):

The first step is macro adaptation ,which is ideally done before the language

programme begins.

The second step of adaptation is adapting a unit.

The third step is adaptation of specific activities in a unit.