任务型教学法在初中英语写作教学中的应用研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-03-18编辑:lgg点击率:6083
论文字数:36254论文编号:org201703152030286848语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文任务型教学教学影响应对策略
摘要:本文是初中英语教学论文,笔者将任务型语言教学运用于漯河市外语中学八年级的英语写作教学,开展了为期四个月的课堂行动研究,致力于探究任务型教学法对初中生英语写作的影响。
h a non-linguistic outcome can be considered as tasks. So the drill of the linguistic form is actually exercise instead of tasks. While the representatives of the latter, such as Nunan, Littlewood, Williams, and Burden, reach an consensus that tasks can be seen as a continuum, at the two ends of which are enabling tasks and communicative tasks (Littlewoood:2004). Enabling tasks refer to such activities that focus on the linguistic form in the pre-task stage. They are designed to provide learners the necessary linguistic tools to carry out the communicative tasks smoothly and effectively. The drill of enabling tasks should also be as meaningful as possible.
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2.2 Brief Review of Studies on English Writing in Junior Middle Schools
Writing in English teaching means students use the written language to create texts according to some specific demands to develop and improve their abilities in writing. To be exact, writing in English teaching works as a means to develop students' writing abilities instead of for writing itself. So the teaching of English writing should not merely focus on teaching students some techniques to deal with exams, instead, the teacher should pour more attention to help students grasp some writing skills and strategies so that they can write independently in the future. The English Curriculum Standards(ECS) listed five levels for students’ English learning in compulsory education stage and states that the ability of 8th-graders should reach level 4. The requirements in writing at level 4 are as follows: able to use the punctuation marks correctly; able to use phrases or simple sentences to describe the pictures that students have made; able to write brief paragraphs, such as directions and rules; able to draft and revise the writing products with the help of the teacher or in the way of group discussion. According to ECS, the aim of English writing between level 3 to 5 is to develop students’ basic writing abilities in delivering facts, opinions, and expressing feelings coherently, enabling them to take delight in using the written language to convey their meaning. And the selection of the writing topic should keep the following rules: appropriate to students’ levels; close to their life; with a specific topic and a clear purpose; favorable for cooperative learning; interesting and authentic. In the writing class, the teacher needs to be available to guide, demonstrate, inspire, discuss,comment, and encourage students to progress. They should design all kinds of activities to help students
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