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Talk for Writing: Accelerated Progress in Writing “对话式写作”教学法

04-27 08:26发布于上海

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At Nord Anglia International School Shanghai, Pudong (NAIS), we believe firmly that every child has the potential to become a confident communicator and writer.  Across Early Years and Primary, and leading into our Key Stage 3 transition, we utilise the Talk for Writing approach to accelerate our students’ progress in reading and writing and, crucially, in their speaking and listening.


This structured and creative approach provides each of our students with a solid foundation, ready for the rigours of their secondary education learning journey. Originally devised for students who speak English as an additional language, this approach has a proven track record of enabling outstanding progress in language acquisition.  For this reason, the Talk for Writing approach has now been adopted by thousands of schools in the UK, supporting both native and non-native English speakers alike.  

Developed by UK education expert Pie Corbett, Talk for Writing is an innovative approach that prioritises quality 'talk' before writing, in recognition of the fact that robust oracy skills - confident speaking and listening - are prerequisite for the development of structured, expressive and vocabulary-rich writing. 

Through creative language activities incorporating role-play, story mapping and high-quality teacher modelling, students are enabled to internalise different genres, broaden their vocabulary and, ultimately, to write with purpose and enjoyment - and all whilst aligning fully with English National Curriculum objectives. 

At NAIS Pudong, Talk for Writing is implemented through three core stages, tailored to each student’s individual developmental needs.


Imitation and Immersion Phase (Week 1) 

Teachers introduce quality texts, each carefully selected to engage our students through exciting, vocabulary-rich plots.  Through a process of whole-class storytelling, scaffolded through engaging actions and story mapping, every student is enabled to commit shared texts to memory and to relay these orally with ever-growing confidence.  This initial week is also underpinned by a broad range of focused tasks designed to develop students' spelling, punctuation and grammar, in line with English National Curriculum expectations.


Innovation Phase (Week 2) 

With language patterns and plot structures securely embedded, students begin the task of planning and creating their own unique texts, through a lesson sequence scaffolded to meet their individual needs.  Typically, for students who are new to our school community/emerging English speakers, this will involve their substituting key components within the text, such as: the main character or place setting.  By contrast, for confident writers, this will also provide opportunity for complexity, allowing students to experiment and explore within the creative writing process: replacing, reordering, re-thinking and even challenging genre types, in order to create something that is both unique to them, and purposeful for their identified audience. This Innovation Phase specifically is bolstered by intensive adult support: through both ongoing in-the-moment feedback, as well as detailed interactive marking, challenging students to further engage with a range a writing strategies made available to them through shared genre-specific toolkits. 


Independent Application Phase (Week 3)

As students enter their third week of the Talk for Writing unit, they do so with a deepened understanding of the specific genre demands, and with a clear understanding of personal targets reviewed in partnership with their class teacher. Frequently, therefore, it is here that we see our students beginning to flourish as young writers, moving further away from the initial shared text, towards creative pieces of work that are truly unique and meaningful to them. Through both written and spoken application of toolkit features, it is arguably within this phase of our Talk for Writing journey that we also see the greatest sense of ownership amongst our students: by this point in time, students have benefitted not only from enjoying quality shared texts and modelled teacher examples, but also countless animated class discussions, through which learning is further embedded and creativity further developed.  It is due to this scaffolded approach, not only in relation to skills development, but also in relation to creativity itself, that we see highly motivated and enthusiastic writers across every class and every learner group within our school.

Talk for Writing is not simply a teaching strategy supporting cognitive growth — it’s a journey into creativity and confidence. At NAIS Pudong, we are proud to see students discovering and shaping their unique voices, using language to express themselves and to make sense of the world around them. Year on year, this shared sense of pride is validated through accelerated progress and high attainment standards evidenced across the school - not only in Reading and Writing but, crucially, also in speaking and listening.  Nowhere is this success story more evident than amongst our students joining us in Pre-Nursery, reinforcing the rigour of our Early Years programme: the earlier they join, the greater the benefit. 


Student Progress Book - Slide to View More


With thanks to our ever committed teaching team, and to our parent community for its ongoing support, we warmly invite prospective parents to explore our unique community further by contacting our admissions team. Tel: 021 5812 7455 ext. 1015, Email:admissionsnaispudong.com

Or scan the QR code to add admissions WeChat.








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在上海英国学校(浦东校区),我们坚信,每一位孩子都拥有成为自信、有表达力、且能深入理解与灵活运用语言的潜力。作为一所传承英式教育精髓的国际学校,我们从幼儿部到小学部,直至关键阶段三的过渡期,我们都采用"对话式写作"教学法——Talking for Writing。


这一结构严谨又充满创意的教学方法,可以为每位学生奠定扎实的基础,让他们能够从容应对中学阶段的学术挑战。英国现已有数千所学校采用"对话式写作"教学法,该体系对英语母语与非母语学习者都展现出卓越的教学效果。

Talking for Writing/对话式写作是由英国教育专家Pie Corbett开发的一种创新教学法,强调“先说后写”的理念。它认为,孩子在具备良好口语表达的基础上,才能真正发展出结构清晰、语言丰富的写作能力。在这种教学法中,老师通过富有创意的语言活动、角色扮演、故事地图和结构模仿等方式,让即使是英语基础比较薄弱的学生,也能深入理解文本结构,积累词汇表达,逐步建立起对不同文体的写作自信和掌控力。

我们根据不同年级的语言发展阶段,将Talking for Writing分为三个核心阶段:


模仿与积累阶段(第一周)

教师会精选优质文本,这些故事以引人入胜的情节和丰富的词汇激发学生的学习兴趣。通过全班集体复述故事、配合生动的动作辅助和故事地图构建,每位学生都能熟记文本内容,并逐渐自信地完成口头复述。这一周的课程还会同步开展一系列专项训练,严格遵循英国国家课程标准,系统提升学生的拼写、标点及语法能力。


创新阶段(第二周)

当学生牢固掌握语言模式与情节结构后,将在个性化教学框架下开始策划并创作自己的独特文本。对于新生或英语初阶学习者,这一阶段通常从替换文本核心要素(如主角或场景)入手;而对写作能力较强的学生,老师则会鼓励他们在创作中尝试复杂表达——通过调整要素顺序、颠覆类型惯例等手法,最终完成兼具个人特色的原创作品。本阶段特别注重老师支持:他们不仅提供实时反馈,还会通过详细的互动批注,引导学生运用"文体技巧工具箱"中的策略,持续拓展写作能力边界。


独立应用阶段(第三周)

进入"对话式写作"单元的第三周时,学生们已深刻理解特定文体的核心要求,并在与老师共同梳理后明确了个人提升的目标。此时这些年轻的写作者开始绽放光彩——他们逐渐脱离初期共读文本的框架,创作出真正具有个人特色与意义的作品。这一阶段最能体现学生的自主掌控力:通过灵活运用"写作技巧工具箱"进行书面与口头创作,此时他们不仅受益于优质范文的熏陶和教师的示范指导,更通过无数次生动的课堂讨论内化知识、激发创意。正是这种层层递进的教学设计——既培养写作技能,更滋养创作思维——这让我校每个班级、每个学习小组中都涌现出热情高涨、文思泉涌的年轻作家。

"对话式写作"不仅是一项促进认知发展的教学策略,更是一段通往创造力与自信的成长之旅。 在NAIS Pudong,我们欣喜地见证学生们通过语言探索自我、表达思想、理解世界,逐步塑造出独特的表达风格。年复一年,这种集体成就感通过全校学生显著的进步和优异的学业表现得到印证——不仅在读写能力方面,更重要的是在听说领域取得的突破。这一点在我们的早教阶段(Pre-Nursery)学生身上体现得尤为明显,入校时间越早,所获得的成长红利就越丰厚,这也充分印证了我校早教课程体系的卓越成效。


学生进步对比册——滑动查看更多


在此,我们要特别感谢始终全心投入的教学团队,以及持续给予支持的家长社群。 我们诚挚邀请有意向的家长联系招生部门,进一步了解我校这个独具特色的教育共同体。电话:021 5812 7455 ext. 1015 邮箱:admissionsnaispudong.com 或扫码添加招生官微信。















声明:本文内容为国际教育号作者发布,不代表国际教育网的观点和立场,本平台仅提供信息存储服务。

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