资源简介

U1 Teenage Life
Reading for Writing 教案
教材分析：
本课时的主题是“write a letter of advice”写一封建议信。首先阅读一封青少年咨询师Susan Luo写给一位因朋友沉迷电脑游戏而担忧的青少年的建议信。这是一封比较正式的书信，包括日期、称呼、正文、结尾和签名。这封建议信使用了不同的建议表达法，例如“I recommend that ...” “I think you should...” “Why not... ”等。学生需掌握建议信的基本框架和语言特点，独立地写出一封结构清晰、逻辑连贯的建议信。
教学策略与设计说明：
采用过程性写作法(Process-based writing)，从提高学生写作兴趣出发，头脑风暴，收集、组织信息，列提纲，打草稿，编辑，修正到校对，整个写作过程是教学的中心，让学生体验到写作的交际性和真实性。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握和恰当运用表达建议的结构，如“I recommend that..., I think you should..., why not...”，习得重点单词和词组，如“behavior, generation, be attracted to, be addicted to...”。
思维品质上，理性分析青少年问题，提出合理解决措施并给出原因；客观分析和评估同伴的作品，提出修改意见。
文化意识上，熟悉信件写作的基本思路，了解国外不同的思维方式。
学习能力上，熟悉并掌握建议信的常见结构和语言特点，写出一封结构清晰，语言简练，逻辑连贯的建议信。
教学重点：
学生能够掌梳理和掌握建议信的基本框架和语言特点；
学生能够写出一封结构清晰、逻辑连贯的建议信。
教学难点：
学生梳理建议信的框架和内容，清晰地表达建议并给出原因；
学生用批判的眼光思考青少年问题，提出解决问题的方法。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: T raises the question “Have you written a letter of advice When and why ” Suggested answers: Last week, my friend Lin Hao had trouble in learning math and he felt really upset. So, I wrote a letter to give him some advice. (T encourages Ss to share their own experiences. Then T presents a lovely picture saying “How can I give advice ”) 创设问题情境，激活学生的已有知识和经验，引入主题。 2’ CW
Step 2 Read and discuss: Ss read the letter and answer the following questions: (1) What is Worried Friend's problem (2) Do you think Ms Luo's advice is useful Why or why not (3) What other kinds of advice would you give Suggested answers: (1) His friend, Chen Lei, plays computer games too often and spends too much time online. (2) Yes, it is. Because it's always good to talk to a friend about his problems and offer some advice. / No, it isn't. Because your friend won't listen to you. (3) I would encourage Chen Lei to learn computer programming. He might become an expert in that field when he is older, because he is so interested in computer games that he will design a great game one day. 语言输入阶段，通过阅读并回答问题训练学生提取基本信息的能力；对文中建议进行评价及阐述原因，培养学生批判性思维；让学生提出自己的建议，培养其创造性思维。 5’ CW/IW
Step 3 Read and match: Ss find and mark the parts of the letter that fit the following points: 1. I know what the problem is. 2. I understand how you feel. 3. This is my advice and reason(s). 4. I think my advice will help. Suggested answers: “You wrote that ...”, “You think that ...” “I understand quite well that ...” “I recommend that...why not ... ” “I’m sure he ... friend.” (if Ss find it hard to find out the points above, T could guide Ss with cue words like “problem, feel, advice and reasons, help”.) 通过匹配，使学生对建议信的结构一目了然，为后续写作打下基础。 3’ IW/CW
Step 4 Read and circle: Ss read the letter and circle the expressions that the author uses to give suggestions. Suggested answers: I recommend that... I think you should... Why not ... 分析语言特点，使学生掌握表达建议的结构。 1’ IW
Step 5 Key words: T teach the key words by giving related collocations and examples presented as follows, 1. behaviour n. 行为，举止 good/bad behaviour良好/恶劣行为 e.g. Make sure that good behaviour is awarded. 2. generation n. 一代（人） the younger/older generation e.g. My generation have grown up without the experience of a world war. 3. attract v. 吸引，引起...的注意力（兴趣） attract sb 吸引某人 be attracted to 喜爱 attraction n. 吸引力 attractive adj. 吸引人的 4. addicted adj. 有瘾的，上瘾的 be/become addicted to 对...很入迷，上瘾 addict n. 对...入迷的人 a video game addict 电子游戏迷 5. focus v. 集中（精神，注意力） focus on 集中；特别关注 = concentrate on e.g. The discussion focused on three main problems. n. 中心，重点，焦点 focus of attention 关注焦点 (Ss are encouraged to make out their own sentences.) 通过图片和例子对重点词汇讲解，增强词汇学习的有效性。 5’ CW
Step 6 Conclusion T guides Ss to conclude the structure of a letter of advice (date, greeting, body, close and signature). Date: 1. 日 月 年 e.g. 10 September 2018 (British English) 月 日 年 e.g. September 10th 2018 (American English) Greeting: Dear + 称呼 + 逗号 e.g. Dear Li Hua/Mr Smith, Body: Para. 1 Introduction Para. 2-3 Suggestion(s) + Reason(s) Close: 寄语 + 逗号 e.g. All the best, Best wishes, Yours sincerely... Signature: 中英文均可 T leads Ss to conclude other expressions giving advice: It might be a good idea to ... How about + v-ing You should ... I would advise you to ... (T could ask Ss to add more expressions.) 再次详细回顾建议信的框架结构，加深印象；复习并补充表达建议的结构，为学生后续写作提供丰富的语言支持。 6’ CW
Step 7 Mapping: Ss work in groups and choose one of the teenagers and discuss his/her problems. Then list possible suggestions and reasons. Suggested answers: Eric Express your real feeling to your parents (Parents are so busy that they ignore your mood sometimes.) Ask your friends for good ways to communicate (They may have ideas to deal with similar problems.) Xu Ting Chat with friends (A good friend brings you happiness.) Learn something you like (It can distract your attention.) Min Ho Talk with your best friend about your problem (A good friend brings you happiness.) Write your thoughts down the paper and give it to her (It is a good way to express your ideas.) (Ss are encouraged to think freely and express their own opinions.) 确定写作任务，通过小组合作，头脑风暴，激发学生写作兴趣；思考建议和原因，为后续写作提供内容支持。 6’ CW
Step 8 Drafting: Ss write their first draft according to the outline： 1. Date and greeting 2. You know what the problem is You understand how the reader feels Advice and reasons You think what will happen. Close and signature (Ss can also use other expressions giving suggestions) After Ss finish their draft, T give a writing sample. 根据提纲写第一稿，是的写作过程更连贯流畅。 7’ IW
Step 9 Evaluating: Ss exchange their drafts with their partners and use checklist to give feedback on your partner’s draft. 1. Are all the parts of a letter included and organized in a good order 2. Does the writer give reasons for the advice 3. Does the writer use proper expressions to give suggestions ... 为学生互评提供评价标准，使得评价更加客观。 4’ GW
Step 10 Revising: Ss get their drafts back and revise them carefully according to their partner’s feedback. (T presents a picture about how to revise and edit the draft.) 根据修改提示，清晰修改步骤；在同伴建议的基础上再次修正文稿，使其更加完善。 3’ IW
Step 11 Show time: Ss put up their letters in the classroom or read them to the class. (T can give Ss more encouragement and compliment.) 学生展示成品，增强学生写作的自信心和成就感。 2’ IW/CW
Step 12 Homework: Write a letter of advice to another teenager among Eric, Xu Ting and Min Ho. 再次巩固建议信的写作方法。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握建议信的基本结构、内容组织和语言特点；
通过本节内容学习，学生能否辩证地分析语篇观点，并给出充分的理由；
通过本节内容学习，学生能否根据评价标准客观分析同伴的作品，给出实际的建议；
深入分析文稿的框架组织，语言使用，逻辑思路等，不断编辑和修正，提升写作技能，培养善于反思的良好学习习惯。

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