资源简介

第三课时
【本课教学目标】
This lesson constitutes the third segment of Unit 1. The primary learning skill emphasized is “reading for writing”. During this lesson, students will be tasked with composing a letter of advice. The instructional objectives were formulated based on an analysis of the teaching content and an understanding of the students.
Learning & Understanding
By the end of this class, students are able to acquire and summarize the structure of a letter.
Students can read a letter and analyze its organization and language features.
Applying & Practicing
Students can write a letter of advice to help solve teenage problems based on the understanding of this passage.
Transferring & Creating
Students can track and assess their learning process with the reference of self-check lists.
Students can have an assessment on others’ writing under the guidance of a class-assessing.
Students can describe teenage life around the world and share their own high school life and extra-curricular activities.
【教学重点难点】
Teaching key points:
Instruct students to figure out the discourse structure and language features in reading.
Guide students to apply the language of describing problems and giving advice in writing.
Teaching difficult points:
Lead students to give reasonable advice with proper language.
Help students to make evaluation with the assistance of a check list.
【教学工具】
PPT, blackboard, chalk, textbook, handout, assessment charts etc.
【教学步骤与设计意图】
Lead-in — Pre-writing — While-writing — Post-writing
Stage 1 Lead-in
Steps Teaching activities Designing intention Time
Step 1 Step 2 Motivating T guides students to play roles of Grief Grocery Store’s member and write a letter of advice. Brainstorm ideas T asks students work in groups and brainstorm suggestions to help the lonely girl. Assign today’s task How to be a persuasive and polite advice giver 通过任务驱动，让学生扮演解忧杂货铺的店员，为顾客写一封建议信，创设真实任务情景，激发学生表达欲望，引导学生进入话题语境。 通过引导学生进行小组合作，寻找帮助“孤单女孩”的办法，为后续输出提供内容支架，降低写作难度。 5 min
Stage 2 Pre-writing （Reading）
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Read for structure T asks students to skim the passage on page of 18 of the text book in 3 minutes and complete the matching activities. Matching Read for detailed information T makes Ss scan the passage in 3 minutes to answer three questions. What is worried friend’s problem What suggestions does Susan give to worried friend Besides suggestions, what else does Susan Luo say in her letter Reading for thinking T makes Ss read the passage again and think about these two questions in 2 minutes and discuss with the partners. Do you think Susan Luo’s advice is useful Why or why not What other kinds of advice would you give Reading for language features and good expressions T guides students to figure out language features of letter of advice. Then leads students to extract some useful expressions from the sample. Reading for writing method T shows students the multiple choice and open-ended questions on the PPT and guide students to read the body part carefully. Why does Susan repeat the problem at the beginning of the letter She has read the letter carefully. She knows what the problem is. She treats your problem seriously. What’s the function of the circled words How do you understand the underlined sentence Summary T asks students complete the mind map as a guide for letter writing, then check the answer. Mind map Group discussion T guide students to choose one of the teenagers in PPT and discuss his/her problem in groups of 4. List possible suggestions and reasons, as the sample shows on PPT. Group presentation T asks 2 or 3 groups to present their oral interviews and draws conclusions. 通过略读课本信件的主体结构，完成连线题，梳理建议信主体的框架和逻辑，培养学生略读的能力。 通过扫读信件，迅速定位答案，完成“问题链”，从而梳理建议信文本内容，培养学生语言总结概括能力，提升学生语篇构建能力。 通过自主阅读和小组讨论，回答问题，引导学生深入分析，提升思辨的意识，总结归纳的能力,同时与同伴讨论，帮助学生吸收不同的观点想法。 通过自主思考和总结归纳，帮助学生整理学习建议信的语言特征和好词好句，为后续输出建构语言支架。 通过引导学生完成单选题和开放式问题，帮助学生进行写作技巧的理解和梳理，为后续输出建构写作技巧支架。 通过引导学生自主填写思维导图，对建议信格式与结构进行总结，帮助学生形成建议信结构图示，为后续输出搭建结构支架。 通过小组合作，学生在四个情景中，选择一个情境进行讨论。再次引导学生在情境中内化建议信语言特征，引导学生积累写作句型，解决写作语言难点，为后续输出建构语言和内容脚手架。 2min 3min 3min 3min 4min 2min 3min 3min
Stage 4 While-writing
Step1 T presents criteria for writing, asks students to write accordingly, and then walks into the class in case some students need help and monitors how students’ writing is going. 引导学生根据小组讨论选择的情境，以及教师提供的写作标准，完成一封建议信的写作，巩固学生在课堂上所学知识。 10 min
Stage 5 Post-writing
Step1 Step2 Self-assessment T gives students a self-assessment chart to assess and modify their their compositions. Peer-assessment T asks students to exchange their compositions with each other and make evaluation according to the peer assessment chart. 通过自评表和互评表让学生给自己的作品打分。结合自评表和互评表的评分标准，让学生在提升自己的写作技能方面有抓手，在不断修改中提高写作水平。 6 min
Homework
Assignment for the whole class: Polish and rewrite your letter of advice and send it to Grief Grocery store. Its email address is 724428599@. Optional assignment : Write another letter to the teenagers above. 通过设置分层作业，遵循学生学习规律，实现不同层次学生的共同发展。 作业环节呼应本堂课任务情境：作为解忧杂货铺店员，书写一封建议信并投递到邮箱，给予学生成就感。 1 min
【板书设计】
说明：板书是一个“路标”的图案，寓意着：青少年遇到问题是要学会寻求建议，而这些建议就像路标，能够知音迷茫的我们找到方向。
“When you have some problems,it is important for you to ask for advice. Because the advice is just like a guidepost, leading you to the right direction in your life.”
【学习效果评价设计】
评价方式
本课的学习效果评价方式分为课堂展示评价和课后作业两部分。
课堂展示+自评+互评
在本节课的最后产出阶段，引导学生根据小组讨论选择的情境，以及教师提供的写作标准，完成一封建议信的写作，巩固学生在课堂上所学知识。通过学生小组报告的情况和学生当场自评和互评，教师可以检测本节课的教学效果和学生学习效果。
Self-assessment of Writing（自评表）
自我写作评价表 满分：
Are there all parts in your letter, including date, greeting, body, close, signature
Do you use expressions we learned to give suggestions
Are there good reasons following your advice
Are there grammar and spelling mistakes
Is your handwriting easy to read
I think I can get ( ) stars.
Peer-assessment on Group Work of Writing (Scores:20)
小组写作互评表(满分：20分)
Items Basic Requirements Standard Scores Scores
Format Include proper date,greeting,body,close,signature. 3
Structure Have a clear beginning,body and ending. 3
Content The advice is given with good reasons. 5
Words & Sentences The proper expressions are used to give advise. 5
Handwriting Use beautiful handwriting. 2
Creation Add some personal creative points. 2
Total 总分: 批改者：
课后作业
本节课的课后作业是要求学生按照同伴以及老师所反馈的评价，把自己课堂完成的论文继续修改，最后提交到老师的邮箱。同时布置了选做作业，通过文章写作和修改的情况，检测本节课的学习效果。
评价量规
本课的学习效果评价量规分为课堂展示量规和课后作业量规两部分。
课堂展示量规主要考察学生是否能够正确运用学到的建议信书写格式，写一封格式正确，无基本语法错误的建议信。
课后作业量规主要考察学生是否能够吸纳教师和同伴给予的反馈，对文章进行修改，以进一步符合建议类作文的语言和格式规范。同时选做作业考察学生是否能够正确运用本堂课学到的建议文写作技巧和知识，应用到其他情景中的建议文章写作。

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