资源简介

Reading for Writing: Learning How Not to Win
安慰信写作技能培养
一、课标解读
《新课标》强调语言学习是有意义的主题探究活动，体现在以学生为主体，在主题意义引领下，依托不同类型的语篇，通过学习理解、应用实践、迁移创新等一系列综合性、关联性和实践性等特点的英语学习活动，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。本课围绕Learning How Not to Win这一主题，依托应用文阅读与安慰信的写作，通过细节阅读、主旨理解、批判性问题思考、阅读材料事例运用、写作迁移、挖掘类似事例到写作中来等课堂课后的语言学习实践活动，层层递进，落实课程标准的课程要求。
二、课时设计
（一）教学内容分析
本文是一篇课外拓展阅读的应用文，介绍中国人对待奥运夺金失败的心态变化。本文共7段：第一段从2016年里约奥运会说起，表达人们对奥运金牌的渴望；第二段到第六段，按时间顺序，用1988年汉城奥运会李宁、2008年北京奥运会刘翔因失去金牌而备受指责，到2016年里约奥运会孙杨、傅园慧失利后人们对他们的鼓励、理解与宽慰的例子，来展示现在国人对奥运金牌的心态发生了转变一由之前的计较苛刻到今天的宽容、欣赏和支持；第七段，用《人民日报》的评论点出了今天我们国人对待奥运夺金失败的心态向更高层面的改变，也是国人心态成熟、大国自信的体现。本文结构清晰，段落分明，用的例子典型有效，非常准确地展示了国人心态成熟的改变历程。因此，本文可以作为写作微技能中用实例论证展示观，点的范例。
本文有大量涉及奥运话题的词汇，如Gymnastics， track， pulled out of， sportspeople， podium， defending champion， men’s 400m freestyle， backstroke， rival; 也有涉及心态、心理的词汇，如criticize、lenient、maturity、comfort、appreciate、straightforward、mentality、tolerance等。
本文的价值观取向在于学生通过本文的学习理解国人对奥运金牌得失的心态改变的历程，让学生学会欣赏比赛，称赞对手，展现奥运精神，心态健康成熟，展示出大国的自信与包容。本节课希望通过写信安慰李华的方式，引导学生进一步体会对待自己和同伴日常学习生活的得失时也需要这种健康成熟的心态。
（二）学情分析
本次课是异地教学，借班上课，课前师生之间不是很了解，上课前需要引起学生对读写课的兴趣。上课前从任教老师那了解到，学生英语基础比较薄弱，阅读写作能力比较弱，需要明确指引，由浅入深，引导学生由从阅读文章后的理解到提取文中例子运用到作文中，再到后期完善文章的模仿运用，从而掌握用例子来论证观点的写作技能。
（三）教学目标
在本课学习结束时，学生能够：
提取阅读文本中的各个时期人们对待奥运夺金失败的细节信息，识别文本结构，解构作者的写作意图与目的。
总结对待失败的宽容成熟心态的改变历程。
判断典型例子对文章说理的重要性。
使用阅读文本中的例子到写作上，完成写作任务，生成有说服力的语篇。
用自评互评表格核查、监控自己的写作，并能修改完善自己的写作篇章。
（四）教学重难点
1. 教学重点
(1)学生通过阅读，总结体会人们对奥运金牌得失的心态成熟的改变过程。
(2)学生通过讨论，认识到例子在阅读文本中对作者表达观点的重要作用。
2. 教学难点
学生通过阅读解构读懂作者的意图，形成健康积极对待失败的心理认知，并能在写作上体现出来。学生能领会例子的作用，把阅读中有效的例子，运用到写作上，进而在课后作业润色改写中，能找到相同的但不是阅读里的例子来论证自己的观点，从而达到写作目的，并掌握这一写作微技能。
（五）教学方法
主题引领、任务驱动、学习活动。
（六）教学过程
步骤 教学活动 设计意图 互动模式&时间
Warming-up
Step 1: Warming-up T introduces herself and many outdoor activities and competitions among the Ss by showing pictures of them. By talking the results of them, T explains and concludes that where there is competition, there is victory and failure. 利用图片，展示学生的日常学习、活动、竞赛等真实情景，拉近师生距离，激发学生兴趣，唤起学生对比赛活动的结果的认识，创设本课的语境，导入主题一比赛有赢也会有输 2’
Step 2: Introduce the writing task 1. By continuing the talk with Ss about the result of the competitions, T shows the letter from Li Hua and reads it to the Ss. Then T checks their understanding by some questions and asks them: “How would you react if you were his classmates Why Then T invites some Ss to share their ideas and leads the Ss to understand Li Hua’s effort and worries in the letter, making them realize the importance of comfort and understanding from other classmates to Li Hua. 2. T leads in the task by talking about her difficulty in replying the letter to Li Hua that is to find proper examples to make the letter convincing 1.承接上一步的活动比赛结果，引出本节课的写作任务文本一李华的信，由此让学生在这个真实的情景中，感同身受地去体会因比赛失败而担忧的李华以及猜测作为李华朋友是如何对待安慰李华的。此活动的设问与分享，让学生从同伴们的讨论回答中，感受到当自己失败时，其实同伴们都是理解的，不会像李华担忧的那样（同伴们会刻薄、批评、指责)，从而达到教育引导和开解的作用。 2.教师提出自己回信的困惑一如何使得自己给李华的安慰信有说服力？这一任务凸显本次写作课的写作徽技能一需要用具有说服力的例子来安慰李华。同时，它也是任务驱动，激发学生对后续的课堂活动的兴趣和动力 IW 5’
Pre-reading
IW 4’
Step 3: Lead-in 1. First, T shows pictures of the Olympic Games and invites Ss to share their ideas for the following two questions: Q1: When you were watching the games with the Chinese athletes, what did you expect Q2: How did you feel when they missed out on gold or lost the game when you were sure that they could win a gold medal 2.Then Ss show their ideas. 3. After sharing, T shares the following idea as a conclusion: In fact, our Chinese fans have cheered on Chinese athletes who have not come first in2016 Rio Olympic Games. 4. Then T posts a different idea to the Ss “However, things were different before that.” so as to arouse the Ss’ interest in reading. 利用图片，回顾刚结束的里约奥运会，有目的地设问激活并引起学生对自己观赛时的情感情绪回忆，通过同伴分享，了解同伴们对胜负的看法。教师总结目前国人的对奥运胜负的成熟心理，回应总结同学们的分享，同时抛出一个观点一以前大家对奥运胜负心态与今天不同，来引发学生阅读的兴趣与好奇心，形成阅读期待。
While-reading
Step 4: Fast reading 1.T asks Ss to read the passage and fill in the blanks in the worksheet: What did people do when the athletes failed (1) In 1988,the Seoul 01ympics, when Li Ning failed to get a medal, Chines people (2) In 2008, the Beijing 0lympics, when Li Xiang pulled out of the game（退赛），Chines sports fans (3) In 2016, the Rio 0lympics,when Sur Yang failed to get the gold in the men's 400m freestyle, Chinese sports fans (4) In 2016, the Rio 0lympics, where Fu Yuanhui won a bronze medal（铜牌）in the: 100m backstroke final, Chinese sport fans 2. Ss shares their answers and T write the key words on the blackboard. (key words: Li Ning, Liu Xiang, criticize, be disappointed, Sun Yang, Fu Yuanhui, comfort, appreciate, understand.) 快速阅读，关注细节，锻炼细节获取能力，回答的信息中凸显人们对待奥运金牌心态改变的词汇，为后面写作做准备。 IW 5’
Step 5: Detailed dreading 1.T invites Ss to have a second reading and fill in the mind map of the structure of the passage. 2.T invites Ss to share their answers in groups of 4. T and Ss check the answers together while t writes the key words on the blackboard. 学生按思维导图，第二次阅读，进一步读取、梳理信息，同时清晰文章结构，利用结构图，整合信息，体会心态改变历程以及作者的思维过程。而且思维导图能更清晰地展示出典型例子在这个论述过程中的作用。 IW GW 6’
Post-reading
Step 6: Critical thinking 1.First T invites Ss to have critical thinking after the reading: What do these words show (“criticize, be disappointed” to “comfort, understand, appreciate”） 2. T invites Ss to scan the article and underline the meaning of this changed attitude. 3. T asks Ss to discover the writing purpose. 4. T concludes that the writer hopes us to learn that nowadays, towards failure, people have a healthier and more lenient/tolerant Chinese attitude. 5. T invites group discussion on “Why did the writer apply these examples in the passage 读后思考，深化主题，思维品质锻炼，从关键词的感情变化出发，通过扫读寻找态度信息，加强学生对人们对于奥运金牌得失的心理成熟的思考与认识。引导学生深刻了解作者写作意图，并通过讨论，体会文章中例子对表达观点的重要性。 IW GW 3’
Writing
Step 7: Writing Back to the writing task: T invites Ss to finish the letter to encourage Li Hua by making good use of the information and examples in this article. 指引学生选取阅读文章的例子，写进这次写作任务中，迁移运用，加强德育指引，从奥运到对待身边的李华比赛失败的鼓励，从而形成成熟、良好、健康的心态。 IW 5’
Step 8: Self-checking When Ss finish writing, T leads them to check their writing by giving them the self-check list: Q1:Do you use some examples to convince Li Hua Q2:Do you have the transitional word or sentence(过渡词/句)between the examples and Li Hua’s case Q3:If you were Li Hua, would you been encouraged by the letter 引导学生进行自我评价，在自我评价反思中，对比做得好和不足的地方，也掌握写作中例子的恰当选用的重要性 IW 3’
Step 9: Sharing 1. T invites one or two Ss to share their writing and the rest of the Ss to evaluate their writing with the help of the evaluation sheet on their worksheet. 2. T shows how to evaluate writing by commenting some examples from Ss. 写作分享，同伴一边听一边评价，然后教师利用这两位同学的写作例子现场分析，引导学生使用这个评价表进行评价，从而完善写作，在评价过程中，教师有目的地引导学生关注例子的使用得当与否。这一分享与评价的过程，让学生掌握写作评判的标准，为下一步的完善写作做铺垫 IW GW 5’
Step 10: Summary and homework 1.T summarizes the lesson: (1)Reading offers us good ideas and examples for writing. (2)A convincing paragraph consists of a topic sentence and some proper supporting examples. 2. T assigns homework: (1) Improve and polish the letter with the advice from the evaluation sheet, and add one example apart from those we read today to your letter. (2) Read the reading article again and learn the new words and phrases. 教师通过总结、巩固梳理所学的重点内容，凸显写作中例子的作用；通过作业，加强思考，拓展例子的选取，迁移运用，引导学生再次利用自我评价表，提升学生写作的反思能力和自我修改能力 IW 5’
注：IW=Individual Work，GW=Group Work。
（七）板书设计
（八）作业设计
(1) Improve and polish the letter with the advice from the evaluation sheet, and add one example apart from those we read today to your letter.
(2) Read the reading article again and learn the new words and phrases.
Please help Sue to finish the letter to Li Hua, making good use of the information and examples in this article to encourage him to face his classmates bravely. Add one example apart from those we read today to your letter.
Dear Li Hua,
I am sorry to know how you feel now. You are nervous because you are not sure how your classmates will react to your failure. Your are afraid that they will blame the failure on you and criticize you.
In fact, I think you can take it easy. Your classmates will understand you.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
（九）评价设计
1. 学生写完后的课堂自评清单：
(1) Do you use some examples to convince Li Hua
(2) Do you have the(过渡词/句)between them and Li Hua’s case
(3) If you were Li Hua, would you been encouraged by the letter
2.学生完成写作后的自评评价表及自我反思表。
What do you think of the work Excellent Good Average Poor
Content (advice, examples)
Language (grammar, tense)
Organization (transitional words)
通过本课学习和练习后 评分/分
1.我掌握了关于奥运以及心理变化的英语词汇句式等表达
2.我了解到不同时期人们对奥运金牌心态的转变
3.我认为这种心态的转变是积极向上健康成熟的
4.我今后也学会用这种成熟健康的心态对待学习生活中的得失
5.我体会到在阅读和写作中典型事例对增加说服力的重要性
6.我懂得恰当运用阅读中的事例到自己的写作中来
7.我会寻找现实生活中类似的事例来支撑自己的写作观点
8.我学会用自评表来完善自己的写作
注：请结合自己的情况，给自己每个项目打0~5分。
四、教学反思
本节课达到教学目标，师生互动有效，通过设问和任务驱动，引发学生的学习兴趣和动力，课程阅读目的性强，为写作做好铺垫，学生能顺利把阅读例子应用到写作，很好地做到读写结合，掌握写作技能之用例子来辅助论证或说理这一技巧。有待改进之处：一是学生水平还是比较差，阅读中的词汇仍然是他们阅读理解的一个障碍，需要提前学习与巩固。二是从读到写，学生需要更多的时间来消化阅读的例子，结合写作情景，恰当地把阅读例子运用到写作任务上来。三是学生初次写作分享，时间不是很足，需要多些学生的例子、同伴的评价和教师的点评指引，这样才能给学生树立更好的示范、指引和榜样。

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