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(共53张PPT)
Unit 1 Teenage Life
Reading for Writing
challenges
Proplems teenagers may meet inside and outside school.
Peer-Pressure
Bullying
Harmful Habit
Internet Addiction
Lack of support from family
Depression
Facing these problems, how will you seek for help
ask parents or parents for help
write a letter to a professional adviser
talk to reliable friends
Ask AI or ask for advice on social media
Write a letter of advice
Susan Luo, an adviser for teenagers, has received a letter asking for some advice. Please read her reply and discuss the questions.
1. What is Worried Friend’s problem
2. What are Susan Luo’s suggestions
3. Do you think Ms Luo’s advice is useful Why or why not
1. What is Worried Friend’s problem
Chen Lei plays computer games too often and spends too much time
online.
2. What are Susan Luo’s suggestions
① Talking to his friend about his behaviour
② Encouraging his friend to try new hobbies.
③ Disscuss the question together.
3. Do you think Ms Luo’s advice is useful Why or why not
Trying new hobbies such as hiking, coding and the like can really make a big difference.
Study the organisation
Mark the parts of the letter that match the following points.
A. I know what the problem is.
B. I understand how you feel.
C. This is my advice and reason (s).
D. I think my advice will help.
the structure of an advice letter
Problem
Encouragement
Advice & Reasons
Understanding
Study the language
Circle the expressions Ms Luo uses to make suggestions.
I recommend that...
I think you should...
Why not...
You could...
It’s a good idea to...
Language in use
I recommend that...
I think you should...
Why not...
You could...
It’s a good idea to...
1.我建议你和你的朋友谈谈他的行为。
2.我认为你应该鼓励你的朋友尝试一些新的爱好。
3.何不一起来讨论这个问题呢？
4. 你可以邀请你的朋友参加一些线下的集体活动，比如体育比赛或者社区志愿工作。
5. 和你的朋友一起制定一份包含学习、培养爱好以及上网时间的每日计划表，是个好主意。
Translate the following sentences using the structures you’ve learned.
Work in groups. Choose one of the teenagers and discuss his/her problem. List possible suggestions and reasons.
Group discussion
Step Question to Ask Yourself Example (Using Min Ho’s Problem)
1. Problem What is the core problem I feel too shy to talk to the girl I like.
2. Feelings How must the person feel (This shows understanding) He probably feels nervous, anxious, and maybe a bit lonely.
3. Advice What is one practical action they can take Start with small, low-pressure interactions.
4. Reason WHY is this a good idea What is the positive outcome Because saying "Hi" or smiling doesn't require a long conversation. It's an easy way to get comfortable and see if she smiles back, which would be a good sign.
5. Advice What is another practical action Find a common interest to talk about.
6. Reason WHY is this a good idea This works because it's easier to talk when you have a shared topic (like homework, a school event, or a band you both like). It takes the pressure off making up a conversation from nothing.
Problem - Advice - Reason Graphic Organizer
Step Question to Ask Yourself Example (Using Min Ho’s Problem)
1. Problem
2. Feelings
3. Advice
4. Reason
5. Advice
6. Reason
Problem - Advice - Reason Graphic Organizer
Step Question to Ask Yourself Example (Using Min Ho’s Problem)
1. Problem
2. Feelings
3. Advice
4. Reason
5. Advice
6. Reason
Problem - Advice - Reason Graphic Organizer
Part 1: The Opening – Show You Understand
·I understand that you are feeling... about...
·I was sorry to hear that you are going through...
Part 2: The Body – Give Your Advice and Reasons
Paragraph 1:
·First, I suggest that you... / My first piece of advice is to...
·The reason for this is that... / This would be helpful because...
For instance,... (可选：添加一个具体例子来说明你的观点)
Paragraph 2:
·Another idea is to... / You could also try...
·This is a good option because...
For example,... (可选：添加一个具体例子来说明你的观点)
Part 3: The Closing – Offer Encouragement
·I really hope that this situation gets better soon.
·I am sure that if you try this, things will improve.
·Please remember that you are not alone.
All the best, / Yours, / Best wishes,
[Your Name]
Use
this framework to
turn your good ideas into words.
Writing Time
Dear Min Ho,
I understand that you are feeling too shy to talk to the girl you like. It must be difficult to see someone you’re interested in but feel nervous about starting a conversation.
First, I suggest that you start with small, low-pressure interactions. The reason for this is that it helps you get comfortable without the stress of a long conversation. For instance, you could try making eye contact and giving her a friendly smile, or simply saying "Hi" when you pass her in the hallway.
Another idea is to find a common interest to talk about. This is a good option because conversations flow much more naturally when you have a shared topic. For example, if you notice she's reading a book you like or is in the same club, you could ask for her opinion on it. This makes the question feel natural and not forced.
I really hope that this situation gets better soon. Remember that many people feel shy in these situations. I wish you all the best and hope you find the courage to say hello.
Best wishes,
Alex
Mark the sentences that show understanding, give advice, explain reasons, and offer encouragement.
Compare it to your own letter. Find one thing the model does well and explain why it’s effective.
Find one thing in your own letter that is better or more creative than in the model.
Now, use your insights from the model to revise and polish one or two sentences in your own draft.
Dear Min Ho,
I understand that you are feeling too shy to talk to the girl you like. It must be difficult to see someone you’re interested in but feel nervous about starting a conversation.
First, I suggest that you start with small, low-pressure interactions. The reason for this is that it helps you get comfortable without the stress of a long conversation. For instance, you could try making eye contact and giving her a friendly smile, or simply saying "Hi" when you pass her in the hallway.
Another idea is to find a common interest to talk about. This is a good option because conversations flow much more naturally when you have a shared topic. For example, if you notice she's reading a book you like or is in the same club, you could ask for her opinion on it. This makes the question feel natural and not forced.
I really hope that this situation gets better soon. Remember that many people feel shy in these situations. I wish you all the best and hope you find the courage to say hello.
Best wishes,
Alex
Are all the parts of a letter included and organized in a good order
Does the writer give reasons for the advice
Does the writer use proper expressions to give suggestions
Does the writer use commas and stops correctly
Is the handwriting easy to read
Exchange drafts.
Use the checklist to give feedback on your partner’s draft.
Sharing & Evaluation
Homework
1. Revise and polish the letter you wrote in class.
2
1
Analyze the Teaching Material
2
Identify Key and Difficult Points
3
Analyze the Students
7
Explain the Blackboard Design
CONTENTS
8
Reflect
on the Teaching
4
State the Teaching Objectives
6
Describe the Teaching Procedures
5
Introduce Teaching Methods and Aids
Analyze the Teaching Material
1
This teaching material is a model letter of advice from an agony aunt, responding to a problem about a teenager's friend spending too much time online. The text serves as a foundational model for teaching the genre of informal advice letters. Its core purpose is to enable students to transition from giving casual oral advice to producing structured, empathetic written communication. This is highly relevant as it addresses authentic teenage concerns, thereby fostering real-world problem-solving skills and empathy.
English Curriculum Standards, released in 2017, revised in 2020
English Curriculum Content with Six Components Integrated
Based on new standard curriculum
The Theory of Developing Students’ Core Competences
Read the lines
Read beyond
the lines
Read between
the lines
scaffolds
Bloom’s Taxonomy
need scaffolding to organize ideas logically and express them effectively in writing
may lack the awareness of how to structure the advice letter or use a variety of polite and persuasive expressions
Active and enthusiastic
A good sense of teamwork
can generate ideas
familiar with giving informal advice orally among friends
Senior One student
Analyze the Students
2
Write a complete and coherent letter of advice to solve a specific teenage problem.
Analyze and identify the structure and key components of an informal letter of advice.
Recognize and use common sentence patterns for making suggestions politely.
Analysis of the
Teaching Material
Analysis of the
Target students
Learning
Objectives
01
02
By the end of the class, students will be able to:
03
State the Teaching Objectives
2
3
Key
point
Difficult
point
1. Understanding the structure of an advice letter (Problem - Understanding - Advice & Reasons - Encouragement).
2. Learning and applying expressions for making suggestions (e.g., I recommend that..., I think you should..., Why not... ).
1. Guiding students to provide logical and practical reasons for their advice.
2. Helping students transfer the model structure and language to a new context fluently and coherently.
Identify Key and Difficult Points
4
Introduce Teaching Methods and Aids
5
Teaching Methods
Aids
Genre-based Teaching Approach
Process Writing Approach
Communicative Language Teaching (CLT)
Cooperative Learning (Group Discussion)
Scaffolded Instruction
Multimedia PPT
Textbook
Blackboard / Whiteboard
Worksheet for planning and writing practice
Step I: Lead in
Step II:
Reading for Structure
Step III: Language in Use
Step IV: Pre-writing
Step V: Writing
Step VI:
Sharing & Evaluation
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step I: Lead in
Step II:
Reading for Structure
Step III: Language in Use
Step IV: Pre-writing
Step V: Writing
Step VI:
Sharing & Evaluation
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
To activate students’ background knowledge and interest, creating a authentic context for writing.
Step I: Lead in
Step II:
Reading for Structure
Step III: Language in Use
Step IV: Pre-writing
Step V: Writing
Step VI:
Sharing & Evaluation
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Susan Luo, an adviser for teenagers, has received a letter asking for some advice. Please read her reply and discuss the questions.
1. What is Worried Friend’s problem
2. What are Susan Luo’s suggestions
3. Do you think Ms Luo’s advice is useful Why or why not
Study the organisation
Mark the parts of the letter that match the following points.
A. I know what the problem is.
B. I understand how you feel.
C. This is my advice and reason (s).
D. I think my advice will help.
the structure of an advice letter
Problem
Encouragement
Advice & Reasons
Understanding
Purpose:
To help students comprehend the content and deconstruct the generic structure of an advice letter, providing a framework for their own writing.
Step I: Lead in
Step II:
Reading for Structure
Step III: Language in Use
Step IV: Pre-writing
Step V: Writing
Step VI:
Sharing & Evaluation
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Study the language
Circle the expressions Ms Luo uses to make suggestions.
I recommend that...
I think you should...
Why not...
You could...
It’s a good idea to...
Language in use
I recommend that...
I think you should...
Why not...
You could...
It’s a good idea to...
1.我建议你和你的朋友谈谈他的行为。
2.我认为你应该鼓励你的朋友尝试一些新的爱好。
3.何不一起来讨论这个问题呢？
4. 你可以邀请你的朋友参加一些线下的集体活动，比如体育比赛或者社区志愿工作。
5. 和你的朋友一起制定一份包含学习、培养爱好以及上网时间的每日计划表，是个好主意。
Translate the following sentences using the structures you’ve learned.
Purpose:
To focus on key linguistic features, equipping students with necessary vocabulary and sentence patterns for making suggestions.
Step I: Lead in
Step II:
Reading for Structure
Step III: Language in Use
Step IV: Pre-writing
Step V: Writing
Step VI:
Sharing & Evaluation
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Work in groups. Choose one of the teenagers and discuss his/her problem. List possible suggestions and reasons.
Group discussions
Step Question to Ask Yourself Example (Using Min Ho’s Problem)
1. Problem What is the core problem I feel too shy to talk to the girl I like.
2. Feelings How must the person feel (This shows understanding) He probably feels nervous, anxious, and maybe a bit lonely.
3. Advice What is one practical action they can take Start with small, low-pressure interactions.
4. Reason WHY is this a good idea What is the positive outcome Because saying "Hi" or smiling doesn't require a long conversation. It's an easy way to get comfortable and see if she smiles back, which would be a good sign.
5. Advice What is another practical action Find a common interest to talk about.
6. Reason WHY is this a good idea This works because it's easier to talk when you have a shared topic (like homework, a school event, or a band you both like). It takes the pressure off making up a conversation from nothing.
Problem - Advice - Reason Graphic Organizer
Step Question to Ask Yourself Example (Using Min Ho’s Problem)
1. Problem
2. Feelings
3. Advice
4. Reason
5. Advice
6. Reason
Problem - Advice - Reason Graphic Organizer
Step Question to Ask Yourself Example (Using Min Ho’s Problem)
1. Problem
2. Feelings
3. Advice
4. Reason
5. Advice
6. Reason
Problem - Advice - Reason Graphic Organizer
Purpose:
Use the “Question - Suggestion - Reason” chart, enabling the students to visualize the abstract thinking process.
Part 1: The Opening – Show You Understand
·I understand that you are feeling... about...
·I was sorry to hear that you are going through...
Part 2: The Body – Give Your Advice and Reasons
Paragraph 1:
·First, I suggest that you... / My first piece of advice is to...
·The reason for this is that... / This would be helpful because...
For instance,... (可选：添加一个具体例子来说明你的观点)
Paragraph 2:
·Another idea is to... / You could also try...
·This is a good option because...
For example,... (可选：添加一个具体例子来说明你的观点)
Part 3: The Closing – Offer Encouragement
·I really hope that this situation gets better soon.
·I am sure that if you try this, things will improve.
·Please remember that you are not alone.
All the best, / Yours, / Best wishes,
[Your Name]
Use
this framework to
turn your good ideas into words.
Step I: Lead in
Step II:
Reading for Structure
Step III: Language in Use
Step IV: Pre-writing
Step V: Writing
Step VI:
Sharing & Evaluation
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
to integrate learning and production, allowing students to apply the acquired knowledge and skills to a specific writing task.
Step I: Lead in
Step II:
Reading for Structure
Step III: Language in Use
Step IV: Pre-writing
Step V: Writing
Step VI:
Sharing & Evaluation
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Dear Min Ho,
I understand that you are feeling too shy to talk to the girl you like. It must be difficult to see someone you’re interested in but feel nervous about starting a conversation.
First, I suggest that you start with small, low-pressure interactions. The reason for this is that it helps you get comfortable without the stress of a long conversation. For instance, you could try making eye contact and giving her a friendly smile, or simply saying "Hi" when you pass her in the hallway.
Another idea is to find a common interest to talk about. This is a good option because conversations flow much more naturally when you have a shared topic. For example, if you notice she's reading a book you like or is in the same club, you could ask for her opinion on it. This makes the question feel natural and not forced.
I really hope that this situation gets better soon. Remember that many people feel shy in these situations. I wish you all the best and hope you find the courage to say hello.
Best wishes,
Alex
Mark the sentences that show understanding, give advice, explain reasons, and offer encouragement.
Compare it to your own letter. Find one thing the model does well and explain why it’s effective.
Find one thing in your own letter that is better or more creative than in the model.
Now, use your insights from the model to revise and polish one or two sentences in your own draft.
Purpose:
·Protects Originality: Ensures the first draft is a genuine product of the students’ own thinking, preventing direct imitation or copying.
·Transforms the Model into a Learning Tool: The model’s role shifts from a “template to copy” to a “text to analyze” and a “source of inspiration for revision.” Students engage with it critically and purposefully.
·Develops Metacognitive Skills: By comparing and analyzing, students gain a deeper understanding of what constitutes good writing and how to improve their own work.
Are all the parts of a letter included and organized in a good order
Does the writer give reasons for the advice
Does the writer use proper expressions to give suggestions
Does the writer use commas and stops correctly
Is the handwriting easy to read
Exchange drafts.
Use the checklist to give feedback on your partner’s draft.
Sharing & Evaluation
Homework
Purpose:
To reinforce what we covered in class and bridge the gap between knowledge input and practical application; encourage active use of English rather than passive memorization.
7
Explain the Blackboard Design
read for structure
language in use
writing
sharing & evaluation
learning
checking
transferring
Understanding
Conclusion
input
output
Reflect on the Teaching
8
Thank you!

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