Using LanguageⅡ教学实录

A letter of advice 陕西省白水县仓颉中学

陈存侠

【教材依据】人教版

选修10

unit4 writing 一、设计思路

1、指导思想：本节课虽然是高三学生的一次写作课，但是鉴于我们学生的基础问题，在课堂设计时还是给予了额外的帮助。另外，通过这次写作课，我想让学生进一步体会积极参与、主动思维、大胆实践，感受“合作学习”是一种非常有效的学习策略,体会交流思想和共享知识的乐趣。

2、教学目标

知识目标：



To enable Ss to get some information about letter of advice.



To develop Ss’ writing ability and enable Ss to know how to write a letter of advice. 能力目标：

To train:

Ss’ fast reading skills.

Ss’ writing ability.

Ss’ cooperative ability with others.

情感态度价值观：

To arouse students how to learn new words and improve reading skills . 3、教学重难点

1



Full understanding of a letter of advice by using different reading skills. 

Learn the new words & expressions of writing a letter of advice. 

How to learn new words and improve reading and express their personal ideas about it. 

How to improve Ss’ writing skills.

4、教学方法

Task-based Approach ; Co-operation 5、教学手段

Multi-media, Blackboard 二、教学准备

本节课前我参阅了教师用书的部分资料，在网上搜集了与之相关的优秀范文，并做了课堂需要的PPt. 三、教学流程设计

Step1:Reading (15ms) 

Read the letter from Donghua to Mitchell and then answer several questions.

1)What’s wrong with Donghua? 2)What’s the purpose of the letter?



Read the letter from Mitchell to Donghua and then answer several questions. Enable students to get information and master the words and expressions of writing a letter of advice.

2

1)

What’s Mitchell’s advice on how to learn new words?

2)

What’s Mitchell’s advice on how to reading?

(设计意图：通过对p39文段和参考范文的阅读导入话题，引起学生的学习兴趣，并获取文章信息，为下面写作做好准备。)

Step2: Pre- writing (10ms) Group work: Brainstorm with a partner about ways to change the situation. Make a list of the ideas about learning new words and improving reading and the reasons of each one.

1) 教师提出问题：What advice would you give Donghua besides Mitchell’s?

2）每个小组通过讨论，从中筛选出最具有说服力或最具创意的三种想法，并说明其理由。

3）每个小组派代表向全班展示其讨论结果，教师将引导全班同学对学生们罗列在黑板上的观点进行评价，供学生们写作时参考。

（设计意图：通过头脑风暴，集思广益，不仅能发挥学生的主观能动

性，还能让学生在集体合作的过程中互相学习，取长补短，也为学生

下面的写作提供了丰富的材料。）

Step 3:While-writing (10ms) Learn the structure of letter of advice. 

Fast reading

（范文学习）

Individual work:

Read the letter from Li Hua to Peter and then answer several questions.

3

1)What’s wrong with Peter? 2)What’s the purpose of the letter?

3)What’s Li Hua’s advice on how to Dear Peter, Thanks for your letter. You have asked me how to learn Chinese well. I have four suggestions for you.

Firstly, you can join the Chinese study training. In the training, you can accept the systematic Chinese grammar. The teacher will teach how to pronounce well. I think pronunciation is the most difficult part for foreigners.

Secondly, in the spare time, you can read the Chinese novels and magazines, and watch Chinese TV programs. It can improve your feelings of a language, and provide a language environment of Chinese. It is a good way to improve your Chinese.

Thirdly, when you are listening to the Chinese song, you can learn to sing it. Many experts said that music can help people learn the language better. In the song, every word will be more emphasized and clear than the oral Chinese.

Fourthly, you can make a Chinese friends to improve your Chinese. Sometimes, you can write letters to each other, and in this way, you can practice your Chinese writing, meanwhile, you can know more about the culture of China, it can help you study Chinese better.

4

I hope my suggestions can help you. Look forward to your reply.

Your sincerely, Li Hua 

Pairs work: Discuss in pairs to correct the answers and find out the structure of letter of advice

(设计意图：“读写结合，以读促写”-----通过阅读获取文章大意。通过讨论明了文章内容,为下面写作做好铺垫。学生模仿优秀文章的组织方式，做到知识的迁移应用.)



教师提示学生关注写作教材P9/21/25中所提供的内容，共同分析建议信的格式、体例、可用句型、开头以及结尾的写法等。



学生根据前一步骤所列出的所有建议选取自己最为认可的观点，结合所学表达独立完成个人写作提纲。

(设计意图：写作之前对信件的主体内容结构进行梳理，列出提纲，

可使学生在写作时能有条不紊地进行，并且形成良好的写作习惯.) Step4:Summary (5ms) PPt向学生展示写作要求,高考写作阅卷情况及优秀和潦草的范文。

(设计意图：使学生平常就根据高考要求严格要求自己，以便从容应

5 How to write s letter of advice Part I

Present the problem Part II

Propose the solution Part III

Conclusion

考) Step5: Homework (2ms) Write a letter of advice to Donghua with what you learned in class. 四、课堂自评

本节写作课将阅读教学融入其中，“读写结合，以读促写”，这让学生主动地参与学习中，师生互动一起开发利用阅读中可供写作使用的词汇和句型，理清建议信这种文体的结构，同时概况总结其可用的写作句型。教师指导学生通过阅读积累词汇，模仿优秀文章的组织方式，做到知识的迁移应用，将为学生营造一种民主轻松的写作学习环境，让学生在写作中体验到英语应用的乐趣，乐意写作。

存在的问题是，由于学生基础差，课堂时间仓促，学生无法当堂完成写作并进行互评。

6