Learning about Language国家优质课一等奖

Writing: Effective Communication in a Letter 广州市执信中学

英语科

伞瑶

一、教学设计

（一）基本信息

1. 课程类型：写作技巧课

2. 授课班级：高三1班

3. 课程长度：40分钟

（二）学生分析

该班学生基础较好，学风端正，勤于思考，有良好的学习习惯和小组合作的氛围。

写作方面，学生经过一轮复习的训练，能够熟悉高考书信写作的题型，对写作的审题、谋篇布局、遣词造句几个方面的规范有一定了解。在近期写作中，学生暴露出来的问题主要有：1）拓展内容的选择方向存在误区，未能紧扣写作目的（例如在一模邀请信中大篇幅出现介绍事物的客观语言），未能体现目标书信的功能；2）拓展内容缺少读者意识，未能考虑到读者的身份与需要；3）语言欠缺得体性。

综上所述，学生在书信写作中的交际有效性还有待提高，需要进一步明晰写作要求并进行过程性的引导。

（三）教学内容与教学思路分析

本节课探讨在高考书信写作中如何达到交际的有效性。选用的文本包括：1）学生已写过的投诉信1篇；2）授课教师按照高考作文要求自编的道歉信2篇。

近年来，高考英语写作的体裁以书信为主，话题贴近学生生活，具有较强的交际性。该题型侧重考查学生分析问题与解决问题的能力，即用英语进行思维和书面表达、完成特定交际任务的能力。笔者认为，在书信写作中，交际的有效性包括三个维度：1）体现特定书信的功能：始终围绕写作目的和体裁，做到切题且简明扼要；2）体现读者意识：要点的拓展能够换位思考，符合读者的需求；3）体现语气和语言的得体性：使用恰当、礼貌的交际用语。

本节课选取了投诉信和道歉信两类书信体裁进行交际有效性的探究与训练。这两类信件对于交际的有效性尤其是读者意识的要求较高。其中投诉信使用学生已写过的信件，教师展示几篇典型的学生习作，让学生分析点评，观察归纳出交际有效性的三个维度，作为今后写作的参考标准。道歉信为新授课体裁，教师先让学生切换身份，由投诉者变为被投诉者，指导学生按照交际有效性的标准思考内容要点的拓展和选择，画出思维导图。通过点评思维导图，学生发现原有思路中的不足之处，进一步熟悉道歉信的写作意图与内容，了解读者的需要。教师再选取类似话题的另一篇道歉信，让学生运用本节课所学进行更合理有效的拓展，呈现思维导图并进行分享。

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由于时间的限制，本节课重点进行学生写作中内容要点拓展方面的指引和训练，而语言的得体性训练则会放在课后以及下一次授课进行。教师另外提供了道歉信的常见短语句型表达以及3篇其他话题的道歉信范文供学生进行语言输入，观察语气和语言使用的得体性，再结合本节课所学的知识，进行道歉信的写作，更全面地达到交际的有效性。

（四）教学目标

1. 语言知识

1) 进一步了解投诉信的语篇特征、写作目的及内容要点，巩固关于投诉的表达形式。

2) 初步了解道歉信的语篇特征、写作目的及内容要点，学习与巩固关于道歉的表达形式。

2. 思维品质

1) 通过分析读者身份与需要培养读者意识，提高换位思考能力。

2) 通过分析写作任务培养审题与要点归纳训练，培养归纳总结的思维能力，提升思维的深刻性。

3) 通过点评习作提升思维的批判性。

4) 通过绘制思维导图培养发散思维能力，提升思维的创造性。

3. 文化品格

1) 在写作交际中考虑对方的立场与态度，学会在生活中将心比心。

2) 在同伴合作学习中培养团队合作精神与领导力。

4. 学习方法

1) 学习使用思维导图分析问题与解决问题。

2) 通过评价其他学生的表现提高自身英语运用的意识

（五）教学方法与教学工具

本节课进行任务型与合作型教学。

授课过程运用电脑进行幻灯片课件教学，使用黑板记录课堂大纲与学生的生成笔记，使用点阵笔与PPCLASS移动课堂软件展示学生即时生成的思维导图。

二、教学流程

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Tasks Activities 1) Students play a guessing game: students read sentences taken from 3 letters, guess the types of the letters and show the evidence. 2) Introduce the topic and the main task: What is effective communication in a letter and how can we achieve it? 1) Students read three paragraphs with problems about communication taken from their previous Aims 1) To warm students up for the topic. 2) To familiarize students with the main task.

Lead-in writing: a letter of complaint. 2) Students discuss in pairs on whether effective Task I:

communication is achieved in the paragraphs and WHAT is explain their reasons. effective 3) Students read and analyze a good example of communication writing to see how the writer communicates ideas in a letter? effectively. 4) Sum up the ideas generated from students to form the criteria for effective communication.

1) Introduce the writing task of a letter of apology. 2) Students work out the structure of the letter. 3) Students work in groups of four to draw a mind-map for the development of the letter, paying attention to criteria for effective communication.

Task II:

4) Group reporters share the ideas of the mind-map HOW can we with the class, followed by comments made by the achieve effective teacher or classmates. communication 5) Share a possible version of the mind-map. in a letter? 6) Share a possible version of the letter and guide students to reflect on their mind-maps. 7) Guide students to sum up strategies for effective commutation.

Task III: Practice and consolidation

1) To guide students to come up with criteria for effective communication in a letter. 2) To train students’ ability to analyze the writing purpose. 3) To arouse students’ reader awareness. 4) To train students’ critical thinking by making comments. 5) To consolidate students’

knowledge of a letter of complaint. 1) To cultivate students’

reader awareness by reversing their identity in writing. 2) To guide students to follow the criteria in their development of a letter. 3) To train students’ ability to analyze the writing purpose and the target reader. 4) To practise students’ skills in mind-mapping and develop their creativity. 5) To familiarize students with the content and structure of a letter of apology. 1) To train students’ ability to analyze the writing purpose and the target reader. 2) To practise students’ skills in mind-mapping and 3 1) Introduce the writing task of another letter of apology (a more challenging one). 2) Students work out the structure of the letter. 3) Students work in groups of four to draw a

mind-map for the development of the letter, paying attention to criteria of effective communication. 4) Group reporters share the ideas of the mind-map with the class, followed by comments made by the teacher or classmates. Conclusion 1) Introduce further exploration of effective communication in a letter and offer guidance on

writing after class. 2) Inspire students to think of the core of effective Homework communication and let their consideration for the reader extend to others in their daily life.

1. Polish your letter of complaint to achieve effective communication. 2. Read examples in the handout and see how the appropriateness of language is achieved. Then, finish writing the letter of apology in Part III Practice. 3. Refer to the criteria and evaluate the letter individually and in pairs. develop their creativity. 3) To consolidate students’

knowledge of a letter of apology. 4) To help students establish a framework for this letter and prepare them for the writing after class. 1) To sum up the knowledge

and skills learned in this

lesson. 2) To inspire students to put themselves in others’ shoes in their daily life.

5. 板书设计

Effective Communication in a Letter

I. WHAT is it?

II. How to achieve it

Shining points

(student-generated notes)

criteria

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