Writing优质课教案内容

Lesson Plan 课题名称：书信写作中的语言得体性

教材：外研社B6 M3

课型：新授课

授课班级：高二八班

授课教师：张强

授课时间: 2018 年3月12日

I.

Rationale

In the newest version of the National English Curriculum Standards for General High School, pragmatic knowledge (语用知识) is listed as one of the five components of language knowledge. Pragmatic knowledge refers to the knowledge needed to understand others’

accurately and express oneself appropriately in a particular context. This change underscores the importance of using appropriate language in communication, both verbal and written. Knowing some pragmatic knowledge enables students to adopt different linguistic styles, formal or informal, direct or euphemistic, verbal or written language to accommodate different communication purposes, situations, and audience so that the communicative goals can be achieved. The letter is an important means of communication. So, language appropriateness should be an important subject for letter writing instruction.

II.

Teaching content analysis Process writing involves seven stages, including pre-writing, drafting, revising, editing, polishing, presenting and reflection. In this lesson, students will be asked to adopt process writing to write a complaint letter where students first complain to their new neighbours living upstairs about the constant noise they make and then express their request that their new neighbours should do something to solve the problem. Considering time is pretty limited in class, only the first four stages will be done in class. Besides, students are required to make their complaints and express their request in a polite way so as not to offend or upset their neighbours. Hopefully, this can be achieved by the appropriate use of language, expecially the use of euphemistic expressions.

III.

Students’ need analysis

Students are quite at home with letter writing. But that does not go without problems. A prominent problem in students’ writing is that they don’t pay attention to language appropriateness. This can be explained by two reasons. The first reason is that many students have a misunderstanding of the nature of the writing task. They think the only thing that matters in writing is to prove their language competency to the teachers by employing big words and complex structures. Atually, the most important thing for the writing task is to achieve the writing goals. Letter writing is a communication process that involves two sides, so it’s extraordinarily important for both sides to stick to some basic principles in social communication, like mutual respect and understanding, politeness and so on. So in this sense, language appropriateness is of vital significance. The second reason is that many students don’t know many euphemistic expressions, which may account for their failure in expressing ideas appropriately. Therefore, it is crutially important to make students aware of the importance of using appropriate language in letter writing and provide them with some common euphemistic expressions for letter writing at the same time.

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IV.

Teaching objectives By the end of the class, students will be able to: 1.

Realize the importance of using appropriate language in letter writing. 2.

learn some euphemistic expressions in expressing suggestions, complaints, gratitude and asking for help and information.

3. Learn the general process of writing.

4. Employ process writing to write a complait letter in a polite way by using some euphemistic expressions. V.

Important points 1.

Realize the importance of using appropriate language in letter writing. 2. Students learn some euphemistic expressions in expressing suggestions, complaints, gratitude and ask for help and information.

3. Students learn the general process of writing.

VI.

Difficult points: 1. Time can be extremely tight.

2.Students have a jigsaw writing and then integrate each one’s writing into a complete letter without harming unity and coherence.

VII.

Teaching Aids:

Computer /cellphone/ chalk and blackboard/Seewolink VIII. Teaching procedures

Teaching procedures Teacher’s Activity

Show students a video clip.

Students’ activity

Aim Activity 1 Lead-in

(3 min) Watch the video 1. To engage Ss and share their attention and interest. feelings. 2. To introduce the topic. 3. To help students feel the great power of language. 2

1. Ask students to read the task description. 2. Draw Ss’ attention to the target reader and writing purposes.

3. Show students the extracts from two students.

4. Guide students to find out the Activity 2 Case Study (10 expressions used to ask for help min) and give suggestions in each writing. 5. Introduce the concept “Euphemistic expressions”

6. Ask Ss to brainstorm euphemistic expressions used to complain, consult and thank.

1. Read the task description and keep the target reader and writing purposes in mind.

2. Read the two extracts.

3. Underline the expressions used to ask for help and give suggestions.

4. Brainstorm more euphemistic expressions for the common topics.

1. To help students realize the importance of using appropriate language by comparing the writings of two students.

2. To summarize common euphemistic expressions for some common topics.

Activity 3 Summary (2 min) Ask students to summarize the Think, discuss and To to summarize the factors that affect language share.

factors that affect appropriateness.

language appropriateness. Ask students to read the writing Think and share To prepare students for task and discuss four questions their ideas.

writing so that they can Step 1 concerning language pay special attention to Pre-writing language (Planning 3 min) appropriateness.

appropriateness.

1. Ask students to work in pairs and write one part of the letter.

2. Give them some euphemistic expressions for reference. 3. Provide guidance.

1. Discuss the writing task with their desk mates 2. Write their part of the letter.

1. To organize their idea in their first draft.

2. To help students build up their team spirit.

Activity 4 Writing (25 min) Step 2 Drafting (Jigsaw writing 5min) 3

1. Explain the task.

2. Provide guidance. Step 3 Revising (Peer review and pair writing 10 min) 1. Proof-read each other’s writing and offer suggestions for revising.

2. Work with each other closely and integrate their writings into one complete letter.

1. Share their writings.

2. Comment on their classmates’ writings.

3. Appreciate the sample writing.

1. To help students identify places for improvement.

2. To let students learn from each other.

1. Invite 2-3 pairs to share their writing and invite other students to comment on language appropriateness.

2. Show students the sample Step 4 Presenting writing and draw students’ (6min) attention to the sentences used to inform, to welcome and to suggest.

1. To guide the students to learn from each other.

2. To guide the students to learn from the sample writing.

Activity 5 Assignment (1 min) 1.

1. Polishing Polish your writing again by using what you have learned today.

2.

Reflection Reflect on the writing process as well as the use of appropriate language in letter writing.

IX. Teaching Reflections 1.

Have all the teaching goals been reached? _________________ 2.

Have all the students learnt something in the lesson? ________________

3.

What can be improved?

_______________________

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