Writing第一课时导学案

Writing Topic: interpersonal relationship Form: an advice letter: Task One: 1.Students read the passage and guess which letter A (B) replys to.

2. Student discus in group and try to write the openings and endings of the advice letters. ______________________________________________ ______________________________________________ ______________________________________________ From what you say I get the impressions that your self-image is not good and you lack confidence. You must realise that by looking miserable you won't make yourself attractive. Relationships aren't founded on pity. Nobody is going to feel sorry for you and come along and offer their friendship if you aren't more outgoing. The first thing to do is to stop blaming others. Yes, people can be cruel, but the way you behave will affect their attitude. I recommend you read a book called Making Friends by John Freeman. It should help you understand how you can improve your relationships with other people. ____________________________________________________________________________________________ Notes:

3. Students discuss and conclude the structure of an advice letter. Opening：写信意图。What's the problem?

Body：

提出建议

。

How to solve the problem

Ending：总结，鼓励，

期望。Conclusion/ Hope Task Two: 1.

Students read the passage to find out the example of students' conflict in school and the author's suggestions on how to solve the conflicts. 2.

Students discuss in groups and take notes. 3.

Students finish an advice letter to either of the boys.(Tom & Jerry）

Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an __________________________________________________________________________________________________________________________________________ You sound very bitter about having to move. You should be a little more understanding with your parents--they too will be leaving their friends! Your fear of moving is quite normal but it's going to happen so you must accept it and think positively. You should see it as an opportunity to meet new people. But you will have to make an effort. If you have any special interests, check our clubs in your new area. When you start your new school, be open -minded and make it known that you are willing to get to know people. Remember, your attitude will affect the way others behave towards you. ___________________________________________________________________________________________

official report on youth violence, "In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence". Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?

First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict. Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fir On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control. After both sides have calmed down, they can use another key strategy for conflict resolution; listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles. Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of. As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution. There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country. (2012浙江卷）

Dear Tom, I'm writing to express my views concerning______________________________________. ___________ ________________________________________________________________________. (校园冲突是不可避免的。）

______________________________________________________________，maybe because____________________ ___________________________________________. ( Jerry 嘲笑你每次都吃花生黄油三明治，也许是因为

。。。。。。）Laughter over the sandwich can lead to insults(侮辱）, then a fight between students begin with a minor insult. ___________________________________________________________________________. (问题不在于三明治，而在于学生处理问题的方式。）

Here are a few suggestions. First, __________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________. I believe, __________________________________________________________________________________. Notes:

3. Students discuss and conclude the sentence patterns

to offer suggestions. •

(1)I think __________________ for you is… •

(2)I would like to suggest that… •

(3)You'd better____/It's better to… •

(4) It seems to me that you’d better •

(5) If _____________, I would… •

(6) It helps to do/It does good to do •

(7) It should be _________________to do •

(8) It’s important / beneficial / helpful/ useful to do Task Three: 1.Students wirte an advice letter about the conflict between boys.

生活中冲突时有发生。假设你班同学苏华和李江打篮球时发生争执,导致关系紧张。请你结合此事,并根据以下提示,用英语写一篇短文,向学校英文报“Happy Teens冶专栏投稿。

简述经过

分析原因

如何避免

打篮球、碰撞、争执,等等

1. 遇事不够冷静2. ……

(请考生根据自己的经历或感想,提出至少两种做法) 注意: 1. 对所有要点逐一陈述,适当发挥,不要简单翻译。

2. 词数100 左右。开头已经写好,不计入总词数。

3. 作文中不得提及有关考生个人身份的任何信息,如校名、人名等。

________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

Evaluation:

2. Students discuss and conclude the sentence patterns to List suggestions

•First ,…Secondly,…Finally , •On the one hand , on the other hand , •What is more/besides/moreover •For one thing, ...for another thing

Homework

为了帮助中学生健康成长，某中学英文报开辟了“HEART-TO-HEART”专栏。假设你是该栏目的编辑Jamie，收到一封署名为Worried的求助信。信中该同学向你诉说了自己的困扰：近日容易发脾气，使正常的学习和生活受到了影响。请用英文给该同学写一封回信。

内容要点如下：

1．表示理解并给予安慰；

2．提出建议并说明理由。

注意：

1．词数100左右；(参考词汇：temper n. 脾气) 2．信中不能出现与本人相关的信息；

3．信的开头与结尾已为你拟好，不计入总词数。

Hi Worried, I’m sorry to know that you’re having such a hard time at the moment.

________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Yours, Jamie

Evaluation: