Writing教学设计(第一课时)

高三二轮复习：书面表达——建议信

Step 1 leading in

Show 2 passages to the students and ask them to read（

7 minutes.）

经典语篇

1(2014·安徽)

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；

2．信中不能出现与本人相关的信息；

3．信的开头和结尾已为你拟好，不计入总词数。

参考词汇：temper n．脾气，情绪

Hi Worried，

I’m sorry to know that you’re having such a bad time at the moment.

Yours，

Jamie 佳作欣赏

Hi Worried，

I’m sorry to know that you’re having such a bad time at the moment. The truth is that everyone will have one of those periods when

things seem to be going wrong，so you don’t have to worry so much. The important thing is to learn to control your temper so that you may not do or say anything you’ll regret. Here are three useful tips：

First，talk to someone you trust about how you feel. This is a good way of letting your anger out without hurting others or yourself. Second，go outdoors and play team games with your friends as physical exercise is an effective way to get rid of anger .And third，remain optimistic about your future. Such a positive attitude towards life can be helpful in lifting your spirits. I hope you’ll soon feel calmer and carry on as normal. Yours，

Jamie 经典语篇

2

假定你是李华，贵校在学生中征集意见，询问学生是否赞成开设iPad课堂(iPad classrooms)。你支持开设iPad课堂。请给校长写一封建议信，要点如下：

1．资源丰富；

2．促进交流；

3．利于环保；

4．其他理由。

注意：1.词数100左右；

2．可以适当增加细节，以使行文连贯；

3．开头和结尾已为你写好，不计入总词数。

Dear Headmaster，

We have been asked about our opinions on opening iPad classrooms.

Yours sincerely，

Li

Hua 参考范文

Dear Headmaster，

We have been asked about our opinions on opening iPad classrooms. I am in favor of this plan for the following reasons. To begin with，everyone learns differently. Students can customize their iPad with materials that fit their level and learning style，and thus tailor it to different needs. Moreover，when connected to the Internet，students can interact with teachers and classmates about what they learn more conveniently. For the sake of environmental protection，opening iPad classrooms is a good way to save trees that we have been cutting down for paper .Most importantly，I believe students will develop their interests in the subjects by enjoying a new way of learning. I hope you would take my ideas into consideration and we look forward to attending an iPad class. Yours sincerely，

Li Hua 设计目的：意图很简单，就是让学生对建议信有一个整体的认识，使得学生明白通过下面的训练来如何写作。

Step2: Discussing in groups in5 minutes Discuss about some useful expressions in a suggestion letter, such as the beginning ,how to give advice, linking words, the ending and so on. 设计目的：讨论是信息输入的重要手段之一，采用讨论方式，培养学生良好的学习习惯和快速捕获信息的能力，为接下去的写作整理出有利的信息。

Step3: Introduction（8 minutes）

Introduce what a letter of giving advice is mainly about and what should be paid attention during writing 一、写作要点

1．建议信的内容：作者就有关问题进行分析，并针对这些问题提出自己的看法和建议。

2．建议信的对象：(1)写给个人，就其遇到的某个问题提出自己的看法和观点；(2)写给某个组织和机构，就改进其服务提出建议或忠告。

注意：建议信要写得简明扼要、目的明确、理由充足，具有合理性和说服力。语气和用词要恰当，如果收信人是长者，则宜采用严谨、谦虚、正式的语言；如果对方是亲密的朋友，语言就可以亲切自然一些。

二、文章结构

1．开门见山，点明写信的目的是提建议。

2．讲清楚提建议的理由及应采取的具体措施，层次分明。

3．呼应开头，指出所提建议的意义，并发出号召或提出希望，礼貌结束全文。

三、常用句型

1．开头

(1)I’d like

to give you some advice on the problem you are faced with. (2)I am writing to express my views concerning...

(3)It is my pleasure to offer you some advice on...

2．正文

(1)My suggestions are as follows. (2)May I suggest that you... (3)I really hope that... (4)What about... ? (5)How about... ?

(6)If I were you，I would... (7)It would be better if...

(8)When it comes to such a situation，I would like to suggest that you... 3．结束语

(1)If you could take what I suggest seriously，you would...

(2)If you can take my suggestions into consideration，... (3)I hope they will be helpful. (4)I hope you will find these proposals/ideas helpful/useful. 四、写作模板

Dear

，

You have asked me for my advice with regard to

，and I will try to make some conductive suggestions here. In my opinion，you would be wise to take the following actions：Firstly，

.Secondly，

.What’s more，

. I hope you will find these proposals helpful. Good luck ！

Yours sincerely，

Li Hua 注意衔接词使用: 表先后次序：

First, second, third….Finally

Firstly, secondly，…eventually(最后) to begin with/ to start with(首先), at last (最后)

递进关系：

furthermore (此外) ；moreover；

not only...but also... (不但…而且) ；

not...but... (不但…而且) ；, besides (除此之外还有) ；

in other words (换句话说) ；meanwhile (同时) ；

at the same time (同时)

设计目的：给出这些信息是必要的，这样学生就会知道从何写起，不会再像以前一样，提笔不知道要写什么。这样还可以调动学生的积极性，激发学生的写作

兴趣。

Step 4: Writing（20 minutes）

假如你是李明，你发现部分同学每次遇到重要考试，都会出现一些焦虑症状,像如头晕、乏力、睡眠不好、食欲不振等。请你用英语写一封信，向某学生英文报编辑反映该问题。信的内容应包括下列要点：

焦虑症状建议

1．考前制定好合适的复习计划

2．考试期间正常作息

3．睡前洗热水澡、喝热牛奶等有助于睡眠

其他建议(内容由考生自己拟定) 注意：1.根据以上内容写一篇短文，不要逐句翻译，可适当增加细节以使行文连贯。

2.要准确使用语法和词汇；使用一定的句型、词汇，清楚、连贯地表达自己的意思；

3.

词数：100左右。开头结尾已给出，不计词数。

参考词汇：头晕—dizzy(adj.)

Dear editor, I’m Li Ming of Senior Three, Guangming Middle School. I’m writing to tell you about some symptoms of anxiety among us students before exams.

Yours，

Li Ming

Step 5: Evaluating（

after-class）

Evaluation rules:

1. Focus

Is it focused on its title?

2. Organization

Is it organized well?

3. Description

Is it interesting?

4. Transition

Are there some linking words between two sentences if necessary?

5. Handwriting

Is his/her handwriting clean and beautiful?

Use the above rules to assess three times:

First: assessing by the group itself.

Second: assessing each other among groups.

Last: presenting the writing in front of the whole class and assessing by the

whole class and the teacher.

设计目的：采用自我评价和小组互相评价作品的方式，为学生提供足够的学习空间和交流机会。学生在修改后，鼓励他们上台展示自己的学习成果，与大家分享，体验成功的喜悦，教师从宏观上把握课堂节奏,适时对学生的作品进行评价，把学生因领悟不全或分析不到的地方加以指出，既能达到改正效果，又能提高学生的自主分析和学习能力。

二、教学反思

本节课主要采用过程教学法训练学生的写作，包括写作前阶段，写作阶段和写后修改编辑阶段,写作前已经进行了大量的语言输入，有效的写作指导，学生熟悉了必要的语言表达形式和语篇结构。另外，写作的内容和形式都较贴近学生的实际生活，贴近真实的交际行为，难度较小。

在合作学习中促进学生写作能力的发展。刘道义曾指出“写作不能仅仅理解成个人行为，因此在教学中不宜总是采取学生单独写出作文来让教师批改的模式，而应该提倡学生开展两人或数人小组活动，通过讨论合作完成写作”。传统的英语写作评价标准过多地注重学生语

言的准确性，而忽视了文章的整体性和流畅性。因此教师对学生写作的评价应该扩大视野，从不同角度去评价学生的写作成果。本文设置了一个写作报告评价规则，简单易操作，通过小组互评的形式，学生之间互相借鉴，取长补短，教师给予必要的指导。学生在听取其他同学和教师的意见后进行修改，使其写作水平得到进一步提高。注意体现新课程改革的精神。在时间安排充足的情况下，教师应从学生的学习兴趣、生活经验和认知水平出发，创设生动和逼真的情景，在轻松、民主的教学氛围中，鼓励和倡导学生积极参与、主动思维、大胆实践。教师的科学引导是前提，学生的有效参与是关键。只有在师生高效合作下，写作课才能真正达到效果。