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1、Unit 1Reading for WritingzAs a teenager,what challenges do you meet in your daily life?I always feel lonely after school because my parents work in another city.I spend too much time online and find it difficult to focus on my study.My parents have high expectations for me.I always make them disappo
2、inted.I often quarrel with my friend Sherry.She cant understand me.As a teenager,what challenges do you meet in your daily life?generation gap with parentsbeing addicted to thecomputer gamesgreat pressure from heavy school workfeeling lonely and isolatedconflicts between friends/classmates high expe
3、ctations from parents and teachers.Dear Sherry,Dear Sherry,How is everything going?How is everything going?I I have have a problem.There is a girl I a problem.There is a girl I like in my class,but Ilike in my class,but Im too shy to m too shy to talk to talk to her.Please help me!her.Please help me
4、!Yours,Yours,Adam AdamWhat advice would you give to Adam?Read the letter and answer the following questions.Q1:What is Worried Friends problem?Q2:What advice does Susan Luo give?Q3:Do you think her advice is useful?Why or why not?Q4:What other kinds of advice would you give?Q5:Besides advice,what el
5、se does Susan Luo say in her letter?Q1:What is Worried Friends problem?Q2:What advice does Susan Luo give?Q3:Do you think her advice is useful?Why or why not?Q4:What other kinds of advice would you give?Q5:Besides advice,what else does Susan Luo say in her letter?What is the function of the sentence
6、?Tip1:Comfort the reader by telling him that you understand his problemWhat is the main idea of these sentences?The negative effects of computer addictionThe negative effects of computer addictionTip2:Explain your reasons when giving advice.Part A:I know what the problem is.Part B:I understand how y
7、ou feel.Part C:This is my advice and reason(s).Part D:I think my advice will help.OrganizationDateGreetingsBodyCloseSignatureLanguage FeaturesPart A:I know what the problem is.Part A:I know what the problem is.More expressions for“I know what the problem is”1.You wrote that.2.I am sorry to know that
8、.As for part A,do we have to write“I know what the problem is”?Are there any other choices?1.Thank you for trusting me.2.I am glad to receive your letter asking for my advice.Language FeaturesPart B:I understand how you feel.Part B:I understand how you feel.What expression does Susan Luo use to show
9、 her understanding?I understand quite well that.I know well how it feels to.It happens to everyone.You are not alone.Take it easy and things will be better.Language FeatureslWhat expressions does Susan Luo use to make suggestions?I recommend that you(should)do.I think you should.Why not.It is a good
10、 idea to do.It maybe helpful to do.It would be better if you.It couldnt be better if you.It would be beneficial if you.Part C:This is my advice and reason(s).Part C:This is my advice and reason(s).Language FeaturesMore expressions for“I think my advice will help.”1.I hope my advice will be helpful t
11、o you.2.I hope you can consider my advice.If there is more I can do to help,please let me know.Part D:I think my advice will help.Part D:I think my advice will help.Language FeaturesIs the letter coherent(连贯的)?How can we make the letter more coherent？Here are my suggestions.Besides,Tip3:Use transiti
12、onal sentences(过过渡句渡句)to improve the coherence between paragraphs.Tip4:Use linking words to improve the coherence between sentences.Tip1:Comfort the reader by telling him that you understand his problemTip2:Explain your reasons when giving advice.Tip3:Use transitional sentences(过过渡句渡句)to improve the
13、 coherence between paragraphs.Tip4:Use linking words to improve the coherence between sentences.Writing TipsDear Sherry,Dear Sherry,How is everything going?How is everything going?I I have have a problem.There is a girl I a problem.There is a girl I like in my class,but Ilike in my class,but Im too
14、shy to m too shy to talk to talk to her.Please help me!her.Please help me!Yours,Yours,AdamAdam Write a letter of advice to help Adam.Exchange drafts.Use the checklist to give feedback on your partners draft.Are all the parts of a letter included and organized in a good order?Does the writer give the
15、 proper expressions to give suggetions?Does the writer give reasons for the advice?Does the writer use transitional sentences and linking words?Is the handwriting easy to read?Assignment:Choose one of the situations and write a letter of advice based on what you have learned.Unit 1Reading for Writin
16、gzOutline1.Analysis of Teaching Material 2.Analysis of Learners 4.Learning Important and Difficult Points5.Teaching and Learning Approaches6.Teaching Procedures7.Teaching Reflection3.Learning AimsPart 1 Analysis of Teaching MaterialsB1U1 Teenage LifeIn this unit,students will1.read about school life
17、 in the USA.2.hear and talk about extra-curricular activities of senior high school students.3.write about teenage problems and solutions.4.learn about teenage life in other countries.Period 4 Reading for Writing A letter of advicePart 1 Analysis of Teaching Materials0102 Reading abilityThinking abi
18、lity0102Be not familiar with the organization and language features of the letter of adviceGiving suggestionsPart 2 Analysis of Learners 语言能力学习能力Culture Awareness1.了解中外青少年在学习生活中可 能面临的挑战。文化品格1.Language Competence1.表达青少年在学习和生活中所面临的挑战。2.掌握建议信的常见结构和语言特征。3.掌握给建议的常用表达方式。4.能够写出语义连贯、结构清晰的建议信。Learning Compet
19、ence1.掌握建议信的写作策略。Thinking Competence1.能够客观理性地分析青少年成长过程 中面临的挑战并给出建议。Part 3 Learning AimsPart 4 Learning Important and Difficult PointsImportant Points1.掌握建掌握建议议信的常信的常见结见结构和构和语语言特征言特征。2.能能够够写出写出语义连贯语义连贯、结结构清晰的建构清晰的建议议信。信。3.能能够够客客观观理性地分析青少年成理性地分析青少年成长过长过程中程中 面面临临的挑的挑战战并并给给出建出建议议。Difficult Points1.能能够够写
20、出写出语义连贯语义连贯、结结构清晰的建构清晰的建议议信。信。Part 5 Teaching and Learning Approaches321Situational Teaching Method Task-based Teaching MethodCooperative Learning MethodReading for contentsLead inReading for organizationPart 6 Teaching ProceduresReading for expressionsWritingAssignmentStep 1Lead-in(4 mins)1.Ss thin
21、k about the following question:Q1:As a teenager,what challenges do you meet in your daily life?2.T displays an email from an American friend Adam asking for help and asks Ss to give advice to him.Step 1Purposes:1.to attract students attention and activate their own knowledge 2.to introduce the task：
22、write a letter of adviceLanguage competence:learn about the challenges teenagers at home and abroad will meet.Cultural Awareness:learn about the challenges of teenagers at home and abroad.Step 1Reading for Contents(6 mins)1.Ss read the text and answer the following questions:Q1:What is Worried Frien
23、ds problem?Q2:What advice does Susan Luo give?Q3:Do you think her advice is useful?Why or why not?Q4:What other kinds of advice would you give?Q5:Besides advice,what else does Susan Luo say in her letter?Step 2Step 1Reading for Contents(6 mins)2.Ss think about the function of the sentence“I understa
24、nd quite well that you are anxious and feel terrible”and learn tip1.3.Ss summarize the main idea of the rest sentences and learn tip 2.Step 2Tip1:Comfort the reader by telling him that you understand his problemTip2:Explain your reasons when giving advice.Language competence:understand the detailed
25、information of the text.Learning competence:master the writing strategies of writing a letter of advice.Thinking competence:1.improve logical thinking ability by understanding the detailed information based on the question chain.2.improve critical thinking ability by answering Q3.3.improve creative
26、thinking ability by answering Q4.Step 1Reading for Oaganization(2 mins)1.Ss understand the organization of the letter.Step 3Language competence:learn the basic structure of a letter of advice.Thinking competence:improve logical thinking ability by analyzing the structure of a letter of advice.Step 1
27、Reading for Language Features(8 mins)1.Ss read part A and think about more expressions for“I know what the problem is”and think about more choices for part A.Step 42.Ss read part B and think about more expressions of showing understanding.3.Ss read part C and think about more expressions of making s
28、uggestions.4.Ss read part D and think about more expressions for“I think my advice will help”.Step 1Reading for Language Features(8 mins)Step 45.T encourages Ss to think about the following questions and learn tip 3 and tip 4.Q1:Is the letter coherent?Q2:How can we make the letter more coherent?Tip3
29、:Use transitional sentences(过过渡句渡句)to improve the coherence between paragraphs.Tip4:Use linking words to improve the coherence between sentences.Language competence:learn the expressions of a letter of advice.Learning competece:learn to use transitional sentences and linking words to improve the coh
30、erence of a text.Thinking competence:improve critical thinking ability and logical thinking ability by evaluating and improving the coherence of the letter.Step 1Writing(20 mins)Step 51.Ss have a discussion about how to write a letter of advice to Adam and then write the letter based on what they ha
31、ve learned.2.Ss exchange their drafts and use the checklist to give feedback on each others draft.Are all the parts of a letter included and organized in a good order?Does the writer give the proper expressions to give suggetions?Does the writer give reasons for the advice?Does the writer use transi
32、tional sentences and linking words?Is the handwriting easy to read?3.T displays the draft of one student and encourages Ss to evaluate the draft based on the checklist.Language competence:write a coherent and well-organized letter of advice.Thinking competence:1.improve logical thinking ability and
33、creative thinking ability by thinking about suitable advice and write a coherent and well organized letter of advice.2.improve critical thinking by evaluating the letters written by their classmates.Step 1Assignment 1.Choose one of the situations and write a letter of advice based on what you have l
34、earned.Step 6Language competence:write a coherent and well-organized letter of advice.Cultural awareness:learn about the challenges teenagers at home and abroad will meet.Thinking competence:improve logical thinking ability and creative thinking ability by thinking about suitable advice and write a
35、coherent and well organized letter of advice.Part 7 Teaching Reflection 该板块设计了读写结合的活动，活动主题是“写一封建议信”。该板块按照“创设写作情境-文本内容理解-文本结构和语言特征分析-完成写作任务-展写作成果”的顺序展开。教学Lead in环节的活动1激活学生的相关内容图式，活动2创设真实写作情境，激活学生有关给建议的已有知识，激发学生学习写建议信的欲望。Reading for contents环节属于语言输入阶段，学生阅读建议信，并回答问题链的Q1Q5，其中Q3和Q4培养学生的批判性思维和创新思维。Reading
36、 for Organization环节引导学生关注建议信的结构。Readinng for Language Features环节的活动1,2,3,4引导学生关注建议信的语言特征，学习建议信各个部分的表达。为写作环节做好铺垫。活动5引导学生评价这封建议信的连贯程度并思考如何提高其连贯程度，从而学习提高连贯程度的两个技巧，该活动培养学生的批判性思维和逻辑思维。Writing环节属于语言输出环节，呈现了整个写作过程：从明确写作任务，进行写前讨论，到完成初稿，再到同伴互评修改，教师评价，最终确定终稿。整个教学过程体现了教学评一体化，注重对思维品质的提升，使学生很好地完成了学习目标。本课例仍有以下不足：1.学生互评环节效果不佳，学生缺乏评价作文的能力。2.由于时间有限，未能展示更多学生的作文并评价。Thank you