高考作文应用文建议信写作教学设计(共6页).doc

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1、精选优质文档-倾情为你奉上高考作文写作教学设计建议信安徽师范大学 陈山山一、 Analysis of teaching materials:This is a composition writing lesson concerning the learning of suggestion letter writing. There was given an assumptive setting that student Wang Hui, senior 2, want to write a suggestion letter to reflect the phenomena of graffi

2、ti and littering casually in school campus. And the writing requirements of contents are given already in three aspects: first, clarify the purposes of the letter writing. Second, make criticism of such behaviors and finally provide some suggestions to help solve the problem. Teacher will give the n

3、ecessary prompts and assistance of vocabulary, sentence structure and genre introduction to students among the writing process.二、 Analysis of students:The most of senior high school students are interested in learning English and they are positive and confidence in accepting new knowledge. They have

4、 already learnt the simple writing genre like narrative and letter writing and so on in junior high school and they are capable of understanding verbal or written material and expressing their personal opinions briefly. Besides, most of students can conduct self-evaluation and peer feedback about th

5、eir learning process and products under teacher s monitoring/supervision. However, they still need further learning of different types of applicative letter writing and expressing ideas more accurately and fluently.三、 Teaching objectives:1. Knowledge Objectives:1 Most of students are able to know th

6、e general pattern and structure of suggestion letter writing. 2 Students are able to grasp the related vocabulary and conventional expression of describing behaviors and making suggestion in a proper way.2. Skills Objectives:1 Most of students are able to describing the information and personal idea

7、s with the visual and verbal aids like pictures and video. 2 Students are able to making sample comments on person s behaviors and events accurately and fluently. 3 Most of students can take participate in the group work to have a brainstorming discussion and conduct peer feedback during writing pro

8、cess.3. Moral objectives:Students are able to develop intrinsic motivation in learning English and enjoy the process in discussion and peer feedback and develop the collaboration among working with their partners.四、 Teaching key points and difficulties:1. Teaching Key PointsTo help students grasp th

9、e related vocabulary and conventional expression of describing behaviors and making suggestion in a proper way and the general pattern and structure of suggestion letter writing.2. Teaching Difficult Points1 To stimulate students already known knowledge in letter writing and describing the person s

10、behaviors and events and inspire their ideas of writing with the prompts. 2 To model the letter writing with a sample and reconstructs the text and monitor their independent writing, self-feedback and peer feedback.五、 Teaching aids:Visual aids: pictures in setting the context andhand-out material: a

11、writing sample in modeling and reconstructing the texts 六、 Teaching methods:(1 Text as discourse in text-oriented teaching and congnitivist of writer-oriented teaching, which focus on the writers and writing process.(2 Discussion in pair or in groups七、 Teaching Procedures:Step 1 Greeting and setting

12、 up the contextT:Hello, everyone. In this class we will learn how to write a suggestion letter and before we come to the topic, I would like to show u some pictures. Please tell me what your impression of it.Show some pictures about students behavior in school campus like graffiti and littering casu

13、ally. The picture shown aims to draw students attention to the topic and sets up the scene in which vocabulary and opinions can brain storm in this process. Teacher will give the necessary explanation to some new words and phrases and put them down with the key words generated be the students on the

14、 blackboard, which aims to solve the obstacles of student s expression in latter writing.(Design purpose: set up the context by showing the pictures to provide background information and relate it with students schemata during which some related vocabulary and sentence can be brain stormed.Step 2 Br

15、ainstorming and outlineT: Suppose you are student Wang Hui, senior 2, want to write a suggestion letter to reflect the phenomena of graffiti and littering casually in school campus and promote the school environment. Now, please try to brain storm the possible contents that can be contained when you

16、 writing this suggestion letter and outline the text.Teacher can raise some provoking questions to help the students to carry out the brainstorming. Meanwhile, teacher can cycle around the class to provide the help for students to discuss their writing outlines and possible contents for each part.(D

17、esign purpose: assign the writing task and brainstorming the possible ideas and the outline can be the scaffoldings in their later writing and also develop students thinking ability.Step 3 Modeling and deconstructing the textTeacher hand out a letter composition sample to students which is in disord

18、er and ask students to rearrange the text logically. Draw students attention to the structure of letter and some conventional words, phrases and sentence patterns like:Dear Sir/Madam,Yours sincerelyI m writing to .I would like to make some suggestion .(Design purpose: modeling and decoding the text

19、provide scaffolding for students writing and the activity of rearrange the text can develop students logical thinking and organizing the material of text forming ability.Step 4 Students independent writingThe students are given 15 minutes to write the suggestion letter on the outline they brain stor

20、med in the previous step with the prompts of the modeling sample. The teacher can also review the related vocabulary and expressions to improve students writing accuracy and fluency.At first, students need to clarify the purposes of the letter writing. Second, make criticism of behaviors of gratifie

21、s and littering casually and finally provides some suggestions to headmaster to help solve the problem and promote the school environment.(Design purpose: students are asked to write independently which can develop learner autonomy and promote students text forming ability.Step 5 self-feedback and p

22、eer feedbackAfter the independent writing, first, students were asked to check their work by themselves and focus on the words spelling, grammar, and punctuation and meaning mistakes. Then, they ask to exchange their work in group and mark out the mistakes they have found in their partners writing.

23、Once the mistake was found, they should ask for clarifications and modify the mistake after peer feedback.(Design purpose: students can develop appropriate strategies in dealing with the mistakes and errors during self-feedback and peer feedback, which will be motivated in producing language more ac

24、tively and lead to higher language proficiency with both accuracy and fluency.Step 6 ReportingInvite several students to share their writing in front of class and ask students to comment on their wring on the given criterion like the words spelling, grammar and meaning. At the end, Teacher can make

25、a final conclusion and evaluation on the students writing.(Design purpose: Combined the students writing and speaking skills to develop students comprehensive language use ability and also increase the interaction between the teacher and the students and the students.八、 Teaching reflectionMerits: 1

26、Combination the advantages of two teaching approach. 2 Provide students with the grammatical supporters and also regard the writing as a process through which writers discover and formulates their ideas as they attempt to create meaning through the process writing techniques like brainstorming, peer

27、 feedback and teacher feedback, etc.Demerits: 1 It is quiet noisy in group work and some students may dominant the discussion. It is not easy for teacher to monitor and take participant in group work peer feedback and individual writing. 2 Some students feel nervous and anxiety when they are invited to present in front of class.专心-专注-专业