Unit 1 Teenage life Reading for writing 教学设计-2024-2025学年高中英语人教版（2019）必修第一册

ClassUnit 1 Teenage Life xxx Period Reading for Writing Teacher xxx Date Sep. 13th 教学目标 1. Students can clarify the structure and language characteristics of the suggested content by reading the suggestion letter. 3. Students can master some words, phrases and sentences related to writing a proper letter of advice. 4. Students can apply the language features and apply the expressions in writing. 教学重难点 1. Make students have a good understanding of how to write an impressive letter of advice. 2. Help students write a letter of advice properly using some writing skills in this period. 教学方法 PWP model 教学准备 Computer multimedia projector Teaching Procedures Step 1: Lead-in (5 minutes) Have a free talk with students and show them different types of letters. T: Good morning, boys and girls! Today we are going to learn to write a letter of advice. Have you ever written a letter? S: Yes/No. T: OK, now look at the screen. There are all kinds of letters here. And do you know the purpose of an advice letter? S: (Answer the question.) T: Quite right. The purpose is to make suggestions for the writer and help him or her solve problems. T: Now don't look at your textbook. Tell me what kind of aspects should be included in such kind of letter. S: (Share their opinions.) T: I heard most of you give me the right answer. Just as the textbook shows, there are five parts. Next, we will carefully learn how to write a letter of advice. (Justification: To introduce the topic of the lesson, arouse students’ interest in class and help students get to know some basic information of an advice letter.) Step 2: Read to discover details (10 minutes) Lead the students to analyze the details of the suggestion letter in the textbook. T: Look at the textbook. Susan Luo, an adviser for teenagers, has received a letter asking for some advice. Please read her reply and answer the three questions in exercise 1. Three minutes for you. S: (Finish the exercise 1.) T: OK, time is up. What is Worried Friend’s problem? S: Worried Friend is worried that his or her friend, Chen Lei, plays computer games too often and spends too much time online. T: Yes, we can find the answer from the first paragraph. And do you think Ms Luo’s advice is useful？Why or why not？ S: (Share their opinions.) T: Yes, perhaps the advice is useful, because it is always good to talk to a friend about his or her problems and offer advice. Well, the last question, what other kinds of advice would you give？Please talk with your deskmate. T: OK, stop! Anyone would like to share? S: (Share their advice.) T: Wow! So many different good suggestions! I think all the suggestions are useful. (Justification: To help students get to know the letter of advice and develop students’ ability to summarize the story, grasp the details of it and even infer the author’s purpose appropriately.) Step 3: Prepare for writing ( 8 minutes) Leads the students to figure out the organization of the letter and appreciate its language features. T: After learning the letter, please tell me what the necessary parts of a letter are. S: Date, greeting, body, close and signature. T: Great! Pay attention to exercise 2. Find and mark the parts of the letter that match the following points. I will give you two minutes to think about the question. T: OK, time is up. Anyone would like to share your answers? S: (Answer the question according to the textbook.) T: Good! Thank you for answering. You summarized it very well. So we know that when we write a letter of advice, we should follow the four steps. A. I know what the problem is. B. I understand how you feel. C. This is my advice and reason(s). D. I think my advice will help. T: Next, what expressions does Ms Luo use to make suggestions? Underline them in the letter. One minute for you. S: (Underline the expressions.) T: Time is up. Have you finished? Let’s check the answer. S: I recommend that; I think you should; Why not T: Correct! But you should pay attention to the usage of the word “recommend”. Usage Meaning recommend sb. ... (= recommend ... to sb.) 向某人推荐／介绍…… recommend sb. to do sth. 推荐某人做某事 recommend doing sth. 建议做某事 recommend sb. for... 推荐某人做(某职位) recommend sb. as... 推荐某人为…… recommend + that-clause 建议……(从句中用should + 动词原形，should可省去) (Justification: This step can help students clarify the letter writing format and requirements, and lay a foundation for the following writing.) Step 4: Writing (12 minutes) Lead the students to write a letter of advice. T: After learning how to write a letter of advice, we will have a real training. Now turn to page 19 and work in groups. Choose one of the teenagers and discuss his or her problems. List possible suggestions and reasons. S: (Discuss with their group members.) T: Which group members want to share with us? S: (Share their own suggestions and reasons.) T: Quite good! I am so proud of you. Now look at the screen, here are some common sentence patterns to help you write. 建议信开头常用的句式 正文（body）常用的句式 建议信结尾常用句式 Thanks for trusting me. I would like to suggest / recommend that ... I do hope you will take my advice into account/ consideration. You have asked me for my advice on ... and I will try to make some suggestions. In my opinion, it would be wise to take the following action. (In the end,) I do hope you will find these proposals/ suggestions/ recommendations practical/useful/helpful. It's my great pleasure to give you some suggestions / advice on ... When it comes to such a situation, I would like to suggest that you should ... I hope my suggestions will ... I'm sorry (that) you are having trouble / difficulty / problems in ... It would be better / a good idea if ... I would appreciate it very much if you could consider my suggestions. T: Now draft your letter according to the outline in your textbook. After reading, exchange drafts and use the checklist to give feedback on your partner's draft. Then get your draft back and revise it. (Justification: This step can guide students to write, reduce their writing burden, and help students master writing skills.) Step 5: Presentation (3 minutes) Show some students' works. T: It's time to show your works. Does anyone volunteer to share your work? S: (Share their works.) T: (Point out the advantages and disadvantages of the displayed works.) (Justification: This step can help students improve their writing.) Step 6: Homework Assignment (2 minutes) Ask the students to polish their works and hand them in. (Justification: Students can improve their writing ability.) 学科网（北京）股份有限公司 $$