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高考作文写作教学设计——建议信安徽师范大学陈山山一、Analysisofteachingmaterials:Thisisacompositionwritinglessonconcerningthelearningofsuggestionletterwriting.TherewasgivenanassumptivesettingthatstudentWangHui,senior2,wanttowriteasuggestionlettertoreflectthephenomenaofgraffitiandlitteringcasuallyinschoolcampus.Andthewritingrequirementsofcontentsaregivenalreadyinthreeaspects:first,clarifythepurposesoftheletterwriting.Second,makecriticismofsuchbehaviorsandfinallyprovidesomesuggestionstohelpsolvetheproblem.Teacherwillgivethenecessarypromptsandassistanceofvocabulary,sentencestructureandgenreintroductiontostudentsamongthewritingprocess.二、Analysisofstudents:ThemostofseniorhighschoolstudentsareinterestedinlearningEnglishandtheyarepositiveandconfidenceinacceptingnewknowledge.Theyhavealreadylearntthesimplewritinggenrelikenarrativeandletterwritingandsooninjuniorhighschoolandtheyarecapableofunderstandingverbalorwrittenmaterialandexpressingtheirpersonalopinionsbriefly.Besides,mostofstudentscanconductself-evaluationandpeerfeedbackabouttheirlearningprocessandproductsunderteacher’smonitoring/supervision.However,theystillneedfurtherlearningofdifferenttypesofapplicativeletterwritingandexpressingideasmoreaccuratelyandfluently.三、Teachingobjectives:1.KnowledgeObjectives:1Mostofstudentsareabletoknowthegeneralpatternandstructureofsuggestionletterwriting.2Studentsareabletograsptherelatedvocabularyandconventionalexpressionofdescribingbehaviorsandmakingsuggestioninaproperway.2.SkillsObjectives:1Mostofstudentsareabletodescribingtheinformationandpersonalideaswiththevisualandverbalaidslikepicturesandvideo.2Studentsareabletomakingsamplecommentsonperson’sbehaviorsandeventsaccuratelyandfluently.3Mostofstudentscantakeparticipateinthegroupworktohaveabrainstormingdiscussionandconductpeerfeedbackduringwritingprocess.3.Moralobjectives:StudentsareabletodevelopintrinsicmotivationinlearningEnglishandenjoytheprocessindiscussionandpeerfeedbackanddevelopthecollaborationamongworkingwiththeirpartners.四、Teachingkeypointsanddifficulties:1.TeachingKeyPointsTohelpstudentsgrasptherelatedvocabularyandconventionalexpressionofdescribingbehaviorsandmakingsuggestioninaproperwayandthegeneralpatternandstructureofsuggestionletterwriting.2.TeachingDifficultPoints1Tostimulatestudents’alreadyknownknowledgeinletterwritinganddescribingtheperson’sbehaviorsandeventsandinspiretheirideasofwritingwiththeprompts.2Tomodeltheletterwritingwithasampleandreconstructsthetextandmonitortheirindependentwriting,self-feedbackandpeerfeedback.五、Teachingaids:Visualaids:picturesinsettingthecontextandhand-outmaterial:awritingsampleinmodelingandreconstructingthetexts六、Teachingmethods:(1Textasdiscourseintext-orientedteachingandcongnitivistofwriter-orientedteaching,whichfocusonthewritersandwritingprocess.(2Discussioninpairoringroups七、TeachingProcedures:Step1GreetingandsettingupthecontextT:Hello,everyone.Inthisclasswewilllearnhowtowriteasuggestionletterandbeforewecometothetopic,Iwouldliketoshowusomepictures.Pleasetellmewhatyourimpressionofit.Showsomepicturesaboutstudents’behaviorinschoolcampuslikegraffitiandlitteringcasually.Thepictureshownaimstodrawstudents’attentiontothetopicandsetsupthesceneinwhichvocabularyandopinionscanbrainstorminthisprocess.Teacherwillgivethenecessaryexplanationtosomenewwordsandphrasesandputthemdownwiththekeywordsgeneratedbethestudentsontheblackboard,whichaimstosolvetheobstaclesofstudent’sexpressioninlatterwriting.(Designpurpose:setupthecontextbyshowingthepicturestoprovidebackgroundinformationandrelateitwithstudents’schemataduringwhichsomerelatedvocabularyandsentencecanbebrainstormed.Step2BrainstormingandoutlineT:SupposeyouarestudentWangHui,senior2,wanttowriteasuggestionlettertoreflectthephenomenaofgraffitiandlitteringcasuallyinschoolcampusandpromotetheschoolenvironment.Now,pleasetrytobrainstormthepossiblecontentsthatcanbecontainedwhenyouwritingthissuggestionletterandoutlinethetext.Teachercanraisesomeprovokingquestionstohelpthestudentstocarryoutthebrainstorming.Meanwhile,teachercancyclearoundtheclasstoprovidethehelpforstudentstodiscusstheirwritingoutlinesandpossiblecontentsforeachpart.(Designpurpose:assignthewritingtaskandbrainstormingthepossibleideasandtheoutlinecanbethescaffoldingsintheirlaterwritingandalsodevelopstudents’thinkingability.Step3ModelinganddeconstructingthetextTeacherhandoutalettercompositionsampletostudentswhichisindisorderandaskstudentstorearrangethetextlogically.Drawstudents’attentiontothestructureofletterandsomeconventionalwords,phrasesandsentencepatternslike:DearSir/Madam,YourssincerelyI’mwritingto….Iwouldliketomakesomesuggestion….(Designpurpose:modelinganddecodingthetextprovidescaffoldingforstudents’writingandtheactivityofrearrangethetextcandevelopstudents’logicalthinkingandorganizingthematerialoftextformingability.Step4StudentsindependentwritingThestudentsaregiven15minutestowritethesuggestionletterontheoutlinetheybrainstormedinthepreviousstepwiththepromptsofthemodelingsample.Theteachercanalsoreviewtherelatedvocabularyandexpressionstoimprovestudents’writingaccuracyandfluency