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視頻標簽：Writing Effe,Communicatio,in a Letter,寫作課教學
所屬欄目：高中英語優質課視頻
視頻課題：人教版高三英語Writing Effective Communication in a Letter 寫作課教學-廣州
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人教版高三英語Writing Effective Communication in a Letter 寫作課教學-廣州市執信中學
Writing: Effective Communication in a Letter
一、教學設計
（一）基本信息
1. 課程類型：寫作技巧課 2. 授課班級：高三1班 3. 課程長度：40分鐘
（二）學生分析
該班學生基礎較好，學風端正，勤于思考，有良好的學習習慣和小組合作的氛圍。
寫作方面，學生經過一輪復習的訓練，能夠熟悉高考書信寫作的題型，對寫作的審題、謀篇布局、遣詞造句幾個方面的規范有一定了解。在近期寫作中，學生暴露出來的問題主要有：1）拓展內容的選擇方向存在誤區，未能緊扣寫作目的（例如在一模邀請信中大篇幅出現介紹事物的客觀語言），未能體現目標書信的功能；2）拓展內容缺少讀者意識，未能考慮到讀者的身份與需要；3）語言欠缺得體性。
綜上所述，學生在書信寫作中的交際有效性還有待提高，需要進一步明晰寫作要求并進行過程性的引導。 （三）教學內容與教學思路分析
本節課探討在高考書信寫作中如何達到交際的有效性。選用的文本包括：1）學生已寫過的投訴信1篇；2）授課教師按照高考作文要求自編的道歉信2篇。
近年來，高考英語寫作的體裁以書信為主，話題貼近學生生活，具有較強的交際性。該題型側重考查學生分析問題與解決問題的能力，即用英語進行思維和書面表達、完成特定交際任務的能力。筆者認為，在書信寫作中，交際的有效性包括三個維度：1）體現特定書信的功能：始終圍繞寫作目的和體裁，做到切題且簡明扼要；2）體現讀者意識：要點的拓展能夠換位思考，符合讀者的需求；3）體現語氣和語言的得體性：使用恰當、禮貌的交際用語。
本節課選取了投訴信和道歉信兩類書信體裁進行交際有效性的探究與訓練。這兩類信件對于交際的有效性尤其是讀者意識的要求較高。其中投訴信使用學生已寫過的信件，教師展示幾篇典型的學生習作，讓學生分析點評，觀察歸納出交際有效性的三個維度，作為今后寫作的參考標準。道歉信為新授課體裁，教師先讓學生切換身份，由投訴者變為被投訴者，指導學生按照交際有效性的標準思考內容要點的拓展和選擇，畫出思維導圖。通過點評思維導圖，學生發現原有思路中的不足之處，進一步熟悉道歉信的寫作意圖與內容，了解讀者的需要。教師再選取類似話題的另一篇道歉信，讓學生運用本節課所學進行更合理有效的拓展，呈現思維導圖并進行分享。
2
由于時間的限制，本節課重點進行學生寫作中內容要點拓展方面的指引和訓練，而語言的得體性訓練則會放在課后以及下一次授課進行。教師另外提供了道歉信的常見短語句型表達以及3篇其他話題的道歉信范文供學生進行語言輸入，觀察語氣和語言使用的得體性，再結合本節課所學的知識，進行道歉信的寫作，更全面地達到交際的有效性。
（四）教學目標 1. 語言知識
1) 進一步了解投訴信的語篇特征、寫作目的及內容要點，鞏固關于投訴的
表達形式。
2) 初步了解道歉信的語篇特征、寫作目的及內容要點，學習與鞏固關于道
歉的表達形式。 2. 思維品質
1) 通過分析讀者身份與需要培養讀者意識，提高換位思考能力。
2) 通過分析寫作任務培養審題與要點歸納訓練，培養歸納總結的思維能力，
提升思維的深刻性。
3) 通過點評習作提升思維的批判性。
4) 通過繪制思維導圖培養發散思維能力，提升思維的創造性。 3. 文化品格
1) 在寫作交際中考慮對方的立場與態度，學會在生活中將心比心。 2) 在同伴合作學習中培養團隊合作精神與領導力。 4. 學習方法
1) 學習使用思維導圖分析問題與解決問題。
2) 通過評價其他學生的表現提高自身英語運用的意識
（五）教學方法與教學工具
本節課進行任務型與合作型教學。
授課過程運用電腦進行幻燈片課件教學，使用黑板記錄課堂大綱與學生的生成筆記，使用點陣筆與PPCLASS移動課堂軟件展示學生即時生成的思維導圖。
二、教學流程
3
Tasks Activities
Aims
Lead-in
1) Students play a guessing game: students read sentences taken from 3 letters, guess the types of the letters and show the evidence.
2) Introduce the topic and the main task: What is effective communication in a letter and how can we achieve it?
1) To warm students up for the topic.
2) To familiarize students with the main task.
Task I:
WHAT is
effective
communication
in a letter?
1) Students read three paragraphs with problems about communication taken from their previous
writing: a letter of complaint.
2) Students discuss in pairs on whether effective
communication is achieved in the paragraphs and
explain their reasons.
3) Students read and analyze a good example of
writing to see how the writer communicates ideas
effectively.
4) Sum up the ideas generated from students to form the criteria for effective communication. 1) To guide students to come up with criteria for effective communication in a letter. 2) To train students’ ability to analyze the writing purpose.
3) To arouse students’ reader awareness.
4) To train students’ critical thinking by making comments.
5) To consolidate students’ knowledge of a letter of complaint.
Task II:
HOW can we
achieve effective
communication
in a letter?
1) Introduce the writing task of a letter of apology. 2) Students work out the structure of the letter. 3) Students work in groups of four to draw a
mind-map for the development of the letter, paying attention to criteria for effective communication.
4) Group reporters share the ideas of the mind-map
with the class, followed by comments made by the
teacher or classmates.
5) Share a possible version of the mind-map.
6) Share a possible version of the letter and guide
students to reflect on their mind-maps.
7) Guide students to sum up strategies for effective commutation.
1) To cultivate students’ reader awareness by
reversing their identity in writing.
2) To guide students to follow the criteria in their development of a letter. 3) To train students’ ability to analyze the writing
purpose and the target reader. 4) To practise students’ skills in mind-mapping and develop their creativity. 5) To familiarize students with the content and structure of a letter of apology. Task III: Practice and consolidation
1) Introduce the writing task of another letter of apology (a more challenging one).
2) Students work out the structure of the letter. 3) Students work in groups of four to draw a
1) To train students’ ability to analyze the writing
purpose and the target reader. 2) To practise students’ skills in mind-mapping and
4
mind-map for the development of the letter, paying attention to criteria of effective communication. 4) Group reporters share the ideas of the mind-map with the class, followed by comments made by the teacher or classmates.
develop their creativity. 3) To consolidate students’ knowledge of a letter of apology.
4) To help students establish a framework for this letter and prepare them for the writing after class.
Conclusion
1) Introduce further exploration of effective
communication in a letter and offer guidance on writing after class.
2) Inspire students to think of the core of effective
communication and let their consideration for the reader extend to others in their daily life.
1) To sum up the knowledge and skills learned in this lesson.
2) To inspire students to put themselves in others’ shoes in their daily life.
Homework
1. Polish your letter of complaint to achieve effective communication.
2. Read examples in the handout and see how the appropriateness of language is achieved. Then, finish writing the letter of apology in Part III Practice. 3. Refer to the criteria and evaluate the letter individually and in pairs.
5. 板書設計
Effective Communication in a Letter
I. WHAT is it? II. How to achieve it Shining points
(student-generated notes)
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