概要： III. Pre-reading task: to predict the possible content of Anne’s letter The teacher is going to help the students form the schemata by a discussion of the following question betweet partners. — Before we open the letter, can you predict what she might write in her letter? The teacher wirtes the following two patterns on the Bb if necessary t
观摩研讨会上 老师上课的教案和说课稿,标签：高中英语说课稿,英语说课稿,http://www.67jx.comIII. Pre-reading task: to predict the possible content of Anne’s letter
The teacher is going to help the students form the schemata by a discussion of the following question betweet partners.
— Before we open the letter, can you predict what she might write in her letter?
The teacher wirtes the following two patterns on the Bb if necessary to set up a scaffold before the pair work:
? She will tell us …
? She wants to know …
and takes down the possible guesses and also the questions on the blackboard after the pair work.
1. The students are going to predict the possible content of Anne’s letter.
2. The students are going to work in pairs. Each pair will either give a sentence to predict what she might write in her letter or will think of a question Anne may ask.
3. Some pairs of students are going to tell what they predict.
读前活动重点在于构建学生阅读图式，为下步阅读活动做好铺垫。在这个过程中，训练学生预测能力。在语言方面，如果学生有困难，教师提供一个“支架”。活动以自主和pair互动为主。
IV. While-reading task: to read for information needed
1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raised already, and to encourage them to reason some presumption.
— What did Anne write in her letter?
— What did she ask in her letter?
— What are the things she doesn’t talk about? Why not?
— Is this a first letter or not?
— What are the questions you think is polite to ask in your reply letter?
2. The teacher will go around the class to observe, help and monitor while the students work in pairs or in groups.
For reference:
Tips & Warnings for a first letter:
l Remember not to share too much too soon. Wait until someone knows you before you air your family problems and secrets.
l Use careful judgment when deciding how much information to share with a stranger. Always be cautious when it comes to revealing personal information.
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The students are going to read the letter for information needed.
1. Through the text reading and their prediction comparing, in- divivually, the students are going, to read Anne’s letter and to pick out the things that she talked about in her letter and questions she raised already. Then they are going to have a class interaction to collect what thye pick.
2. They are going to have a discussion in pairs or in groups about what Anne didn’t refer to her letter and then to have a class interaction to collect their ideas.
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