教学设计10：Using Language

Using Language
A LETTER TO AN ARCHITECT
一、教学对象分析
到了高二下学期的学生，已经掌握了阅读理解的基本技巧以及较好的语言知识。

经过一年半的训练，他们也具备了一定的小组合作和自主学习的能力。

二、教材内容分析
本单元的主题是Living well，主要介绍了残疾人的生活。

在之前的第一课时Marty’s story 讲述了残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。

因此学生已经有了理解、尊重、关心、帮助残疾人的意识，也掌握了话题相关的词汇。

本课是单元的第四课时，主题是给建筑师的一封信，内容是给建筑设计师提出了一些建议，要求建筑师充分考虑残疾人的特殊需要。

这篇课文在整个单元教学中占有十分重要的地位，突出了教师对学生读写结合的综合语言运用能力培养，也是对新课程目标中情感态度与价值观培养目标的全方位体现。

三、教学目标
（1）学习建议信的结构、语言。

（2）讨论学校建筑物设计中行走不便的学生的需求。

（3）给校长写一封建议信。

（4）继续培养对残疾人的尊重和关爱意识。

四、教学过程
Step 1 Warming-up and lead-in (5 mins)
（1）导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。

T: Hello, class. In the last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a rare muscle disease.)
Yes, he’s disabled.
But is Marty leading a miserable life due to his disability?
(No.)
He is leading a fulfilling life due to his own efforts. The disabled can live as good and comfortable a life as we do. But it calls for more efforts.
（2）揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。

然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。

T: We are lucky to be able-bodied and study in such a beautiful school.
But every now and then, I find such students in our school. What are their problems?
(They have difficulty walking and they have to move around with walking sticks or wheelchairs.) T: This is Song Yaoguang, our classmate. Yaoguang, what happened to you?
Do you find it difficult to walk around in our school with a walking stick?
Do you think it necessary to have our school reconstructed for the students with walking difficulty?
(Yes.)
T：If you have some suggestions, you can write a suggestion letter to our headmaster. Have you ever written such a letter before?
So in today’s lesson, we are going to
1. read a suggestion letter
2. discuss problems with the school facilities
3. write a suggestion letter to the headmaster
Step 2 Reading （15 min）
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding（理解）→Sharing （分享）→Expressing（表达）的模式。

没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U（Understanding）。

（1）学习建议信结构。

建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。

T: This is a letter to an architect. What information can we get in this part？
(receiver’s name and address.)
What’s this part about？
(sender’s name / signature)
From these two parts, we learn that this is a formal letter. So a suggestion letter is a formal letter.
It is the most important part in a suggestion letter, which is called the body.
（2）通过阅读了解主旨大意。

T：The main body can be divided into three parts. What are they?
(1, 2-6, 7)
T: What's the purpose of the 1st paragraph?
(To give the architect the purpose of writing the letter.)
What's the purpose of the last paragraph?
(To persuade the architect to adopt her suggestions.)
（3）通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。

因此，通过阅读学习写作策略是非常重要的。

a) 数字和斜体的运用
T: Now, let’s come to the concrete suggestions that Alice has made. How many suggestions does Alice make?
Why do you think the writer numbered her suggestions and used italics?
（Highlight the key points so as to make it easier for the readers to remember and understand her suggestions.）
So when you write a suggestion letter, you should number the suggestions and use italics.
b) 具体写建议时要结合问题和解决办法
T: We are going to learn some more writing strategies of writing suggestions.
How should we write suggestions? Let’s take a look at the first suggestion, what are the problems for those who use wheelchair?
(the lifts are at the back of the cinema in cold, unattractive places. As disabled people have to use the lifts, this makes them feel they are not as important as other customers.)
And what is the suggested solution?
(It would be handy to have lifts to all parts of the cinema. The buttons in the lifts should be easy
for a person in a wheelchair to reach, and the doors be wide enough to enter. )
From this part, we can see that a suggestion should consist of two parts, the problem and the solution.
Let’s see two more examples. Find out the problems and suggested solutions in these two parts. When you write suggestions yourselves, don’t forget to write both problems and solutions.
c) 运用礼貌用语
T: The third writing strategy is about the the language. Suppose you were the architect, which one of these two statements do you prefer?
(Screen) I hope you will not mind me writing to ask if you have thought about the needs of disabled customers.
You must think about the needs of disabled customers.
Why? (It sounds more polite and more acceptable.)
Exactly. When you write suggestions, you should use some polite forms to encourage the reader to take the ideas seriously and make your suggestions more acceptable.
Now let’s find some more examples in the text.
(Screen)
It would be handy to have lifts to all parts of the cinema.
It would help to fit sets of earphones to all seats...
So I’d like to suggest that the seats at the back be placed higher than those at the front …
For disabled customers it would be more convenient to place the toilets near…
And if the doors could be opened outwards, disabled customers would be very happy.
I hope my suggestions will meet with your approval.
Step 3 Discussion（8 min）
小组讨论是USE中的第二部S（Sharing），分享。

各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。

T: Now let’s come back to our topic today. Some parts of our school are not suitable for those with walking difficulty. Let’s discuss:
1. What parts of our school may cause problems for those with walking difficulty?
2. What are your solutions?
Step 4 Writing（15 min）
经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法；通过分享，学生们积累了写作素材；因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。

这也是本堂课的最终目标，实现学生从输入到输出的转化。

老师在写作后进行必要的指导，指出学生写作中的优点和不足。

Now that we have discussed the problems and solutions with some school facilities, we can write a suggestion letter to our headmaster. Take out your handouts. The first part and last part are already given to you. What you have to do is write 2-3 suggestions on the reconstruction of our school. When writing, do remember to write both problems and solutions, and use polite forms.
Step 5 Emotional attitude and values（2 min）
通过本单元Reading和Using Language部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。

In this unit, we have learned the difficulty of the disabled and how they face and conquer the difficulty. But as able-bodies people, just making some suggestions or donating money is far from enough. What else should we do?
( Care about details in their life.
Don’t look down upon them or laugh at them. )
Accept them as one of us, and invite them to join us in a variety of activities.)。