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视频标签：How to write,a postcard
所属栏目：高中英语优质课视频
视频课题：高中英语人教版选修英语写作How to write a postcard 浙江省 - 温州
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Teaching Background
1. The Analysis of teaching material
The material this class is based on is chosen from Module 3 Unit 5 from NSEFC, with the title named Canada——the True North. Even though students are familiar with describing a place, but they still can’t distinguish a postcard from a common card and are unable to write a postcard to express their feelings by themselves. Based on the understanding of the reading material of this unit, students could quickly recall the basic information of Canada so that they could use the detailed information to complete their writing. Besides, with the expressions of feelings about the information used in the scaffolding part choosing from the reading passage A Trip on the True North, it will undoubtedly lessen the learning difficulty.
2. The Analysis of learners
Students are at senior 1 in a high school in Zhejiang province. They have understood the reading material of M3U5 A Trip on The True North in this unit, and are able to tell the basic information of Canada as well as its famous cities, which will be helpful to carry forward the teaching procedure. They have also obtained basic writing ability, such as describing and rewriting, but they are not able to write sentences to show their feelings in a postcard and need the teacher to build "scaffold" as guidance. Students in my class are active and dare to express their views, which provides a guarantee for classroom activities to go smoothly. However, students’ English levels are uneven, especially for those low-level students, teacher should decrease the task difficulty by discussing in pairs and working in groups to improve their participation and enthusiasm.
Teaching Objectives
1. Language Ability
At the end of the class, students will be able to
（1）know the basic elements of writing a postcard, such as signature, greeting, body
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part, address,receiver and stamps;
（2）grasp the description of different kinds of detailed description of Canada, such as population, surroundings, activities, resources and so on;
（3）use verbs, nouns and adjectives/adverbs in detailed description to show feelings, such as cannot wait to and so on. 2. Thinking Quality
At the end of the class, students will be able to
（1） conclude the structure of a postcard, which is listing the general feeling first, such as excited, and then use other part of speech to show their feelings to various detailed descriptions.
（2） evaluate their peer’s postcard with the checklist given, such as“After reading my classmate's postcard, I know his/her feelings about the trip.” 3. Cultural Awareness
At the end of the class, students will be able to
（1）experience the magic of writing a postcard, which could show the writer’s emotional feelings.
（2）get themselves involved in writing a postcard when they are travelling around. 4. Learning Ability
At the end of the class, students will be able to learn to use the communicative strategy and cognitive strategy of conclusion of how to write a postcard.
Teaching Focuses and Anticipated Difficulties
1. Teaching focuses
（1）know the structure of a postcard and how to show feelings about a place, especially when describing the detailed information of that place, such as adjective/adverbs, verbs or nouns.
（2）evaluate their peers’ postcard according to the peer checklist. 2. Anticipated difficulties
（1）Students may have difficulty in using adjective/adverbs, verbs or nouns to
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express their feelings.
（2）Students may encounter the difficulty of evaluating their peer’s postcard according to the standard listed.
Teaching Aids
Multimedia，PowerPoint, students’ worksheet
Teaching Method
In this class, communicative teaching mode and situational teaching mode are used to help students quickly get interested in writing a postcard. Besides, the scaffolding theory is adopted here to help students get the hang of the basic elements and the content of a postcard. The teacher first set up the scaffolding by leading students to choose between two options so that they could conclude the words and expressions that can be used to describe their feelings as well as get to know the difference between a common card and a postcard.
Teaching Procedure
The whole class is divided into three steps: pre-writing, while-writing and
post-reading. During the pre-writing part, the teacher will first lead in to the topic by free talking, and then guide students to figure out the basic elements needed in a postcard, and then set up a scaffolding for students, leading them to choose the better description, rewrite the sentence and write their own sentence by focusing on expressing their emotional feelings. Based on the information listed, students could conclude the structure of a postcard, which should focus on one thing——emotional feelings, and the detailed descriptions (including population, surroundings, activities, and resources) should also contain verbs, adjectives or nouns to deliver their feelings. In the writing part, students will be asked to choose one of the cities in Canada and make an outline of their postcard. Finally, students are supposed to complete their postcard. After that in the post-writing part, peer checklists will be presented, where
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students should tick “yes”or “ no”to find out how many stars their postcard can get.
Step 1 Pre-writing (18mins)
Activity 1: Lead in (1mins)
Teacher greets students and lead in the topic of this class. T: Good morning, class. Ss: Good morning, Rillian. T: So do you like travelling? Ss: Yes.
T: What would you do to your friends if you are travelling? S1: I will buy him/her some souvenirs. S2: I will write him/her a postcard.
T: Wow, Rillian will also write a postcard to my best friends. So in today’s class, we’ll learn how to write a postcard.
[Justification] The activity aims to arouse students’ interest in this class by talking about the topic they are familiar with and also give them chance to air their ideas freely and to the point.
Activity 2: Figure out the structure (2mins)
Students are supposed to figure out the basic elements needed in a postcard.
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T: Now, everybody, please look at the screen. This is a postcard. Here we can see some basic elements of a postcard, what can you see?
S1: I can see the date and name.
T: Yes, you can see the date, and also the greeting. S1: I can also see the stamp is from Canada.
T: Excellent, without the stamp, we cannot send it out.
S2: I can see the signature so that we can know who write this postcard, and also who receive the postcard.
T: Great! Signature and the receiver. S2: Also I can see the address.
T: Yes, the receiver’s address. Which part is left out there? Ss: The body part.
T: Good. So let’s see what we can put in the body part.
[Justification] This activity could help students get to know the basic elements of a postcard, which allow them to complete a postcard when they do it independently in the near future. Besides, such kind of easy task could give them a sense of achievement, which is of great help to attract students’ attention.
Activity 3: Speak (3mins)
Students are supposed to speak out some basic information about Li Daiyu’s trip according to the reading material they have learned and try to fill in the blank with the questions given.
Q1: Where is Li Daiyu now?
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Q2: What kind of country it is?
Q3: What is her impression of her trip to Canada?
Here we are in__________,__________. Words fail to express how_________ I am.
T: Now, since we know Li Daiyu writes this postcard. Where is she now? Ss: Canada.
T: Yes, so we can put Canada here. What kind of country it is? S1: It is an empty country.
S2: It is a country with a large population. S3: It is with a wide territory area.
T: Excellent. So we can say, “Here we are in Canada, an empty country.” And what is her impression of her trip to Canada? How does she feel?
Ss: She feels excited/amazed/pleased/surprised...
[Justification] The aim of this activity is to activate students’ knowledge of Canada in this unit. And students could speak out their impression of Canada based on the information provided in the reading passage. Also they could recall Li Daiyu’s feeling about her trip and the detailed description of her excited feeling. This is no doubt a good way to check students’ understanding of the original reading passage.
Activity 4: Scaffold (10mins)
Choose and rewrite the sentences used to describe Canada’s population, surroundings, activities and resources. Part I population: slightly over thirty million
A. Canada is the second largest country in the world, with a population slightly over thirty million.
B. On our arrival, we were greatly surprised that Canada, the second largest country in the world, only has a population slightly over thirty million.
T: Now, we’ve got two choices about the description of Canada, so which one is better?
S1: B is better. Because choice B tell us not only the population of Canada, but
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also her feeling——surprised.
T: Great! Surprised is an adjective used to show Li Daiyu’s feeling. Any other adjectives can we used to express our feelings?
Ss: amazed/ delighted/ relaxed/ pleased... T: Any other words? Ss: greatly, only...
Part II Surroundings: mountains and oceans
1. Surrounded by mountains and oceans, Canada is a place where we cannot wait to explore its beauty, such as the most beautiful forests.
2. Surrounded by mountains and oceans, Canada is a place where we can explore its beauty, such as the most beautiful forests.
T: Now, look at these two sentences and see which one is better.
S1:A is better because it shows Li’s feelings. The verb phrase “cannot wait to” shows her anxiety.
T: Excellent. What does “cannot wait to” mean? What kind of things you cannot wait to do? The Dragon Boat Festival is coming, you cannot wait to go home, which shows your eagerness to go home. Are there any other verbs or verb phrases to show feelings?
Ss: hurry to/ tremble with excitement...
Part III Activities: skiing and sailing
A. Besides, our excitement is truly beyond description as soon as we get ourselves involved in the activities like skiing and sailing.
B. Besides, we can get ourselves involved in many activities, such as skiing and sailing.
T: About the activities, which description is better. S1: A is better, because it shows her excitement.
T: Yes, the excitement is beyond description, what does “beyond description”
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mean?
S1: We cannot describe it.
T: Are there any other nouns that can be used to show feelings? Ss: amazement/ surprise/ pleasure...
Part IV Resources: What's more, Canada has abundant fresh water, taking up 1/3 of the world's total fresh water.
T: So now we’ve known the population, surroundings and activities which contain verbs, nouns and adjectives to show their feelings. And here is a sentence about resources in Canada for you. Can you rewrite it to show Daiyu’s excitement or amazement? Two minutes for your to rewrite it.
S1: What’s more, the fact astonished us that Canada has abundant fresh water, taking up 1/3 of the world’s total fresh water.
T: Excellent! You did a really good job. You used the verb “astonish”. Now, let’s see the possible sentence: “What's more, we're also surprised at the fact that Canada has abundant fresh water, taking up 1/3 of the world's total fresh water.” Part V Why should Li Daiyu write this postcard? 1. I do hope / How I hope... 2. It's a pity that...
3. I bet if you come, it will never....
T: Some information of Canada has been presented here and let’s see why Li Daiyu write this postcard?
Ss: to share her experience with her best friends./ to invite her friends to come. T: Great! Now please write a sentence to show her intention. Ss:...
T: I bet if you come, it will never fail to attract you.
[Justification] In this part, students are provided with a scaffolding since teacher tries to guide students to distinguish between a common card and a postcard and also lead them to write a postcard step by step.
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Activity 5: Conclude (2mins)
Conclude the structure of a postcard.
April 30, 2019 Hi Rillian,
Here we are in Canada——the True North. Words fail to express how excited I am.
On our arrival, we were greatly surprised that Canada, the second largest country in the world, only has a population slightly over thirty million. Surrounded by mountains and oceans, Canada is a place where we cannot wait to explore its beauty, such as the most beautiful forests. Besides, our excitement is truly beyond description as soon as we get ourselves involved in the activities like skiing and sailing. What's more, we're also surprised at the fact that Canada has abundant water resoruce, taking up 1/3 of the world's total fresh water. I bet if you come, it will never fail to attract you. Li Daiyu
T: Now we have finished Daiyu’s postcard from Canada. Let’s see what we should write in a postcard.
Ss:
First,
we should
tell the place we are. And then use
adjectives/verbs/nouns/adverbs to show our feelings, and the detailed description of this place as well as the purpose of this postcard should be included.
[Justification] With the help of teacher, students would have less difficulty concluding the rule of a postcard and manage to write their own sentence.
Step 2 While-writing (11mins)
Activity 1: Make an outline (5 mins)
Choose one of the three cities in Canada and make an outline of a postcard.
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