2020年新人教版高中英语必修一《Unit1TeenageLife》单元教案(附导学案)2

Wnit1TeenageLife》单兀教案

Unit1TeenageLife-LiSteIIingandSPeaking&ListeningandTalking

【教材分析】

ThethemeOfuLiSterlingandSPeakingvisuChOOSeaSChOOICIUbHStUdentSWiIIIIaVea

generaIUnderStandingOfdifferentSChOOICkIbSbyIiSteningandUltimateIyCanmake

reasonableSUggeStiOnSOntheChOiCeOfClUbSandmakeCOrreCtChOiCeS-SChOOIClUbSare

animportantPartOfstudents5CamPUSIife,asWeiIasanimportantStUdytoexpandstudents5

extracurricuIarknowledge,deveIoptheirSkinSandCU11iVatetheirinterests.

ListeningtextOfuLiSterlingandSpeaking"COnSiStSOftwoPartS,ThefirstPartis

aboutthedialoguebetweenteachersandStUdentSintheactivitiesOftheSChOOIclubs,

WhiChInakeSSitllatiOnaIPreParatiOnSforChOOSingaSUitabIeClUbS•TheSeCOncIPartis

thedialoguebetweenAdamandJUlieasSeniOrhighSChOOIStUdentStodiscusshowtoChOOSe

therightOne,

ThethemeOf"Listening&TalkingMiSUPIanaCamPforteenagers'Nowadays,moreand

morehighSChOOIStUdentSareinterestedinPartiCiPatinginVariOUSCamPactivities,and

takethisOPPOrtUnitytomakefriends,broadentheirhorizonsandtraintheirteams9

SPiritUalandCOmmUniCatiOnSkiIIS,ThePUrPOSeOfthisSeCtiOnistoStimUIatestudents9

imagination,PlanaCamPactivitythattheirPeerSIikeandtoUSe“begoingto+Verb

PrimitiVevand"will+VerbPrimitiVevtoexpressfutureintentionsOrPlanS,

ListeningTeXtOfuLiStening&TaikingRisadialogue,WhereMaXandCaOJingtaIk

abouttheirPartiCiPatiOninadventureCamPSandinternationaIyouthCamPSOnWeekends•

Intheplan,thetwomenintroducedtheactivitiesOftheCaInPandexpressedtheir

expectationsfortheIifeOftheCamP,ThedialoguehighIightsubegoingto+Verb'and

Mill+verb"aretwoStrUCtUreSUSedtoexpressWhatWiIIbedoneinthefuture•

【教学目标与核心素养】

1•InStrUCtStUdentStogetmainfactsbyIiSteningandmotivatethemtotaIkabout

thetopicsabouthowtoChOOSearightSChOOIClIlb,howtoPlanaCamPforthefuture,and

howtotaIkaboutfutureactivities.

2.DeVeI0PStlldentS5SenSeOfCOOPeratiVelearningandindividuaIthinkingCaPabiIity

3.DeVelOPStlldentS9differentIiSterlingSkinStoSOIVeClifferentIiStening

COmPrehenSiVePrObIems.

4.HeIPStlldentStoUnderStandhowtoUSethestrictures'begoingtodo,WiiIdo、

PIantodo,thereWiIIbe,hopetodontodiscusstheirfuturePlanSandactivities.

【教学重难点】

PrOmPtSStotaIkabouttherelatedtopics,SUChashowtoChOOSearightSChOOIcIub,

howtomakeaCamPforthefuture,howtomakeaCamPPlanandhowtotaIkaboutfuture

activities,

【教学过程】

SteP1ListeningandSPeaking

Leadin

TheteacherisadvisedtotaIkWiththeirStlldentSaboutSChOOIClUbSthattheyWere

inWhentheyWereatjuniorhighschool:boysandgirls,haveyouevertakenPartinany

SChOOICkIbSbeforeandWhyyouChOSethem?AftertheSmaIItaIk,theteacherCanmoveOn

byfinishingthefollowingIiSteningtask:

LiStentothefirsttwoCOnVerSatiOnSandChOOSetheCOrreCtanswers,

1.WhataretheylearningaboutinCOnVerSatiOn1?

A.Hearing•

B.SOUndS•

C.Does.

2.TheStUdentSarediscussinginCOnVerSatiOn2.

A.SChOOIWOrk

B.relationships

C.dating

3.CirClethetwoCkIbSWherethesetwoCOnVerSatiOnShappened,

A.SCienCeCklb

B.BanetCkIb

C.NatUreCklb

D.DebateClub.

Learningtip:

PrediCtCOntent

BefOreyouIisten,youCanreadthequestionsandChOiCeS,ItWinhelpyoutoPrediCt

WhatyouWiIIhear.

Afterfinishingthetaskabove,theteacherisexpectedtoPIayCOnVerSatiOn3WhiCh

isabouthowtohelpAdamChOOSearightClUbandafterfinishingIiSteningforthefirst

time,theStUdentSneedtoSOIVethefollowingtask•

LiStentoCOnVerSatiOn3.ThenheIpAdamChOOSeaclub.

TiCktheactivitiesthathappenineachcIub.

BanetClUb

oIearnnewmovements

omakebaIletClOtheS

oWatChdancePrOgrammeS

NatllreClIlb

oWatChbiologyleCtllreS

ogrowPlants

oWOrkinagreenhouse

CartOOnClUb

oWatChCartOOnS

oWriteStOrieS

odrawCartOOnS

VOlUnteerClUb

oheIpOldPeOPIe

oCleanUPParkS

ogivedirections

Afterfinishingthetaskabove,theteacherisexpectedtoPlayCOnVerSatiOn3again

andSOIVethefollowingtask,

1.AdamSaySthatheIikeSbutisnotSOinterestedin,

2.WhiChCkIbdoyouthinkisSuitableforAdam?Why?

IthinkAdamShOUIdjointheClUbbecauseheSaySthathe,

FinalIy,afterfinishingthetaskabove,theteacherisexpectedtoinsti1311ct

StlldentStoWOrkingroupstofinishthefollowingproject:

SPeakiIIgPrOJeCt

WOrkinPairS-HelPeachOtherChOOSeaSChOOICklb•

EXAMPLE

A:HLSam!「vedecidedtojointheMUSiCClub.

B:GOOddecision!

A:HOWaboutyou?Areyougoingtojoinaclub?

B:Yes.rniWOnderingWhiChOneIShOUIdchoose:theACtingClUbOrtheBanet

Club?

A:Iguessthequestionis...DOyouIikedancingbetterthanacting?

B:Actually,IIikeactingbetter,butmyfriendsgototheBanetCkIbandIWantto

beWiththem.

A:Hmm•・•Ifyouaskme,IthinkyouShOUIdChOOSeWhatyoulike,

PrOnUnCiatiOnPart

1.HeIVCtheSSIiStenandrepeat,thenaddmoreWOrdStoeachgroup•

ayaiarearerirOrUr

talkPayPaintCarCbarherbirdhorseWOrdbum

waIIStaydailydeclarehardPreferCirCUSabsorbWorkIHIrt

eeeaeaearearOU

keenCICanheadCICarCamboatShOWnowoutmore

treeCagareadyappearheardCoaChgrowShoWerlOUdbored

2.ThenIiStentothePrOVerbSandrepeat.HaVetheSSnoticethePrOnUnCiatiOnOf

theletterSinbold.

1TheearlybirdCatCheStheWOrg

2AlWaySPrePareforarainyday.

3ACtiOnSSPeaklOUderthanWOrdS•

4AlIWOrkandnoPlaymakesJaCkaduIIboy.

5DistancetestsahorsesStrength.TimereveaIsaPerSODsCharacter.

SteP2LiSteningandTalking

1.TheteacherisadvisedtotaIkWiththeirnewStlldentSaboutthereIatedtopic:

BOySandgirls,doyouknowSOmeStrUCtllreStotaIkaboutfutureactivities?

Talkingaboutfutureactivities

WeII...

IPlanto

There11be

Ihopeto•••

Weregoingto

2.AftertheirSmalItaIk,theteacherCanmoveOnbyPlayingtheIiSteningand

SOIVethefollowingtask,

UnderIinetheexpressionsintheSentenCeSbeIowCaOJingandMaXUSetotaIkabout

thefuture•

WenIIearnUSefUlskills.

IPlantoimprovemySPOkenEngliSh,

There'HbeStUdentSfromCiifferentschools.

Ihopetomakenewfriends.

WeTItaIkaboutteenageIife.

rIIIearntomakeafire,

There11beStUdentSfromdifferentCOUntrieSattheCamP,

ThereUIbeSOmeexpertstheretoShOWIIShowtoIiVeinthewiId.

WeregoingtoIearnaboutWiIdIife,

rnigoingtogiveaSPeeCh,

IthinkPmgoingtoenjoytheactivities.

Ithinkwe17havealOtOffim.

3.WOrkingroups,PlanayouthCanIP•

IeaChermaketheSSthinkOfideasfortheCamP-AndtheyCanUSethequestionsbeIow

togetstarted.AndhavetheSSPreSenttheirideasforayouff]CamPtotheclass.

•WIiatkindOfCamPisit?

•WIioWiiIbethere?

•WIiatWiIItheydo?

•WIiatWilltheyIearn?

EXAMPLE

CamP

DOyouWanttohavefunandIearnattheSametime?ThenCOmetoOUrCamP•InOUr

camp,youCanIearnabout...TherenIbemanyinterestingactivities,First,Wearegoing

to...Thenwe'llWeaIsoPlanto...FinalIyrwe'll.,•PleaSeCOmetoOUrcamp!

Unit1TeenageLife-ReadingandThinking

【教材分析】

ThetopicOfthisUnitisaboutteenageIife,WhiChbeIongstothethemeCOnteXtOf

uhllmanSandoneseIf.

ASteenagersWhOSIIOUIdertheIeSPOnSibiIityOfuChiIIeSegieatdreani\theymust

fullyknowthemseIves,includingtheirStrengths,WeakneSSeSandChaIIengeSetc.Theyare

SUPPOSedtoimprovethemseIvesCOntinllOUSIyandreadilyStUdytheirsubjects,andthus

fostertheirStrategiesandCOnfidenCeinIifelOngstudies.

ThiSPeriOdisenti11edthefreshmenchaiIenges,WhiChmainlyCOnCernSSOmebig

ChaIIengeSfornewStUdentSinSeniOrhighSChOOLInthisperiod,ateacherShOUIdIead

StUdentStofindOUtWhattheirChanengeSareandguidethemtofigureOUthowtoCraCkthe

ChanengeSandbetterthemseIves•MOreimportantly,ateacherShOUIdinstructStUdentSto

absorbnewIangllagePOintSandappreciatetheIangllage.Besides,ateachermustinstruct

StUdentStoacquireSOmeSkinSCOnCerningreadingefficientlyandinspirethemtotaIkmore

abouttheirnewSChOOIIife,especiaIIytheirnew

PrOblemSandSOIUtiOnSbothatSChOOIandinIife.

【教学目标与核心素养】

1•EnableStUdentStoacquirethebasicUSageOfthenewWOrdSandexpressions

COnCerningthefreshmenChanengeSandIearntoUSethemflexibly.

2.EnabIeStUdentStohaveagoodUnderStandingOfthefreshmenChanengeSinthenew

SeniOrhighSChOOIWhiChisquitedifferentfromjuniorIniddleSChOOL

3.DuVeIOPstudents5SenSeOfCOOPeIatTT-eIeaniingandiiidhTiduaIthinking

CaPabiIity,

4.DeveIopStUdelitsdifierentleaningSkinStoSOIVediffeLentreading

COInPrehenSiVeProblems.

【教学重难点】

1.DeVeI0PstudentsreadingabilitySUChasSkimming.SCanniIIgandSUmmanZing•

2.LetStUdentStaIkabouttheirnewSChOOIChanengeSinSeniOrhighSChOOIand

encouragethemtofindthePOSSibIeSOIUtiOnStoCOnqllerthem.

【教学过程】

LWarnlingIIP

SteP1Leadillg-in

HaVeafreetaIkWithstudents.ASkthemthefollowingquestions:

HOWdoyoufeeIaboutyourSeniOrhighschool?HaVeyouCOmeacrossSOnIeChanengeS

thatmakeyouupset?

SteP2Pre-reading

LetStUdentSguessWhatthetextWinbemainlyaboutbeforereadingby100kingat

thePiCtUreandthetitle.

SteP3Rea(Iing

LFaStreading

ASkStUdentStoSkimthereadingPaSSagetoSUnIUPthemainideaOfeachParagraPh

andthendiscussitWiththeirpartners.

ParagraPh

Tips:youCanfindInainideasbyfirsttakingatquick100katthetitle,picture,

keyWOrdSandPhraSeSandtopicsentences.

2.IntenSiVereading

AIIOWStudentstoreadCarefUnythistimetoUnderStandthemaindetaiIsOfeach

ParagraPhandthenfinishthefol1owing.

1.1.Adamfe11atthebeginningOfhisSeniOrhigh

A.excitedB.interestedC.COnfUSedD-WOrried

2.WhOgaveAdamadviceOncourses?

A.Parents.B.Adviser.C,Coach.D,Classmates.

3.WhatSUbjeCtisAdam'Sfavorite?

A.Chinese.B.WOrIdhistory.C.Math.D-EngliSh­

4.HearingheWaSPOOrinPlayingfootbaIIwe!IIrAdam

A.feltdisappointedbutWentOnWithit

B.IeftthefootbaIIandjoinedaCkIb

C.didntgiveUPandtriedtoimprove

D.feltUnhaPPybutSignedUPforanewteam

5.WhatkindOfPerSOnisAdam?

A.braveandWeIIPreParedB.negativeandSiny

C.activeandShyD,gentIeandPatient

2.LetStUdentS100kthroughtheChartfirstandthenreadthetextSiIentIy.Three

IninllteSIater,CheCktheanswersWiththeWhOlecllass.ShOWtheSUggeStedanswersOn

thescreen.

ParagraPhAdamsChaIIengeSACIamsfeeIingsAdam'sSOlUtiOnS

1

2

3

4

SteP4FUrtherReadinganddiscussion

ReadthetextthethirdtimeandWOrkinPairStodothefollowing.

1•Whatdoes17maketheteanf'inParagraPh3mean?

2.DOyoufacetheSameChanengeSasAdam?WhatOtherChanengeSareyoufacing?

3.WllatareSOmedifferencesbehveenAdamsSChOOIIifeandyourSChOOIIife?

Step5PaSSageCOnSOIidatiOn

COmPIetethePaSSageWiththeSuitableWOrdSfromthePaSSage•

rmAdam,1.freshmaninSeniOrhighSCHOOLThefirstWeekWaSalittle2.

(COnfIISe)•

ThereareSOme3,(ChaIIenge)IhavetofaceinmynewSChOOIIife.First,I

hadtothinkCarefUnyaboutmyCOUrSeS,ChineSeishardtoIearn,butIhopeICanSPeak

it(fIuent)WhenIgraduate,Myadviser5.(recommend)metoSign

UPforadvancedIiteratllrebecause「mgood6.it.Second,IIIadtoChOOSemy

extra-curricularactivities.Itried7.____(JOin)theSChOOIfootbalIteamthoughI

couldn'tdoWellin8.atfirst.BeSideSthat,IjOinedaVOkInteerClUb,

InOrdertobeWeiI9.(PrePare)forUniVerSityOrWhateVereIseI0.

(COme)inthefuture,ImakeUPmymindtoStUdyharderandgetUSedtonewSitUatiOn•

SteP6HOmeWOrk

1.WriteaPaSSagetointroduceyoufirstSeniOrSChOOIChanengeSandhowto

SOIVethem,(about120W0rdS)

2.LearntheUSefUInewWOrdSandexpressionsinthisPartbyheart.

Unit1TeenageLlfe-DISCOVeringUSefUIStrUCtUre

【教材分析】

ThiSteachingPeriOdmainlydeaIsWiththegrammar:Phrases.

TIIiSPenOdCameSCOnSiderableSignifiCanCetotheCUItiVatiOnOfStIIdentsWriting

COmPetenCeandIaySaSOlidfoundationforthebasicappreciationOfIangllagebeauty.The

teacherisexpectedtoenableStUdentStomasterthisPeriOdthoroughIyandCOnSOIidate

theknowledgebydoingSOmeexerciseOfgoodquaIity.

【教学目标与核心素养】

1,GetStUdentStohaveagoodUnderStandingOfthebasicUSageSOfphrases,

includingadjectivephrases,adverbPhraSeSandnounPhraSeS,

2.EnabIeStUdentStoUSethebasicPhraSeSStrllCtUreSflexibly.

3.DeVeI0Pstudents'SPeakiIIgandCOOPeratmgabilities.

4.Strengthenstudents,gieatinterestingi,animarleanImg•

【教学重难点】

1.HoWtoenableStUdentStohaveagoodUnderstandingOfthebasicUSageSOf

PhraSes,includingadjectivephrases,adverbPhraSeSandnounPhraSeS•

2.HOWtoenableStUdentStoUSethebasicUSageSOfPhraSeSflexibly.

【教学过程】

StepI:语法自主探究

读下列例句并感知画线部分的共性。

1.(教材原文P16)ThefirstWCCkWaSalittleCOnfUSing.

2.(教材原文P16)ThebuiIdingisSobigthat「mCOmPletGlylost.

3.(教材原文P16)MyfirstFrenChCIQSSWaSVCryconfusing.

TheteacherSPOkeSoquickly.

ReqUirement:AnaIyZetheUnderIinedPartSOftheSentenCeSandSUmUPWhattheyhave

inCOmmOn,

Step2：语法概念和种类

问题：学习英语短语或者词组的意义是什么？高中阶段常见的短语形式有哪些？

短语或词组(PhraSeS)是具有一定意义但不构成句子或从句的一组词。了解

短语知识对于快速、准确地理解句子意义及划分句子结构大有裨益。

在高中阶段，常见的短语形式有：名词短语(NOUnPhrases)、形容词短语(AdjeCtiVePhrases)、

副词短语(AdVerbPhraSeS)＞介词短语及动词短语(VerbPhraSeS)等。本单元只讲解前面三种

形式。

一、名词短语(NOUnPhraSeS)

名词短语：指以一个名词为中心构成的短语，在句中的功能相当于名词，可作主语、宾语、

表语或宾语补足语。常见名词短语的构成形式有：

限定词+名词；如:Thegirl

限定词+形容词(短语)十名词；如：Abeautifulgirl

限定词+名词+介词短语;如：AbeautifulCamPUSOfInySCHOOL

限定词+描述性名词+名词；如：MySChOOIlife

注意：

（1）限定词包括冠词（a/an/the）》指示代词（this/that/these/those等）、物主代词

（my/your/his/her/OUr/their等）、不定代词（SOme/no/neither/both等）和数词

（one/two/first/SeCOnd等）。

（2）多个形容词修饰名词时，其顺序为：限定词-数词-描绘词-出处-材料性质-类别一

一名词。

fe:aSmaiIroundtable/ataIIgraybuiIding/adirtyOldbrownshirt/afamousGerman

medicaISChOOI/anexpensiveJaPaneSeSPOrtSCar

顺口溜记忆:县邙R定词）官（观点形容词）行（形状形容词）大（大小形容词）令（年龄

新旧形容词）射（颜色形容词）国（国家等出处形容词）才（材料质地等形容词）。

①TheSeredrosesareforyou,这些红玫瑰是送给你的。（名词短语theseredroses的

构成形式为：限定词+形容词+名词,该短语在句中充当主语）

②IhavethreeClOSefriends.我有三个要好的朋友。

（名词短语threeClOSefriends的构成形式为：限定词+形容词+名词，该短语在句中充当

宾语）

③Heismybestfriend.他是我最好的朋友。

（名词短语mybestfriend的构成形式为：限定词十形容词+名词，该短语在

句中充当表语）

④ThereareSomeredrosesOnthatSmantable.在那张小桌上有一些红玫瑰。

（名词短语SOmeredroses的构成形式为：限定词+形容词+名词+介词短语，该短语在句

中充当主语;另外，theSmalltable也是名词短语，在句中作介词On的宾语）

［即学即练］画出下例句中的名词短语并指明构成形式

女口：TheredClOtheSWithfiveyeIlowStarSareInine•

形式：构成形式限定词+形容词+名词+介词短语

（1）Theboyismybrother.

（2）TheCUteboyismybrother.

（3）TheCUteboyinbluejeansismybrother.

(4)TheCUteboyWearingbIuejeansismybother

(5)Thefirstyoungmanisabusdriver.

二、形容词短语(AdjeCtiVePhraSeS)

形容词短语，是指一个以形容词为中心构成的短语，在句子中的功能相当于形容词，可以

修饰名同或代词，还可以用作表语或者宾语补足语。常见形容词短语的构成形式有：

副词+形容词；如:VerySuitable

形容词+enough：如：goodenough

形容词+介词短语；如：goodfornothing；

副词+形容词+介词;如：WeIIWOrthyOfPraiSe

①YOIIrroomisIjrgeandbeautiful、你的房间大且美丽。

(形容词短语largeandbeautiful的构成形式为:形容词+and/but+形容词，该短语在句

中充当表语)

②TheroomWaSawfullydirty.这房间太脏了。

(形容词短语awfullydirty的构成形式为:副词+形容词，该短语在句中充当表语)

③ThemostbeautifulbirdIhaveeverSeenispeacock.我见过的最漂亮的鸟是孔雀。

(形容词短语mostbeautiful的构成形式为：副词+形容词，该短语在句中作定

语修饰名词bird)

④AgoodfriendisSOIneOneWhOInakeSyoureallyhappy.好朋友就是能让你真正高兴

的人。

(形容词短语reallyhappy的构成形式为:副词+形容词，该短语在句中作宾语补足语)

［即学即练］画出下例句中的形容词短语并指明构成形式

女口：ItisleSSColdtodaythanitWaSyesterday,

构成形式：副词+形容词

(1)OUrCOUntryisbecomingInOreandmorebeautiful.

(2)TheroadisIOngenough•

(3)Themedicineisgoodforstomach.

三、副词短语(AdVerbPhraSeS)

副词短语:指以一个副词为中心构成的短语，在句中的功能相当于副词，可以修饰动词、

形容词或副词。常见副词短语的构成形式有：

(副词)+副词如：InllChmorebeautifully

(pHedidhisWOrkhereyesterday.他昨天在这里工作。

(副词短语hereyesterday修饰动词did)

②BiIIdidtheWOrkVerYWCIL比尔做的这份工作很好。

副词短语VeryWeiI修饰动词did

(3)WeareaIIentireIyresponsibIefor01Iraction(副词短语aIIentireIy,修饰形容

词短语responsiblefor)

Step3：即学即练

画出下例句中的副词短语

(1)YOUaredrivingtoofast.COUIdyoudriveleSSslowly?

(2)Shangelyenough,Shedidn'tSeemtoIikebaIletVUrymuch•

(3)Thehorseranquiteslowly,SOtheyarrivedVerylate.

Unit1TeenageLife-ReadingforWriting

【教材分析】

ThiSteachingPeriOdmainlydeaIsWithreadingforWritingaletterOfadvice.

StUdentSareexpectedtoIearntheknowledgeabouthowtoWriteaSIIggeStiOnletter.The

teacherisexpectedtoenabIeStUdentStomasterSOmeWritingSkinSCOnCerningSUggeStiOn

lettersandlearntoWriteone.

【教学目标与核心素养】

1.GetStUdentStohaveagoodUnderStandingOfhowtoWriteaSUggeStiOnIetter

PrOPerIy.

2.EnabIeStUCIentStoUSeSOmeWritingSkinSflexibly.

3.DeVeI0PStUdentS,WritiiIgandCOOPeIatingabiIities.

4.Shengthenstudents'gieatinterestiiiWritingdiscourses.

【教学重难点】

1.HOWtoenableStUdentStohaveagoodUnderStandingOftheSkinSOfWritinga

SUggeStiOnletter

2.HowtoenableStUdentStoWriteagoodrecommendationIetterUSingSOIneWriting

SkinSPrOPerIy.

【教学过程】

SteP1:Lea(Iin

BegintheClaSSWiththelead-inquestions:howtoWritealetterforadvice?What

kindsOfaspectsShOUIdbeincluded?ItisStrOngIyrecommendedthattheteacherShOUId

askStUdentStoCIiSCUSSthetopicfreelyWiththeirPartnersandbrainstormSOmeideas

COnCerningthetopic.Inthisway,StUdentSCanCOmeUPWith

moreideasandavoidbeingnervousatthebeginningOftheClaSS•

SteP2:ReadtodiscoverdetaiIsCOnCerningadviceletters9Writingstyle.

TheteacherisexpectedtoaskStUdentStoreadaletterOfferingSOmeadviceOn

Page18SilentIyandthenrequestStUdentStodiscussthequestionsbeIow.

Inthisstep,WhatShOuIdbehighIightedisthattheteacherOUghttogiveStUdentS

enoughtimetoreadindividuaIIyandthinkindependentIy.Thereisnoneedforthemto

discussthedetaiIedquestions•Inthisway,StUdentSCandeveIoptheirindividuaI

lOgiCaIthinkingabilityandPrOmOtetheirSkiIISOffindingdetaiIs.

1.WhatisWOmedFriend'sprobIem?

2.DOyoutliiiikMSLuosadviceisUSefi11?WhyOrWllynot?

3.WhatOnIerkindsOfadviceWOIIIdyougive?

SteP3:ReaCItoSilinUP

AfterlearningthePaSSageOnPage1&theteacherleadSStUdentStofigureOUtthe

OrganiZatiOnOftheletterandappreciateitslangUagefeatures.

1.FindandmarkthePartSOftheIetterthatmatchthefollowingPOintS,

A.IknowWhatthePrObIemis.BIUnderstandhowyoufeeI.

C.ThisismyadviceandreasonsDIthinkmyadviceWiIIheIp.

2.WhatexpressionsdoesMSLUOUSetomakesuggestions?CirClethemintheIetter.

SteP4:USeWhatyouhavelearnttoWritealetterOfadvicetoOneOftheteenager

beIow.

Inthisstep,theteacherasksStIIdentStoSUmUPSOmeideasregardingthe

followingtopic:

1.Workingroups•ChOOSeOneOftheteenagersandCliSCUSShisOrherProblems.

Listpossiblesuggestionsandreasons.

Myparentswon'tlistenwhenItellthem

things.Iguessit'sbecausetheyYeadultsand

cantunderstandme.Doyouhaveany

suggestions?

Eric15,Chicago

XUTing14HangZhOU

SteP5:USeWhatyouhavelearnttodraftaletterOfTeringadvicetoanyOfthose

StUdentSabove.

1.COmPIetetheOUtIineandUSeittodraftyourwriting.

(Writethedateandgreetthereader)

Dear

ShOWthereaderyouknowaPrOblelni$•

YOUWrOtethat_TelIIhereaderyouUnderStandhe/shefeels.TelIthereader

Whatyouthinkhe/sheShOUIddo.EXPlainyourreasons.TelIthe

IUnderStandthat

readerWhatyouthinkWiIIhappen.

Ithink__________

BeCallSe__________

IamSUre

WiSheS,(ClOSeandSigntheletter).

2.EXChangedrafts

AftereachStUdentfinishestheirOWnwriting,askthemtoexchangethedrafts

WiththeirdeskmatesandevaIuatetheClraftSWiththefollowingCriteria•

USetheCheCkIiSttogivefeedbackonyourPartnersdraft•

I

\'AL23eallthePartSOfaletterincIudedandOrganiZedinagoodorder?

A.DoestheWritergivereasonsfortheadvice?

入DoestheWriterUSePrOPerexpressionstogiv亡suggestions?

XDoestheWriterUSeCOnmIaSandStOPSCOITeCtly?

PIStheIIandWritiIIgeasytoread?

3.WritedownSOmeWritingexpressionsandInOdeISCOnCerningadviceIetters.

LJ11it1TeenageLIfe-LISteniIIgandSPea