1、閱讀下面的文章，并根據(jù)講座2的內容進行一份以讀促寫的活動教學設計。1、問答100分閱讀下面的文章，并根據(jù)講座2的內容進行一份以讀促寫的活動教學設計。（控制性、半控制性/半開放性、開放性寫作活動三者擇其一即可） Dear Sunday Globe, Im writing to you about your article in last Sundays newspaper, “Cell Phones Make Life Easier.” You did an excellent job explaining the good points of cell phones; theyre conve

2、nient, we feel safer always being able to call someone and they are very helpful in business. On the other hand, you didnt talk about their bad points at all. Thus, I hope youll let me give your readers some advice on cell phone etiquette (禮儀). The first point Id like to address is loudness. When ta

3、lking face to face in public, you wouldnt shout. Likewise, dont shout when you talk on your cell phone in public. In fact, the microphones in cell phones are so sensitive that you can be heard even if you speak quietly. Furthermore, keep your ringer nice and quiet, and dont let it ring in meetings,

4、at the movies, etc. Another point that needs to be made has to do with personal space. I think it is very impolite to make calls in small spaces or crowded rooms. This makes others uncomfortable and forces them to listen to your personal business. Additionally, it stops many face-to-face conversatio

5、ns from ever beginning. Thats why I never use my cell phone within three meters of other people except in emergencies, and only after asking permission. Lastly, let me draw your readers attention to the dangers of doing two things at the same time. For example, cell phones and driving are a bad comb

6、ination. Pay attention to the road! Likewise, cell phones can cause you to neglect good friends. Give friends who are with you your full attention. Turn off your cell phone and enjoy their company!Sincerely,Amber Jala“以讀促寫”的教學設計 設計意圖： 運用“討論式”的英語教學模式和采用“任務型”英語教學途徑，培養(yǎng)學生的讀寫能力，突出閱讀和寫作技能訓練、學習策略的培養(yǎng)、閱讀和寫作的

7、實踐，從而使學生領會語言信息的輸入與輸出、閱讀和寫作之間的內在聯(lián)系，并引導學生獨立思考并以討論、合作學習的方式練習英語寫作。主題內容：A letter aboutsome advice on cell phone etiquette ”相關領域：手機的使用及其禮儀課時安排：2課時任務布置：1、網(wǎng)上查尋有關的信息并做匯報；2、課堂閱讀一篇文章(書信格式）3、寫一篇英語演講稿 Mind Your Cell Phone Manners實施過程：第一課時：信息輸入閱讀課教學目標：1、檢閱學生課外查閱有關的信息資料和學生對知識的了解情況；2、培養(yǎng)學生的閱讀策略和提高閱讀能力；3、學會“如何正確地合理地使

8、用手機 既要關愛自己，又要善待他人教學形式：討論交流 合作教學過程（Teaching Procedures）Step 1、Pre-reading課前教師給學生布置如下任務：1.How much do you know about cell phones?2.Do you like cell phones? Why? /Why not?3.List some good points of cell phones4.List some bad points of cell phones求學生帶著這些任務預習課文。學生要回答以上問題，除閱讀課文外，還必須查找相關材料，做好記錄。此環(huán)節(jié)學生可采用分工合

9、作的學習方式。此時教師可以給學生一些必要的幫助，如：提供網(wǎng)站名,提供一些閱讀材料。由于學生是在任務目標驅使下預習，預習就很有成效，而不是走過場。為課堂討論奠定了基礎，同時也提高了課堂教學的效率，發(fā)揮了學生的主體作用，培養(yǎng)了學生查找信息的能力和較強的自學能力。Step 2: Lead-in 導入Collect the information Ss have found and at the same time ask the Ss to exchange the information about cell phones. And ask Ss to discuss the following

10、questions. 1. Answer the following questions1) How much do you know about cell phones?2）How do you often use cell phone loudly on a bus/in our classroom ? 3)What attitude do people have now ?4) What should we use cell phones in public properly ? Give your views. 分組展示預習任務的完成情況。一方面教師可以檢查學生的預習效果，另一方面做到

11、以學生為中心自然導入新課。學生分組（四人一組）討論，（也是初步展示預習成果），學生交流氣氛熱烈，學習興趣很高。為使學生主動參與教學的全過程開了好頭。Step 3: Reading這一階段為學生對語言知識、語言材料進行加工、處理的過程。在學生預習的基礎上，圍繞話題和文章，指導學生進行閱讀技巧訓練。包括討論分析文章結構、歸納中心思想，開展語言交際活動，逐步落實學生的各項預習目標和要求。指導學生進行反復的討論、查閱、歸納、總結等口頭交際活動。如：教師設計了如下任務：Task 1: Skimming to find out what is the reading material going to t

12、alk about.Task II. Analyze the structures of the passage, expressing your opinions actively.Parts Main ideasTask III. Discuss the following detailed information in groups of 42.What is Sunday Globes article in last Sundays newspaper about ?3.Can you list some good points of cell phones?4.How many ba

13、d points of cell phones are mentioned in the article?5. What should you when you talk on your cell phone in public according to Amber Jala ?6. What is the main purpose of this passage?教師指導學生重新領悟教材，在個體學習的基礎上與同學討論完成以上任務并分組向全班同學匯報討論情況。Step 4: ConsolidationTask 1: Read the text again and ask the student

14、s to pay attention to the phrases.Task 2: Word study. Choose the proper words to complete the blanks, paying attention to the correct forms.(略)Task 3: Summary. Ask the Ss to fill in the blanks with proper words according to the meaning.（略）Step 5. Homework assignmentGet further information and prepar

15、e to write a speech “ Mind Your Cell Phone Manners第二課時信息輸出討論、寫作教學目標：1、培養(yǎng)學生的合作意識和合作能力以及鑒賞能力；2、檢驗閱讀與寫作整合的效果。 3、討論中鼓勵學生把在閱讀中所獲得的信息或知識和自己的已有經(jīng)驗聯(lián)系起來提高表達能力，并為寫作做好鋪墊。任務設計：寫一篇演講稿 “ Mind Your Cell Phone Manners”教學形式：討論 合作 評價教學過程（Teaching procedures）Step 1 Task AssignmentWrite a speech - Mind Your Cell Phone M

16、annersIncluding:1.convenient cell phones situation2. disadvanges of using cell per attitude3.necessary help 4.effective prevention5.good suggestions教師布置寫作任務，學生根據(jù)不同的寫作任務和話題，理清、明確寫作任務的主旨要求。Step 2.Pre-writing & DiscussionTask: Divide SS into small groups (Group of 4 is ideal) for the group c

17、ooperation. And tell them the task. Meanwhile, encourage them to express as many views on the topic as they can. Its necessary to require them to write down their views.Topic 1. What do you think of the cell phones situation? Give some examples.Topic 2. What should we do to help the people who is dr

18、iving?Topic 3. What attitude should we show towards the people using cell phones impolitely in public ?Topic 4. What measures should we take to prevent the people using cell phones impolitely in public ?小組分工尋找與話題有關的信息包括主題句，相關要點乃至必要的句型；或教師準備相關話題的背景知識，并要求學生在背景材料中尋找相關信息；或提供幾個供學生討論的問題。然后教師安排小組“說題議題”活動，即

19、讓學生各自說說自己對寫作任務主題或要求的理解，交流所尋找到的信息，并相互比較討論各自的看法。在小組討論之后，各組還可派代表在全班進行討論，通過相互溝通，互相啟發(fā)，選擇其中有意義、合乎要求的信息。這一環(huán)節(jié)，教師的主要任務是通過一些活動的設計與實施去激發(fā)學生的寫作動機與積極性，激活學生與寫作任務有關的知識網(wǎng)絡，為高質量完成寫作任務奠定基礎。Step 3 While-writingTask: Write a rough draft on your own, paying attention to the topic of each paragraph. For example:Things are

20、becoming worse and worse.Enough help should be given to the people using cell phones impolitely in public. Proper attitude should be shown to the people with using cell phones impolitely in public.Measures must be taken to prevent using cell phones impolitely in public .(Your wishes or suggestions)學

21、生在第一階段經(jīng)過相互交流，合作完成信息搜集任務，獲得了較為豐富的寫作材料，此時教師要求學生根據(jù)寫作的需要，刪選材料，重組信息，進行第一次語言輸出，形成一篇語義基本連貫、有一定層次感的初稿。初稿寫完后，進行自查，教師要求學生仔細重讀一次初稿，看主題是否完整，內容是否全面，條理是否清晰，布局是否合理，邏輯是否連貫，有無語法錯誤或“漢式英語現(xiàn)象”等這一環(huán)節(jié)，教師的主要任務是監(jiān)督，幫助和鼓勵學生，讓學生在寬松的環(huán)境下充分的表達自我。Step 4 DiscussionsTask: Exchange the Ss works to enjoy and edit to get some suggested

22、improvements.這一環(huán)節(jié)是合作學習寫作教學中不可缺少的非常重要的一環(huán)。教師要求學生將經(jīng)過自己初步修改過的初稿交給組長，由組長安排小組成員輪流傳閱，批改組內每一位同伴的作文，然后匯總組內作文中的錯誤并討論解決，再推選本組最佳作文。學生討論互改作文是一個重新學習的過程，使學生獲得更多的反饋，常起到教師講解達不到的效果，學生相互傾聽，互相幫助，培養(yǎng)了團結合作精神。也是讓學生跟同學進行有效合作、充分依靠集體力量去完成共同任務的過程，有助于加快發(fā)展學生思維，并養(yǎng)成學生與他人平等地討論問題、分析評論的能力。在這一階段，教師起到組織者和指導者的作用。Step 5.EvaluationTask: P

23、ick out the best works and read them to the partners first and then to the class.這一環(huán)節(jié)有兩個程序。先由組長在組內宣讀優(yōu)秀作文，再在班上向全班同學宣讀。全班學生在教師指導下，從作文表達的條理性，準確性，流暢性，簡潔多樣性，情感思想性以及對各組同學的任務完成情況進行相互評價，評出最優(yōu)作文和合作最好的組。然后將作文輸入教室的電腦里，向學生展示。在這一階段，教師起到的作用仍然是組織者，參與者和指導者，而不是裁判。這樣一來，重視了學生在評價中的主體作用。Step 6 Comment &EstimateSs makes comments on some of the works and grade them .教師引導學生共同分析帶有普遍性的問題和一些典型性的錯誤，并及時進行講評，及時將信息反饋給學生，（有必要時給學生提供參考范文，）使講評具有時效性，讓學生得到啟迪，掌握寫作技能，提高寫作能力，使合作學習的效果得以升華。 三、案例分析1、信息與學科整合，培養(yǎng)學生主動探究意識英語新課程標準倡導教師鼓勵和支持學生主動參