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.
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.
3. They are going to have a further discussion in pairs or in groups about whether Anne’s letter is the first letter or not according to what they find she didn’t write.
4. They are going to work in groups to aware the precautions they might need to take while writing to a pen pal at the very beginning.
閱讀本身是個信息輸入的過程，應該是學生自主活動。教師的主要任務是搭建支架(如設計問題)提高學生閱讀的效率，提供足夠時間讓學生自主閱讀，設計話題誘發(fā)小組合作學習，同時教師提供必要的資源。因此這階段活動主要以學生自主、合作為主，教師的責任以調控、評價、幫助等為主。學生的閱讀活動從自己的預測(圖式)與文本的互動開始，獲取主要信息(Anne告知的和詢問的)，并通過學生間互動(小組合作)，深入解讀信息背后的文化知識(tips & warnings for a first letter)。
V. Post-reading tasks
Task one: a jigsaw puzzle
讀后活動的主要目的是操練語言、拓展話題。為此，這里設計了三個任務，貫穿兩條主線：語言和話題。
任務一主要通過完成jigsaw puzzle，讓學生體驗方位的表達。這一活動建立在文本理解的基礎上，既要訓練學生的scanning能力，又要引導他們關注有關語言的表達。活動以學生合作互動為主。
The teacher is going to help the students complete the jigsaw puzzle.
1. The teacher is going to give them the jigsaw puzzle and to organize the group work.
2. The teacher will go around the class to observe their group work, and help them if necessary.
3. The teacher will make some comment about their work.
The possible answers to the puzzle:
⑴ is the Teacher’s House
⑵ is the school
⑶ is the park
⑷ is the swimming pool
The students are going to complete the jigsaw puzzle according to the information from the reading text.
1. They are going to to scan for the information needed and to work in groups to complete the jigsaw puzzle. They are going to give the reason why they put each piece in the particular place.
2. Some groups will be chosen to present how they work out the puzzle and why they put the piece in the place before the whole class, with the help of the overhead projector and the computer.
Task two: a treasure hunting game
任務二是一個尋寶游戲。在游戲前，教師要搭建一個“支架”，提供一些圖片、地圖和相關情景，并通過師生互動，幫助學生正確理解、操練、使用有關詞語，為游戲活動的有效開展打好基礎。在尋寶游戲活動中，學生一方面要思考、猜測，另一方面要積極使用語言表達自己的思考和猜測。這個任務主題已經脫離了文本，但訓練的還是文本中語言，因此是屬于半控制型活動。這樣的拓展有利于學生運用相同語言，表達更廣的類似主題�；顒右詫W生小組合作為主，教師適當參與一些互動。
The teacher is going to organize a treasure hunting game.
1. The teacher is going to present some pictures and maps as a scaffold to help the students learn the new language points, like “flat”, “cafe” and “in the … of …”. The teacher will help the students with the pronunciation if necessary.
2. The teacher is going to organize a tresure hunting game,
⑴ telling them how to work:
— Work in a treasure hunting group! Discuss in groups where the treasure is? Who might find it? Why?
(2) giving an example as a scaffold for their language if necessary:
— I think the treasure is in the south of the town. It might be in the swimming pool. I will find it, because I go swimming there every day.
(3) presenting a finished jigsaw puzzle on PPT:
— Jigsaw puzzle is helpful in treasure hunting. Anne has hidden some treasure somewhere on this map.
(4) preparing a box of chocolate with a large piece of paper “Write and tell me about your town and school.”, as well as four candies for the winners.
For reference:
The big treasure is hidden in the café.
The places are “café, flat, swimming pool, museum, factories, library”
The other places will have an encour- aging sentence and four candies for the group.
The students are going to hunt for treasure.
1. Before the game, they are going to learn some language points and to practise dscribing some maps with them.
2. They are going to work in groups to hunt for treasure in the jigsaw puzzle they have finished. And they will be encouraged to use the language points they have practised.
3. Some groups will be chosen to present before the whole class with the help of the overhead projector and the computer. If possible, team work is encouraged, that is, one student reports while another points out the place where they think the treasure is hidden.
Task three (main task): introduction of our school
任務三要求通過寫信形式介紹學生自己學校的設施布局。這是一個“follow-in”活動，其主題內容進一步拓展，讓學生有更多的自主、合作的空間。但是書信寫作對于剛剛進入初二學習的學生來說有有一定難度，尤其是整個語篇的構建。為此，教師要搭建“支架”，提供給學生一個不完整的書信，幫助學生把注意點定位在方位的描述(這是本節(jié)課的重點)，同時為課后的書寫回信提供一個樣本，降低難度。另外，教師要有意識規(guī)范小組活動，明確小組分工，提高合作活動的效率。這樣除了能夠培養(yǎng)學生合作學習的能力，也能降低任務的難度。第三個降低難度的措施是提供足夠的活動時間�；顒右院献鲗W習為主。
The teacher is going to guide the students in letter writing.
1. The teacher is going to present a map of Hangzhou Foreign Languages School.
2. The teacher is going to tell the students how to group and what to do in the group work.
3. The teacher is going to provide an imcomplete letter to set up a scaffold to make the writing easier, if necessary.
The scaffolding pattern:
Dear Anne,
We live in Hangzhou! It is a … city in the … of …! …
… is in the … of the school. We like … there. Near the … is …. We …
… is in the … of the school. We often …there. There are …. Near the … is … We …
Write and tell us more about your _________.
Love _________
4. The teacher will leave students time to write a letter, go around the class to monitor their work, and offer any necesaary help.
5. The teacher will make some comment on Ss’ letters.
The students are going to write a letter back to Anne about their own school.
1. The students are going to group themselves and to have different roles in each group activity.
Student A: a map designer
Student B: a secretary
Student C: a presenter
Student D: a commentator
2. They are going to read the map of their school and the map designer is going to mark the names of some places in English.
3. They are going to describe the locations of different buildings on campous and what they do there and decide what to write in the letter. The secretary is going to take some notes and to complete the letter together with partners in the group.
4. The presenter of the group chosen is going to read their letter to the whole class.
5. Some commentators are going to make some assessment on the letter.
VI. Homework
A letter writing task: The students will write a letter to Anne individually about their own town.
1. Draw an English map;
2. Write a letter and try to use the patterns and words learned in this class;
3. Polish the letter and put it into the computer;
4. Send the letter to our blog sayyourgrace.tianyablog.com, which Anne is going to read them.
課題作業(yè)是一個“further-up”任務，比讀后活動中的任務開放。經過課堂的一系列任務活動，學生應該有能力完成這個任務。作業(yè)設計中的詳細步驟目的在于降低任務的難度，培養(yǎng)學生良好的寫作習慣。博客的建立不但建立了一個互動平臺，而且也增加了時代的生活氣息，拓展了學生的學習資源。
Blackboard Design
What Anne might write What Anne might ask
… …
板書設計力求重點突出，簡潔明了，以吸引學生的注意力。
給Anne的回信
—— 第七屆全國中學(初中)英語教學觀摩課說課
杭州外國語學校 謝慧萍
《劍橋中學英語》采用全新任務型教學與生動的交互式學習模式;注重多學科的融通與多元文化的融合;注重學生聽、說、讀、寫能力全面提高。這些特色都很好地體現了國家《英語課程標準》所倡導的諸多最新理念。第一冊第三單元的教材設計充分體現了這些特點。它以“Around Our School”為話題，通過書信這個形式，幫助學生學習、掌握用英語表達方位的能力。
本節(jié)課的教學對象是剛剛進入初二階段的學生。他們已經具備理解簡單語篇、表達簡單內容的能力，在英語語言知識方面，他們已經掌握大約500的詞匯，也能使用完整的簡單句和一般現在時態(tài)。但他們的認知能力、語言能力、語用能力等尚處于初一下水平。
基于上述教材與學生的特點，本節(jié)課設計的中心任務是給Anne回信。這個任務涉及的語言、技能、策略、情感、文化等五個方面教學內容貫穿整個課堂教學活動。學生在教師的引導下，通過自主、合作等學習活動，綜合操練、實踐體驗、真實運用，最終達到以下教學目標：
1.語言目標
這階段的學生基本具備用簡單的英語詞匯與句型描述周邊環(huán)境的能力。但是，對于某些具體方位的正確描述，仍存在一定困難。 因此，本節(jié)課的語言目標定位在兩個方面： 一是學生學會在具體的語言環(huán)境下使用“in the north/south/east/west of…、flat、cafe”等詞語;二是綜合使用此類功能語言，準確描述自己學校校園的環(huán)境。這個目標是完成中心任務的語言保證。
2.技能目標
本堂課的語言技能定位在閱讀技能的培養(yǎng)。初二上的學生已經能夠讀懂一些簡單語篇的主要信息。在此基礎上，本課進一步強化學生read for information的能力。這種能力將會直接影響到本課中心任務的完成質量。因為寫回信首先要讀懂來信。
3.策略目標
學習策略的培養(yǎng)是提高學習效果的前提，又是需要在學習活動中得到體驗的。有意識的在學生的學習活動中培養(yǎng)學習策略是本課的教學目標之一，具體通過閱讀和寫作活動分別訓練他們的推測能力(認知策略)和合作能力(情感策略)。前者旨在提供信息獲取資料，后者降低信息輸出的難度，以確保中心任務的有效完成。
4. 情感目標
初二階段應該培養(yǎng)學生的學習意志，從單純的興趣過渡到有意識的學習。初二伊始，教師就要有計劃的在每堂課中培養(yǎng)學生的學習意志。本堂課的重點在于如何讓學生在自主學習、小組合作、班級活動中集中注意力，以保證各項任務的展開與完成。
5.文化目標
本節(jié)課中，學生接觸到書信文體。這種文體背后蘊含著一定的文化內容，例如給陌生人寫第一封信時應該注意的事項。本課通過對于書信的閱讀與回信的寫作，培養(yǎng)學生有關這方面的意識。
上述五個目標需要通過完成七個任務得以實現。七個任務中一個是中心任務，即給Anne的回信，要求學生在課后完成。其余六個都是圍繞中心任務設計的子任務，貫穿在以下的教學過程中：
任務一：to set up the blog
在課的開始，師生同唱Big Big World，目的在于引出博客話題。在談論過程中，教師在學生心理與虛擬網絡中搭建了兩個“博客”。前者幫助學生熱身，培養(yǎng)學習情感;后者為課后教學構建平臺，拓展學生學習互動的渠道。
任務二：to predict the content of Anne’s letter
這是閱讀前的常規(guī)任務，主要目的在于構建學生的閱讀圖式，為下步閱讀活動做好鋪墊。 在這個過程中，教師設計兩大話題：she may tell about …;she may ask about …，誘發(fā)學生猜測，訓練學生這方面的認知策略。同時教師搭建“支架”幫助學生解決語言方面的困難。
任務三：to read Anne’s letter
閱讀是信息輸入的過程，靠學生自主活動完成。教師的主要任務是搭建支架(如設計問題)提高學生閱讀的效率，提供足夠時間讓學生自主閱讀，設計話題誘發(fā)小組合作學習的動機，同時教師提供必要的資源。因此這階段活動主要以學生自主、合作為主，教師的責任以調控、評價、幫助等為主。學生的閱讀活動從自己的預測(圖式)與文本的互動開始，獲取主要信息(Anne告知的和詢問的)，并通過學生間互動(小組合作)，深入解讀信息背后的文化知識(tips & warnings for a first letter)，為本課主要任務的完成做好準備。
任務四：a jigsaw puzzle
拼圖游戲(jigsaw puzzles)是國外常見的兒童游戲。 這節(jié)課利用這種游戲，要求學生在文本理解的基礎上體驗方位的表達。這一任務，既訓練學生的scanning能力，又引導他們關注有關語言。