概要： 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. 阅读本身是个信息输入的过程，应该是学生自主活动。教师的主要任务是搭建支架（如设计问题）提高学生阅读的效率，提供足够时间让学生自主阅读
观摩研讨会上 老师上课的教案和说课稿,标签：高中英语说课稿,英语说课稿,http://www.67jx.com3. 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.
阅读本身是个信息输入的过程，应该是学生自主活动。教师的主要任务是搭建支架（如设计问题）提高学生阅读的效率，提供足够时间让学生自主阅读，设计话题诱发小组合作学习，同时教师提供必要的资源。因此这阶段活动主要以学生自主、合作为主，教师的责任以调控、评价、帮助等为主。学生的阅读活动从自己的预测（图式）与文本的互动开始，获取主要信息（Anne告知的和询问的），并通过学生间互动（小组合作），深入解读信息背后的文化知识（tips & warnings for a first letter）。
V. Post-reading tasks
Task one: a jigsaw puzzle
读后活动的主要目的是操练语言、拓展话题。为此，这里设计了三个任务，贯穿两条主线：语言和话题。
任务一主要通过完成jigsaw puzzle，让学生体验方位的表达。这一活动建立在文本理解的基础上，既要训练学生的scanning能力，又要引导他们关注有关语言的表达。活动以学生合作互动为主。
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
任务二是一个寻宝游戏。在游戏前，教师要搭建一个“支架”，提供一些图片、地图和相关情景，并通过师生互动，帮助学生正确理解、操练、使用有关词语，为游戏活动的有效开展打好基础。在寻宝游戏活动中，学生一方面要思考、猜测，另一方面要积极使用语言表达自己的思考和猜测。这个任务主题已经脱离了文本，但训练的还是文本中语言，因此是属于半控制型活动。这样的拓展有利于学生运用相同语言，表达更广的类似主题。活动以学生小组合作为主，教师适当参与一些互动。
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”, “café” and “in the … of …”. The teacher will help the students with the pronunciation if necessary.
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