1). Personal;

2). To try to record how the writers feel very soon after things happen 1). Isn’t as personal as a diary

2). To record the writers experiences, ideas and afterthought about what they have seen

3). Is written for a lot of readers

4). It’s topics includes people, things, and events less familiar to readers.

Step 3 Writing a letter

Now let’s do a writing practice. Imagine that you are a friend of Wang Wei. Write a short letter to her and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using at least two of these expressions:

Have a nice/good time. Have a nice/good trip. Take care.

Good luck on your journey. Say “Hello” to …. Write to me.

Give my best/love wishes to …. Have fun.

You can refer to the following steps.

In pairs choose the details from the journey that are most interesting. Think of what else you would like to know about the journey. Write these ideas down as questions.

Now choose two or three of the best questions for your letter. Each question should have another sentence explaining why you want to know this information.

Put them in an order that makes sense.

Begin your letter as shown in the textbook and add your questions for Wang Wei. Your writing should not be more than one paragraph.

Finish your letter as shown  in the textbook.

A sample writing:

Hi, brave little Wei,

How I worry about you and Wang Kun! Do you have a good time now? I hope so. What are you doing now? Are you still in Laos? Can you tell me something about people’s life there? When are you leaving for Cambodia? When you get there, tell me about the Buddhist temples there. Please send some photos with your next letter! Well, Have a good trip and don’t forget to write to me! Give my best wishes to Wang Kun. Good luck on your journey.

Take care!

Yours,

Wang Lin

step 4. Homework:  write a travel journal

课后反思：本节是听力加写作课，能按照《英语课程标准》的理念进行教学设计。旨在训练学生的听和写能力。体现了以教师为主导，学生为主体的原则。教师的指导主要帮助学生如何去取材，让学生进行布局谋篇，组织语言完成写作任务。还从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。提高学生的听力能力。