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How to write a letter of application Good morning, honorable teachers. I’m Wuxue from Fengyang Middle School. The title of my paper is the teaching design of how to write a letter of application. Now I would like to introduce my paper from the following 4 parts and gratefully welcome any correction.First let’s come to part 1, here I want to say the reasons why I choose this topic. The new curriculum and syllabus say that writing is a good way to express information and cultivating students’ ability to write also belongs to our teaching aims. Besides, on the past 3 years’ NEMT papers, letter was the most typical examination method, in other words, knowing how to write a letter is extremely important for you. So I choose this topic.Next is the analysis of students and teaching aims. Though the students are senior high 2 students and they have some amounts of knowledge, they don’t have writing thoughts and don’t know how to write, let alone writing a paragraph even a passage. So today, the main teaching aim is to guide them to write supporting sentences and paragraphs and also know how to assess a draft.Then let’s move on to part 3, the design of teaching process. I divide it into four parts- -- lead-in; pre-writing; analyzing and draft; assessment and revising. First is the lead-in, here I will show them a chart, asking them a question: while looking at this chart, what comes to your mind? Students can have a clear understanding of the importance of writing a letter. Then I will lead in the topic. Secondly, to help students have a general understanding of the whole letter, I will show students layout of a formal letter, and make them read and match its topic. Thirdly, the most important part –analyzing and drafting. For the new curriculum standards advocate task-based teaching, and request teachers to respect individual differences, so to reduce the difficulty, I will guide them to read and find how to write supporting sentence in each paragraph and then make them imitate and practice writing. During the beginning part, I will guide students to think: why does the writer use an attributive clause here? In this clause what kind of information does she tell us? Through these two questions, most students can understand the clause is used to add more information. Thus, if we want to write supporting sentence, we can use clauses. Then we come to paragraph 2. First, a question is for students –this paragraph tells us the reason for interest, how do you find it? Students may read the sentence out easily, later, I will ask them one more question: how does the writer add more information to explain the interest? Then we generalize the methods used to add more information, that is, using linking words and stating cause and effect. Students will be asked to write paragraph 2(on the handout on page3) , later, I will choose one to assess. So much for paragraph 2, let’s move to paragraph 3. Students read and fill in the chart. Then I will lead them to find more adjectives to describe one’s personal qualities. So in this part, we can use examples to write supporting sentences. And students write paragraph 3( on the handout on page3), later, one draft will be assessed. Let’s continue to analyze paragraph 4. Students read and fill in the chart. Later, teacher guides them to find: we can use workingexperience to write supporting sentence. Students will be asked to write paragraph 4 (on the handout on page3), also, one draft will be chosen to be assessed. At last, students get a summary of what makes a good paragraph. Then let’s come to assessment and revising. In this part, students can assess their partner’s draft according to the assessment sheet. If there are any mistakes, underline them in a colored pen and try to rewrite them.Finally, I’d like to talk about teaching reflection. From the feedback of the homework, I find most students can assess and rewrite their drafts smooth fully. This indicates students can write a letter if I give enough input and some strategies. In the future, I can try this kind of class more. Of course, there is still something to be improved. The class atmosphere is not so active, maybe I should work out some ways to improve that.At last, I want to express my sincere gratitude to Ms. Fan, and thanks for all your teachers’ listening! Thank you!所谓说课是教师在备课的基础上，面对评委、同行、系统地口头表述自己的教学设计及其理论依据，然后由听者评说，达到相互交流，共同提高的目的的一种教学研究形式。
