② Delivering instructions. Distribute the newspapers to students and ask them to apply proper reading skills such as skimming, scanning, getting the main idea by referring to the titles, pictures and illustrations, guessing the meanings of the new words according to the context or the formation of the words. Ask them to collect the information that they are interested in and make some notes to get ready for the writing.
简评：信息加工理论认为，Writing almost always involves reading; the two skills, the receptive and the productive, are interdependent. Generally speaking, the student who reads with ease and reads widely finds writing easier than the students who don’t read much or read with difficulty. It doesn’t necessarily follow that a good reader is good at writing, but most students find that, if they continue to practice reading, their writing improves。英语学习的过程是信息输入(Input)和输出(Output)的过程。要想提高学生的表达能力，没有大量的材料输入是不可能的；只有大量的输入才会有较高质量的输出。要让学生有话可说，有东西可写，就要给他们输入相关的材料，并帮他们掌握相关的写作技巧、方法以及写作要求，这不仅符合信息加工理论的基本原则，而且更加明确了学生写作的任务，在一定程度上降低了学生写作的难度。
③ Group discussion. Get the students to exchange with their group members the information they have got. They can do so by giving a brief report and the group leader shall make some notes while listening.
简评：由于每位同学所掌握的信息是有不同的或者是有差异的，所以老师应该想方设法利用在每位学生之间产生的信息差(Information Gap)这一有效的教学资源，促使他们之间产生交流的愿望，达到真实交流(authentic communication)的目的。
④ Group report. Ask a few group leaders to give an account of what they have got in the discussion. Meanwhile, the teacher writes down on the blackboard what they might mention in their report, including the key points or some new words, and demonstrates some of the sentence patterns the students might use in their writing. The teacher also gets involved in their discussion, and helps them to get ready for the writing.
简评：本节课尽管是写作课，但是学生们的听、说、读、写的能力均得到了一定程度的锻炼，有关的词汇、句型和语法等语言知识也得到了复现和巩固；学生在浏览和阅读完报纸之后所掌握的信息，以及所交流的内容，还可以帮助我们了解我们所教的学生对于哪方面的东西感兴趣，这将有利于我们未来的教学；同时，小组之间的交流以及教师的介入(mediation)，如类似于有关信息的Brainstorming，在某种程度上也为学生在写作内容和方法上起搭起了一个脚手架(Scaffold)。

② Delivering instructions. Distribute the newspapers to students and ask them to apply proper reading skills such as skimming, scanning, getting the main idea by referring to the titles, pictures and illustrations, guessing the meanings of the new words according to the context or the formation of the words. Ask them to collect the information that they are interested in and make some notes to get ready for the writing.
简评：信息加工理论认为，Writing almost always involves reading; the two skills, the receptive and the productive, are interdependent. Generally speaking, the student who reads with ease and reads widely finds writing easier than the students who don’t read much or read with difficulty. It doesn’t necessarily follow that a good reader is good at writing, but most students find that, if they continue to practice reading, their writing improves。英语学习的过程是信息输入(Input)和输出(Output)的过程。要想提高学生的表达能力，没有大量的材料输入是不可能的；只有大量的输入才会有较高质量的输出。要让学生有话可说，有东西可写，就要给他们输入相关的材料，并帮他们掌握相关的写作技巧、方法以及写作要求，这不仅符合信息加工理论的基本原则，而且更加明确了学生写作的任务，在一定程度上降低了学生写作的难度。
③ Group discussion. Get the students to exchange with their group members the information they have got. They can do so by giving a brief report and the group leader shall make some notes while listening.
简评：由于每位同学所掌握的信息是有不同的或者是有差异的，所以老师应该想方设法利用在每位学生之间产生的信息差(Information Gap)这一有效的教学资源，促使他们之间产生交流的愿望，达到真实交流(authentic communication)的目的。
④ Group report. Ask a few group leaders to give an account of what they have got in the discussion. Meanwhile, the teacher writes down on the blackboard what they might mention in their report, including the key points or some new words, and demonstrates some of the sentence patterns the students might use in their writing. The teacher also gets involved in their discussion, and helps them to get ready for the writing.
简评：本节课尽管是写作课，但是学生们的听、说、读、写的能力均得到了一定程度的锻炼，有关的词汇、句型和语法等语言知识也得到了复现和巩固；学生在浏览和阅读完报纸之后所掌握的信息，以及所交流的内容，还可以帮助我们了解我们所教的学生对于哪方面的东西感兴趣，这将有利于我们未来的教学；同时，小组之间的交流以及教师的介入(mediation)，如类似于有关信息的Brainstorming，在某种程度上也为学生在写作内容和方法上起搭起了一个脚手架(Scaffold)。