【正文】 realistic role that serves to consolidate the processof in realistic environment can actively take part in the learning activitiesand have high interests in class, teachers can utilize the textbook, stories, pictures,photos, the internet resources and multimedia to create the In anchored instruction, the activity of teaching and learning is designed around ananchor which maybe a story or situation which includes issue or problems to be solved and isinteresting for CTGV regarded anchors as macrocontexts for subsequentinstruction and learning, and explained the goal of the design of anchors “was to createinteresting, realistic contexts that encouraged the active construction of knowledge anchors were stories rather than lectures and were designed to be explored bystudents and teachers.” The anchoring always refers to as the bonding of content within therealistic modules usually embed the information needed or hint as scaffolding, it makes the problem easier to writing class, providing an anchor withembedded information makes the writing process ’ Autonomous Learning In anchored instruction, learners are considered as active meaning constructors, and they can learn the process of writing, students are required to get thenecessary relevant information and take notes from the anchors thepreparation, they decide the writing content around the topic with the relevant informationfrom the anchors, utilize them to finish their writing the draft, the studentsshould be sure to express their ideas clearly to the reader, neglecting the language students were told the draft can be rough, just put their mind down to paper should leave blank lines or margin for readers to the teacher provideshints or information when the students finishing draft, the students are asked to reread their draft to evaluate and revisethe drafts, try their best to correct the errors of words, expressions, grammars and they still have questions in expression and about some detailed ,they will solve the questions in ’ Collaborative LearningIn anchored instruction, creating the environment of collaborative learning is one ofgoals of writing class, under the collaborative atmosphere, the students work in groupsto discuss the topics, share opinions, give suggestions, solve problems and help each , the interaction between learners is an important factor influencing on the learning can help students view the topic from multipleperspectives, arouse their writing interests, and enhance their writing partmainly includes group discussion and studying in group, the students show their written paper and discuss theirambiguity in writing with others in group member makes suggestions to this stage, the students’ role is shifted, from a writer to a experience hastwo good , students give support to other , students can learnfrom others: the good points, expressions and structures, also, it can develop the sense ofreader for evaluation, the students as a reader examines the writing in terms of thoughtsexpressed and the usage of language, offering opinions by pointing out what are good pointsand what still confuse to , they make suggestions and evaluation for thewriting’s students revise their written paper again by getting feedback from members should decide whether the feedback from others is valuable and make a ’ Response In anchored instruction, the teacher, as a facilitator or a guider, helps students realize that language is a munication tool to express and transfer making response to the students’ writing, the teacher should focus on the good expressions and points to praise students, and give mentions to typical errors, not teacher also should make response with questions helps the students to express thoughts more indicates the teacher is not authority but facilitator, helping students learning teacher’s encouraging or useful response can arouse students’ learning interest, motivate them and enhance confidence in the process of A Sample Lesson Teaching Material: New Senior English for China Student’s Book 1 Teaching Content: Unit 1 Friendship(writing part)Teaching Time: September 8th, Objectives: 1)to improve students’ writing performance。2)to improve students’ problem solving abilities。3)to cultivate students’ consciousness of autonomous learning。4)to develop students’ collaborative Procedure: Step One: Warming Up T: Good morning, this unit, we have learned friendship between Anne and her think everybody here has your own good can tell me the importance of the friendship? S1: My best friend often helps me with my : We always play basketball : Ok, well I will show you some pictures on the at them tell me what the pictures express and your ideas about : The pictures show about the importance of : Friends are important for not everyone is good at making to makefriends with others is also , it is our you received a letterfrom a pen pal named Xiao will show the letter on the Two: Prewriting During the process, the teacher asks the students to identify the problem Xiao Dong hasand take notes about the necessary information they need by themselves for a minute or : Today, we are going to write some advice for Xiao you know how to write aproposal letter? Now have a discussion on it in discussion, the teacher asks some students to answer the : First, presenting the problem。second, proposing solutions。third, Three: WhilewritingDraftingAfter the preparation, students begin to write the the draft, students should besure the problem Xiao Dong faces and what advice they want to give, then express can be rough, just put their ideas down to ’ Advice Samples:SelfevaluationAfter finishing the draft, students are asked to reread their draft and try their best toevaluate and correct the and PeerevaluationThen students study in groups, students present their writing to each other anddiscuss their ambiguity during the writing of group make suggestions toeach role of the student is shifted, from a wri