Unit 4 Meeting the Muse Developing ideas教案-2025-2026学年高中英语外研版选择性必修第一册

该教案聚焦邀请信写作核心知识点，以学校艺术节为情境，通过“规划者-学习者-写作者”角色递进搭建支架，从活动策划讨论到范文结构分析，再到提取句型应用，实现从输入到输出的连贯教学脉络。 特色在于任务型真实情境教学，学生在艺术节活动策划中激活兴趣，分析范文结构培养思维品质，小组合作撰写并互评提升语言应用能力，作业对接高考题，既助力学生提升写作实效，又为教师提供清晰可操作的教学流程。

Unit 4 Meeting the muse (Writing) A letter of invitation I. Analysis of English Curriculum Standard for Senior Secondary School This lesson aligns with the requirements of the General High School English Curriculum Standards (2017 Edition 2020 Revision), focusing on practical writing competence and contextual language application.Developing students’ ability to "use English to communicate effectively in real-life situations" by completing invitation letter writing for a specific scenario ----Art Festival II. Textbook Analysis This lesson is the writing section of Module 4 (Theme: Art and Culture) in Selective Compulsory 1. It inherits the thematic foundation laid by the reading passages and follows the "input-output" language learning logic. As a key practical genre in senior high school English, invitation letter writing not only consolidates theme-related vocabulary and sentence patterns but also enhances students’ ability to use English for written communication, which is highly relevant to college entrance examination requirements.Highlights "authentic contextual application" by requiring students to write based on specific art festival scenarios (school art festivals), reflecting "learning for use". III. Students Analysis Students are familiar with basic art festival activities but lack the ability to organize event details (time, place, content, significance) coherently in writing. Besides,they desire to apply English in real scenarios and receive timely feedback and revision suggestions. IV. Teaching Objectives By the end of class, Students will be able to: 1.Know more details about the invitation letter and some useful expressions. 2. Summarize the features of an invitation. 3. Write an invitation to an art festival. V. Key and Difficult Points 1. Key Points (1). Analyse the structure and details of the invitation letter. (2).Write an invitation . 2. Difficult Points （1）How to write an invitation . （2）How to use useful expressions from the passage into new competition.. VI. Teaching Methods 1.Task-based learning 2.communicative approach 3. cooperation-study method. VIII. Teaching Procedures (40 minutes) Steps Teacher’s activities Students’ activities Purpose Step 1: Lead in 1.The teacher show some pictures about art festival. 2.The teacher reads the objectives with students. 1.The students enjoy pictures and talk about them. 2.The students read the objectives together. To introduce what students will get in this class Step 2: As planners 1.The teacher introduces the roles of the class,and explains what they can do in different parts. 2. The teacher asks students to plan an art festival.what activities usually have in art festival ? Then lead in the topic. 3. The teacher asks students to read the invitation card to know more about details. 1. The students read and know what is the invitation. 2. As planners,the students discuss some usual activities in art festivals and write down them on cards then attach on the Art Festival Tree. 3.The students read and learn the invitation card ,including,organizer, activity theme, place,time... To arouse students’ interests in the class. Step 3: As learners 1. The teacher guides students to read the invitation from P62. 2. The teacher Analyse the details and structure of the invitation with students. 3. The teacher asks students to conclude sentence patterns. 4. The teacher asks students to translate some key sentences according to the text. 1.The students read , match the paragraphs with the points and master the structure of the text, knowing a formal invitation should be covered the following: Opening:(date,recipient recipient’s address) Greeting: Main body: Close: Signature: 2.The students read the Main body again and find out some expressions: Para.1： Sincerely invite: Time and place: Para.2: Activity1: Activity2: Para.3: Expectations: 3.The students translate some key sentences according to the passage. To turn what students have learned into practical output by letting them apply it in real tasks. Brainstorming and outlining help broaden their thinking, solve the problem of "having nothing to say," and ensure their writing is rich in content. Step 4: As writers 1.The teacher shows the task for students: “You are helping to prepare the coming 12.9 art festival in our school, Thinking about how to write the invitation”. 2.The teacher presents some else useful sentence for students to help them. 3.The teacher invites students to present their competitions in class,then asks students to appreciate them and give comments. 4.The teacher shows the model essay to students. Group Work: 1. Students discuss on how to write an invitation for the coming 12.9 art festival in groups . 2. Students read some useful sentences that may be needed in writing. 3. Students starts to write the invitation in groups . 4.Students present and appreciate each works in class and then give comments. 5.Students read the model essay together. By peer reviewing and teacher feedback, students' abilities to identify and solve problems are fostered, and the essay revision stage can effectively improve writing skills. Step 5: Summery and Homework 1.The teacher summery what learned in the class with students:the structure of invitation,some useful sentences. 2. Homework: (2022年高考全国Ⅰ卷） 假定你是校广播站英语节目“Talk and Talk”的负责人李华，请给外教Caroline写邮件邀请她做一次访谈。内容包括： 1. 节目介绍； 2. 访谈的时间和话题。 1. Students review summery following the teacher. 2. Students write down the homework and finish it after class. To consolidate what is learned in class and ensure the continuity of learning outcomes Blackboard design 主板书 副板书 Writing an invitation Para.1: Sincerely invite: Time and place: Para.2: Activity1: Activity2: Para.3 :Expectations: welcome address awards ceremony artworks show 学科网（北京）股份有限公司 $