Unit 1 Life Choices-Writing Workshop 教案-2025-2026学年高中英语北师大版必修第一册

Unit 1 Life Choices-Writing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master the structure and informal language features of personal emails, and use basic sentence structures and topic-related vocabulary to express their feelings and experiences of senior high school life accurately. Thinking Quality: Guide students to compare the differences between junior and senior high school life, cultivate their ability to sort out ideas and express views logically, and develop critical and reflective thinking. Cultural Awareness: Help students understand the social function and emotional value of personal emails in cross-cultural communication, and respect the differences in communication styles between different cultures. Learning Ability: Cultivate students' abilities of autonomous learning, cooperative inquiry and peer evaluation, so that they can actively master writing skills and form good learning habits. 2. 教学重难点 Key Points: Master the five elements of informal personal emails (subject line, greeting, body, closing, signature); identify and use informal language features (contractions, colloquial phrases, exclamation marks); use basic sentence structures and topic-related vocabulary to describe senior high school life. Difficult Points: Express emotions naturally and appropriately in emails; organize content logically from multiple angles (courses, classmates, activities); avoid confusion between formal and informal email styles and reduce grammatical errors. 教学过程 Lead-in: Activate Background and Arouse Interest The teacher starts the class with a question-and-answer activity: “Are you still in touch with your junior high school classmates? How do you usually keep in touch with them? Through WeChat, phone calls or emails?” After inviting 2-3 students to share their experiences, the teacher continues: “When you enter senior high school, you meet new classmates, learn new courses and have new life experiences. Do you want to share these with your old friends? Writing an email is a warm and sincere way to communicate.” Then, the teacher shows a picture of a student writing an email and presents a short email sample on the screen, which is an informal email from a senior high school student to his junior high school friend, briefly sharing his new school life. The teacher asks students to read the sample quickly and answer two simple questions: “Who writes the email? What does the writer mainly talk about in the email?” Design Intention: This link is closely combined with the students’ real life. By asking questions related to keeping in touch with old friends, it can quickly activate the students’ background knowledge and emotional resonance, making them realize the practical significance of email writing. The short email sample is simple and easy to understand, which can help students initially perceive the form and content of informal emails, lay a foundation for the subsequent in-depth learning, and arouse their interest in writing and participation in the class. Pre-Writing: Lay a Foundation for Writing Analyze the Email Sample and Master the Structure The teacher distributes the printed email sample (the one shown in the lead-in link, which is the email from Wang Ying to Fang Lan in the textbook) to each student, and guides students to read the sample carefully. Then, the teacher organizes a group discussion activity: “Work in groups of 4. Read the email carefully and discuss the following questions: ① What parts does the email consist of? ② What is the content of each part? ③ What is the tone of the email? Is it formal or informal?” After 5 minutes of group discussion, each group sends a representative to share their discussion results. The teacher summarizes and sorts out the students’ answers, and clearly explains the five core elements of informal personal emails on the blackboard or PPT: Subject line (clear and concise, indicating the main content of the email), Greeting (polite and intimate, such as “Dear Fang Lan,”), Body (the core part, which can be divided into several paragraphs to introduce specific content), Closing (warm and sincere, such as “Looking forward to your reply,”), Signature (the writer’s name, such as “Yours, Wang Ying”). At the same time, the teacher guides students to find the characteristics of the body part: the writer first asks about the friend’s recent situation, then shares his own senior high school life (courses, classmates, activities), and finally expresses his expectation of keeping in touch. The teacher emphasizes: “When writing an email to a friend, the body part should be logical and coherent, and the content should be true and sincere, which can make the friend feel your care and enthusiasm.” Design Intention: Through group discussion and teacher’s summary, students can actively explore the structure of informal emails, which is more conducive to their understanding and memory than passive acceptance of knowledge. Combining the textbook sample, it is closely connected with the teaching content, enabling students to clearly grasp the five elements of emails and the logical structure of the body part, laying a solid foundation for the subsequent outline design and writing practice. Focus on Language and Accumulate Expressions On the basis of analyzing the email structure, the teacher guides students to focus on the language features of the sample. First, the teacher asks students to circle the contractions (such as “don’t,” “I’m,” “we’ll”), colloquial phrases (such as “well,” “by the way,” “sort of”) and punctuation marks (exclamation marks, dashes) in the sample, and explains: “These are the typical features of informal emails. Using these expressions can make the email more intimate and natural, just like talking to a friend face to face.” Then, the teacher lists the topic-related vocabulary and sentence patterns in the sample on the PPT, such as vocabulary (adapt to, differ from, stressful, exciting, confident, opportunity, community), and sentence patterns (There is...; I feel...; I’m glad that...; It’s interesting to...; I look forward to...). The teacher leads students to read these words and sentences aloud, and asks them to make 1-2 sentences with each sentence pattern combined with their own senior high school life, so as to consolidate their memory and application. In addition, the teacher reminds students to pay attention to the correct use of tenses: when describing the current senior high school life, use the present tense; when recalling the junior high school life or the process of adapting to senior high school, use the past tense. At the same time, the teacher gives some common grammatical mistakes that students may make (such as subject-verb agreement, incorrect use of prepositions) and corrects them with examples, helping students avoid similar mistakes in writing. Design Intention: Language accumulation is the basis of writing. This link focuses on the informal language features of emails, and helps students master the vocabulary and sentence patterns related to the theme of “senior high school life” through reading aloud, sentence making and error correction. It not only improves students’ language application ability, but also helps them avoid common mistakes in writing, laying a good language foundation for the subsequent writing practice. Guide to Brainstorm and Design the Outline The teacher puts forward the writing task: “Write an email to your junior high school friend, sharing your senior high school life, including your feelings about senior high school, the differences between senior high school and junior high school, your study and life, and your expectations for the future.” Then, the teacher guides students to brainstorm: “Think about what you want to share with your old friends. You can think from the following aspects: ① Your overall feeling about senior high school (exciting, challenging, interesting, etc.); ② The differences between senior high school and junior high school (courses, teachers, classmates, school activities, etc.); ③ Your study situation (favorite courses, learning difficulties, learning methods, etc.); ④ Your school life (extracurricular activities, clubs, campus facilities, etc.); ⑤ Your feelings about missing old friends and your expectations for keeping in touch.” After brainstorming, the teacher distributes an outline template to each student, which includes the five elements of the email and the key points of the body part. The teacher guides students to fill in the outline according to their own ideas: first, determine the subject line (such as “My Interesting Senior High School Life” or “Sharing My New School Life with You”); then, design the greeting and closing; finally, sort out the brainstormed content, divide it into 2-3 paragraphs, and fill it into the body part of the outline, ensuring that the content is logical and coherent. During this process, the teacher walks around the classroom, answers students’ questions in time, and guides students who have no ideas to sort out their thoughts, helping them complete the outline design. Design Intention: Brainstorming can help students open their minds and enrich their writing content, avoiding the problem of “having nothing to write.” The outline template provides a scaffold for students, helping them sort out their ideas and organize their content logically, which can effectively improve the coherence and fluency of their writing. The teacher’s individual guidance can take care of students with different levels of writing ability, ensuring that every student can complete the outline design and lay a foundation for the subsequent drafting. While-Writing: Conduct Writing Practice and Provide Guidance On the basis of completing the outline, the teacher asks students to start drafting the email independently. The teacher puts forward the writing requirements on the PPT: ① Complete the five elements of the email, with a clear structure and coherent content; ② Use the learned vocabulary, sentence patterns and informal language features to ensure accurate and natural expression; ③ Express true feelings, combined with their own real senior high school life experience; ④ Avoid grammatical, spelling and punctuation mistakes; ⑤ The content is rich and specific, not too simple. During the drafting process, the teacher walks around the classroom to observe students’ writing situation, and provides targeted guidance according to students’ different problems. For students who have difficulty in expressing, the teacher reminds them to use the learned sentence patterns and vocabulary, and helps them organize their language; for students who make more grammatical mistakes, the teacher points out the mistakes and guides them to correct them; for students who have a single content, the teacher prompts them to add more details (such as specific examples of extracurricular activities, their own feelings about a certain course, etc.). At the same time, the teacher encourages students to write boldly, not to be afraid of making mistakes, and to express their true feelings and experiences. In addition, the teacher selects 1-2 students who have difficulties in writing to give individual guidance, understands their confusion, and helps them solve problems in the writing process. For students who write quickly and well, the teacher encourages them to enrich the content and use more flexible language to improve the quality of their writing. Design Intention: Independent drafting is the key link of writing practice, which can help students integrate the learned knowledge and apply it to practice. The clear writing requirements can guide students to write in the right direction, avoiding the problem of “writing randomly.” The teacher’s targeted guidance and individual help can take care of students with different levels, ensure that every student can participate in the writing practice, and improve their writing ability in practice. Encouraging students to write boldly can help them overcome their fear of writing and enhance their confidence in English writing. Post-Writing: Conduct Evaluation and Revision to Improve Writing Quality Peer Evaluation After students complete the first draft, the teacher organizes a peer evaluation activity. Students are divided into groups of 4, and each student reads his own email to the group members. Then, according to the evaluation criteria formulated by the teacher (printed and distributed to each student), group members evaluate each other’s emails. The evaluation criteria include: ① Whether the five elements of the email are complete; ② Whether the content is logical and coherent, and whether the feelings are true; ③ Whether the informal language features are used correctly; ④ Whether the vocabulary and sentence patterns are used accurately; ⑤ Whether there are grammatical, spelling and punctuation mistakes. Each group member puts forward 2-3 advantages and 1-2 suggestions for improvement, and fills in the peer evaluation form. After the group evaluation, each student listens to the opinions of group members carefully and takes notes. The teacher walks around each group to guide the peer evaluation, reminds students to evaluate objectively and fairly, focus on the key points of the evaluation criteria, and avoid being too perfunctory. For groups that do not know how to evaluate, the teacher gives examples to guide them to put forward targeted opinions and suggestions. Design Intention: Peer evaluation can not only help students find their own problems in writing, but also improve their ability of observation, analysis and evaluation. By reading the emails of other students, students can learn from each other’s advantages, broaden their writing ideas, and at the same time, enhance their sense of participation and cooperation. The clear evaluation criteria can guide students to evaluate in a targeted way, ensuring the effectiveness of peer evaluation. Teacher Evaluation and Demonstration Revision After the peer evaluation, the teacher collects some representative emails (including excellent emails and emails with common problems) and displays them on the screen (protecting students’ privacy, not displaying names). For excellent emails, the teacher reads them aloud, analyzes their advantages (such as complete structure, accurate language, true feelings, flexible use of informal expressions), and encourages other students to learn from them. For emails with common problems (such as incomplete email elements, incoherent content, incorrect use of language, more grammatical mistakes), the teacher leads all students to analyze the problems together, and demonstrates how to revise them, guiding students to master the revision methods. For example, if a student’s email lacks a subject line, the teacher reminds him to add a clear and concise subject line; if a student’s content is incoherent, the teacher guides him to adjust the order of paragraphs and add transition words (such as besides, however, in addition) to make the content more coherent; if a student uses formal language in the email, the teacher guides him to replace it with informal expressions (such as replacing “do not” with “don’t,” “I am” with “I’m”). At the same time, the teacher summarizes the common problems in students’ writing and the corresponding revision methods, helping students avoid similar problems in the future. Design Intention: Teacher evaluation and demonstration revision can help students further clarify their own problems in writing, master scientific revision methods, and improve the quality of their writing. By displaying excellent emails, it can set an example for students, stimulate their enthusiasm for writing, and enhance their confidence in writing. By analyzing common problems, it can help students avoid making the same mistakes, and improve their writing ability in a targeted way. Individual Revision and Final Draft Submission After the teacher’s demonstration revision and group peer evaluation, the teacher asks students to revise their own emails according to the opinions and suggestions put forward by group members and the teacher. During the revision process, students can ask the teacher or group members for help if they have any questions. The teacher continues to walk around the classroom to provide guidance, ensuring that each student can revise their emails seriously and improve the quality of their writing. After students complete the revision, they submit the final draft to the teacher. The teacher checks the final draft one by one, records the common problems of students, and prepares targeted comments and guidance for each student, which will be fed back to students in the next class. For students who have made great progress in writing, the teacher gives affirmation and encouragement; for students who still have many problems, the teacher arranges individual communication to help them find the reasons and put forward improvement suggestions. Design Intention: Individual revision is the key link to improve students’ writing quality. Through revision, students can further consolidate the learned writing skills, correct their own mistakes, and improve their writing ability. The teacher’s careful review and feedback can help students understand their own advantages and disadvantages in writing, and provide direction for their future writing improvement. Encouraging students to ask for help actively can cultivate their ability of cooperative learning and autonomous learning. Summary and Extension: Consolidate and Expand At the end of the class, the teacher summarizes the content of this lesson: “In this class, we have learned the structure and informal language features of personal emails, accumulated the vocabulary and sentence patterns related to senior high school life, completed the outline design and writing practice, and improved our writing ability through peer evaluation and revision. Writing an email to a friend is a warm way of communication, which can help us keep in touch with old friends and share our life experiences.” Then, the teacher puts forward the after-class extension task: ① Send the email written in this class to your junior high school friend (if possible), and record the friend’s reply; ② Collect 3-5 more informal email samples, read them carefully, and summarize their language features and writing skills; ③ Write a short email to your parents, sharing your senior high school life and feelings, and practice the writing skills learned in this class. Design Intention: The summary of the lesson can help students sort out the knowledge and skills learned in this class, consolidate the learning results, and form a systematic understanding. The after-class extension task connects the classroom learning with real life, which can further consolidate the writing skills learned by students, expand their learning scope, and improve their ability of language application. At the same time, it can also cultivate students’ ability of autonomous learning and make them realize the practical value of English writing. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $