Unit 1 Relationships Writing Workshop 教学设计 -2026-2027学年高中英语北师大版（2019）选择性必修第一册

该高中英语教学设计聚焦正式邀请函写作，涵盖五段结构（目的、背景、责任、请求、结尾）及核心正式表达（如on behalf of）。通过问题驱动导入（定义与写作方法）结合真实情境（邀请外教担任评委），引导学生讨论内容要素与语言风格，构建结构与语言学习支架。 其特色在于融合语言能力与思维品质培养，通过范文分析引导学生逻辑解构语篇功能，Sentence Builder提供句型支架助力表达迁移，过程写作法（计划-起草-编辑-分享）搭配同伴互评清单提升自主修改能力。跨文化正式语域教学强化文化意识，帮助学生精准运用礼貌策略，为教师提供清晰流程与评价工具，有效提升写作教学效率。

Unit 1 Writing Workshop 1、 教学基本信息 项目 内容 课题 北师大版（2019）高中英语选择性必修第一册 Unit 1 Relationships Writing Workshop 课时 1课时 授课年级 高二年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students can master formal expressions (e.g., on behalf of, be responsible for, would you have time to, I sincerely hope) and the standard five-paragraph structure of an invitation letter or email. 2. Thinking Quality Students can analyze text structure logically, evaluate writing quality using peer-editing criteria, and make reasoned decisions about register, tone, and content selection for formal correspondence. 3. Learning Ability Students can use outlining and sentence builders as scaffolds to draft and revise formal emails independently, applying the writing process (plan, draft, edit, share) effectively. 4. Cultural Awareness Students can understand and apply appropriate politeness strategies and formal register in cross-cultural communication, recognizing how cultural norms shape the conventions of formal invitation writing. （二）Teaching points 1. Teaching key points Students are expected to grasp the five-paragraph structure and core formal phrases of an invitation letter (purpose, background, responsibility, request, ending), and understand how each paragraph functions within the overall communicative purpose. 2. Teaching difficult points Students may find it challenging to accurately use formal language to convey respect and clarity while maintaining a warm, relationship-oriented tone, and to self-evaluate and peer-edit their writing using the provided criteria effectively. 三、教学准备 Multimedia classroom equipment, printed handouts of the model invitation email, Sentence Builder reference cards, Writing Help guides, peer-editing checklists, and sample invitation letters for analysis. 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Step 1 Lead-in The teacher introduces the topic of invitation letters by asking two questions: (1) What is an invitation? (2) How to write an invitation letter? The teacher explains that an invitation is a written or spoken request to come somewhere or do something, and that a formal invitation letter may use either the third person or first person "we" with the place and date spelt out. The teacher emphasizes that the wording and tone should be formal rather than conversational. Students discuss the definition and characteristics of invitation letters, share their prior knowledge about invitation writing, and take notes on the key features of formal invitations (register, tone, structure). 通过问题驱动的概念导入，帮助学生明确邀请函的定义和正式写作的基本要求，为后续写作活动奠定认知基础，引导学生关注语域和语气的正式性。 Step 2 Pre-writing (Get Ready) The teacher presents a writing scenario: students are going to organize an English Drama Competition or English Poem Recitation and need to write an email to invite their foreign teacher to be a judge. The teacher asks students to discuss with their partner: (1) What type of information will you include in your invitation email? (2) What language style will you use, formal or informal? The teacher confirms that the style should be formal and lists information types: purpose, time, place, background, rules, expectations, special instructions, greetings. Students discuss the writing scenario in pairs, identify the types of information needed in the invitation email, and confirm that formal language style is appropriate. Students brainstorm content elements and organize them logically before drafting. 通过真实写作情境创设和双人讨论，激发学生的写作动机，帮助学生在动笔前进行内容规划和语言风格选择，培养写作前的计划能力，降低写作认知负荷。 Step 3 While-writing (Model Analysis) The teacher presents a model email from Zhao Zheng (President of the Student Union) to Mr Jenson and asks students to identify: (1) What types of information have been included? (explanation of requirement/responsibility, purpose for writing, current request/expectation, ending the email, background information of the event). The teacher then asks students to analyze what has been said specifically in each aspect and maps the content to five paragraphs with key phrases: Para 1 (I am writing on behalf of...), Para 2 (two rounds of competition), Para 3 (you would be responsible for...), Para 4 (Would you have time to...), Para 5 (I sincerely hope you can come). Students read the model email, identify the five types of information included, and analyze the specific content of each paragraph. Students map paragraph structure to communicative functions, noting key formal expressions and their placement within the letter structure. 通过范文分析，帮助学生理解邀请函的五段结构和每段的功能，培养语篇分析能力；提取关键正式表达，为学生的独立写作提供语言支架和结构参照。 Step 4 While-writing (Sentence Builder) The teacher presents the Sentence Builder with formal expressions: "I am writing on behalf of the school's Student Union," "You would be responsible for listening to all the speeches," "Would you have time to attend a short meeting?" "I sincerely hope you can come," "If you have any questions, please do let me know." The teacher asks students to write 2-3 sentences for their invitation email using the Sentence Builder, then demonstrates how to combine them into a cohesive paragraph. Students use the Sentence Builder to draft 2-3 sentences for their own invitation email, adapting the formal expressions to their specific scenario. Students share their sentences with partners and receive feedback on accuracy and appropriateness of formal register. 通过Sentence Builder提供句型支架，帮助学生将正式表达迁移到自己的写作情境中，降低写作难度；同伴反馈促进语言准确性和语域得体性的提升。 Step 5 While-writing (Outlining & Drafting) The teacher asks students to complete the outline of their invitation based on the model analysis, including: Explanation of requirements/responsibility, Purpose of writing, Current requests/expectation, Background information of the event, and Ending the email. The teacher then asks students to use their outline, useful expressions, and the Writing Help to write their first draft. Students complete a structured outline for their invitation email, organizing content into five functional sections. Students write their first draft independently, incorporating formal expressions, appropriate paragraph structure, and content specific to their chosen scenario (Drama Competition or Poem Recitation). 通过提纲写作和独立起草，引导学生运用过程写作法（计划-起草），培养结构化写作能力和自主写作习惯；Writing Help提供持续支架，确保写作过程的顺利进行。 Step 6 Post-writing (Edit & Share) The teacher organizes peer editing in pairs and provides a checklist: (1) Does the writer clearly state the reason for writing? (2) Does the writer clearly explain what they want the person to do? (3) Does the writer use formal language? (4) Is the letter written in the first person? The teacher also presents a sample complete invitation letter (Music Festival invitation from Li Hua to Allen) for reference and asks students to share their writing in class. Students edit each other's emails in pairs using the provided checklist, providing constructive feedback on content clarity, formal language use, and structural completeness. Students revise their drafts based on peer feedback and share their final versions with the class. 通过同伴互评和修改，培养学生的批判性评价能力和写作反思意识；评价清单提供明确的修改标准，帮助学生提升写作质量；课堂分享增强写作的读者意识和成就感。 Step 7 Language Points The teacher presents two core language points: (1) on behalf of — meaning "representing" or "for the benefit of," with examples showing both representative and beneficiary uses; (2) take up — with multiple meanings (occupy time/space, start doing, begin a duty, continue, accept a challenge), presented in a table with typical contexts. The teacher provides contextual examples related to the invitation letter theme. Students take notes on the two core language points, their meanings, and usage patterns. Students analyze example sentences, distinguish between different meanings of "take up," and create their own sentences using the target expressions in formal correspondence contexts. 通过系统讲解核心语言点的多义用法和搭配，结合邀请函主题创设语境例句，帮助学生建立精准的语言知识网络，促进语言知识的深度理解和迁移运用。 Step 8 Exercise The teacher distributes a gap-filling exercise with four sentences about invitation and event scenarios, requiring students to fill in appropriate forms of the target expressions (on behalf of, take up). The teacher reviews answers and addresses common errors. Students complete the four gap-filling items: (1) on behalf of; (2) taking up; (3) take up; (4) On behalf of. Students check answers, identify mistakes, and ask questions about uncertain items. 通过语境化填空练习，检测学生对核心表达的掌握情况，促进语言知识的内化和迁移，教师及时反馈确保语言学习的有效性。 Step 9 Homework The teacher assigns homework: (1) Prepare for the next lesson; (2) Write a complete invitation letter. Students note down the homework requirements and ask clarifying questions if needed. 通过独立完成完整邀请函的作业，将课堂所学的结构和表达迁移到综合写作实践中，巩固写作技能，培养自主写作能力。 五、板书设计 Unit 1 Relationships — Writing Workshop Key Expressions: on behalf of, take up Five-Paragraph Structure: Para 1: Purpose (I am writing on behalf of...) Para 2: Background (two rounds of competition) Para 3: Responsibility (You would be responsible for...) Para 4: Request (Would you have time to...) Para 5: Ending (I sincerely hope you can come) Writing Process: Plan → Draft → Edit → Share 六、教学评价与反思 （一）教学评价 本节课通过范文分析、Sentence Builder支架和过程写作法，有效指导了邀请函的写作。大部分学生能够掌握五段结构并运用正式表达完成初稿。同伴互评环节参与度高，学生能够依据评价清单提出有针对性的修改建议。部分学生在正式语域的把握上仍有不足，个别表达偏口语化。take up的多义用法练习正确率约80%，需要进一步巩固。建议在后续课程中增加更多正式写作的对比练习。 （二）教学反思 本节课以真实写作情境（邀请外教担任评委）为驱动，学生的写作动机较强。范文分析环节设计合理，帮助学生有效提取了结构和语言支架。Sentence Builder的运用降低了写作门槛，多数学生能够顺利完成初稿。同伴互评环节效果良好，但在引导学生提供深度反馈方面仍有提升空间。整体教学目标基本达成，但部分学生的时间管理能力需要关注，个别学生未能按时完成初稿。 学科网（北京）股份有限公司 $