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课题：北师大版《高中英语》必修一教材
Unit1 Lifestyle
教材分析
本单元为北师大版《高中英语》必修一Unit1，话题为Lifestyle，属于课标话题Interpersonal communication。这是一节写作课，主要话题是给自己的同学写一封介绍新学校的电子邮件。教材首先创设了一个给初中同学写邮件介绍自己新学校的写作情景，该情景贴合学生实际，有利于激发学生写作思路。其次，教材为学生提供了一封具体的邮件范本。首先从邮件内容来说，作者分别从学校设施、学校生活、授课形式，社团活动等方面展开介绍；从邮件的语言特点来说，范文多使用了非正式语言如缩写、连字符与口语化的词汇词组；最后由于这是一封邮件，范文也清晰地体现了邮件的基本格式，即包含收件人、问候、邮件主体、结束语四部分。除此以外，教材设计了language builder的练习，为其语言的丰富性搭建支架提供帮助。
邮件是一种常用的写作体裁，具有促进交往沟通、保持人际联系的社会功能。通过此课的学习，学生可以掌握邮件的基本格式并学会在合适的语境下使用非正式语言，用以描述自己的学校生活，同时，体会在学习生活中保持人际关系的重要性和重要手段。
学情分析
学生为一所普通中学高一年级的学生，英语基础良好，经过初中知识的铺垫能够对学校生活进行简单的介绍，但是学生对于邮件格式、非正式语言的特点和使用语境了解较少。同时本课的话题为学校生活，与学生现实体验紧密相关，符合学生较强的人际交往的意愿与需求，因此，情景的设置有利于激发学生的写作兴趣，但学生相关写作经验缺乏，缺少写作思路，需要教师在邮件格式、语言和写作思路等方面进行进一步引导激发。
教学内容
话题：学校生活与人际交往
策略：
1.通过brainstorming, mind mapping梳理写作要点
2.通过范文重构的方式内化邮件格式与语言使用
3.教学学生利用写作策略，如抓住重点，寻求思路；过渡自然，通顺流畅
4.创设生动的写作情景，激发写作兴趣
功能：社会交际功能，
教学目标
在本课学习结束时，学生能够：
1．初步感知范文的题材特点（个人邮件）和语言风格（非正式）
2. 获取与梳理范文当中体现的邮件写作要素，与非正式用语如缩写、破折号与口语化的词汇词组。
3. 通过brainstorming对所给话题进行要点创造
4. 利用思维导图整合写作要点，通过多样的句式完成邮件主体内容的组织衔接。
5. 完成家庭作业，即以邮件的形式与朋友就介绍新学校进行日常交流
教学重点
通过brainstorming在所给语境下引导学生挖掘创造写作素材；掌握邮件写作的格式与基本要素；区分正式与非正式用语的以进一步理解非正式用语的使用语境。
教学难点
掌握非正式用语的语言特点，感受其与正式用语的差异；利用思维导图的方式对于写作要点进行整合与创造，采用不同的句式呈现写作要点，增强文章表达的多样性。
Materials:
① All the sections in random order ② Only the main body of the email
③ A formal email
The teacher reminds students that they are new senior high school students before the class.
step Procedures Purpose of design Time (minutes)
Step 1 The teacher asked students: How do you feel about your new school Do you still keep in touch with your junior high school friends Ss will be familiar with the writing topic; pave the way for the next task—email writing. 2
Step 2 The teacher shows the writing task on slides: Write an email to one of your friends in junior high school to tell him/her about your new school T asks Ss to discuss in pairs: From what aspects can you introduce your new school to your friend Ss share in class; T writes on Blackboard. Through individual thinking, pair discussion and transpositional thinking, students will be inspired with some ideas. 5
Step 3 T ask: anything else lead Ss to change their way of thinking: What aspects do you want to know about an unfamiliar school/ about your friend’s school Ss share in class; T writes on the blackboard. Inspire more ideas from Ss. 3
Step 4 Ss read material ② and think about: (on PPT) From what aspects does the author write Ss share in class. T writes on Blackboard Through reading the material, students will get more ideas 4
Step 5 T shows the task on PPT: Select or come up with three aspects you want to tell your friend most. Help Ss decide the main aspects of their email body part 1
Step 6 T asks three student What aspect are you most interested in How would you introduce it to your friend Please give me 2-3 sentences of detailed information. T writes on Blackboard Further inspire more specific ideas from Ss. 4
Step 7 T shows the task on PPT: Write down at least 2-3 sentences for each aspect as specific expansion. Ss share in class Ss get their first draft about the body part of their personal email. 4
Step 8 T gives students material ① and shows the question on PPT: What is each section talking about Ss share in class; T show the labels on PPT. Ss will have a general understanding about the sections of a personal email 3
Step 9 T shows the task on ppt: Put these sections in order. Ss share in class Ss will have a general understanding about the whole structure of a personal email 2
Step 10 T shows the original email on slides T asks students Must we put the sections in this order Can any section of the email be omitted If so, why. T gives a summary: the order of a personal email isn’t fixed and “the reason to finish writing” can be omitted. (this is because it’s a personal email thus its language is informal.) Help Ss to think critically and understand some features of personal email and informal language. 5
Step 11 Ss compre material ③ and the email on page 34, and think about: What’s the main difference between the two emails on language formality. give your evidence. why is it written in this way . Ss share in group of 4. Ss share in class. Ss can have a better understanding of informal language. 6
Step 12 T makes a summary 1. the language in a personal email is usually informal, such as the use of dashes, exclamation points, contractions, informal words and phrase(直接把圈出来informal体现的Email放在ppt上); 2. what is the function of using informal language. Ss can have a better understanding of informal language and personal email 2
Step 13 Ss revise their own writings: Are your writings natural and close enough for an intimate friend (on ppt) Ss’ revision of the body part of their personal email 2
Step 14 T shows the whole email structure on slides. T give the homework: complete your writings according to the structure. Consolidation of the structure of personal email; prepare materials for the next class 2

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