Unit 1 单元整体教学设计-读写课(第4课时)

Unit1\t"/books/bsd/yingyu/gzbxd1c/_blank"WritingWorkshopAPersonalEmail教学内容分析本单元的主题围绕“人生选择”展开，本课是读写结合课，学生要在完成阅读语篇的学习后，模仿范文写一封非正式的个人电子邮件。What：本课教学内容选自北师大版高中英语教材必修一第一单元Lifechoice的Writingworkshop板块中Readingforwriting部分，主要任务为个人电子邮件的写作。主题语境为“人与自我”，旨在让学生以积极的心态迎接高中生活，丰富自我。写作范文是WangYing写给FangLan的一封电子邮件。他在邮件中向FangLan介绍了自己在新学校的校园生活。Why：写作范文通过介绍在新校园里的生活，引导学生以积极的心态迎接高中生活，发现高中生活和以往生活的不同之处，积极尝试新生活带来的各种机会以丰富自我，成为“newme”。How：写作范文是一篇介绍新学校生活的个人电子邮件，属于应用文的语篇类型，除了招呼、祝福和落款之外，正文可分为开头、主体和结尾三个部分。开头部分问候收件人，起到寒暄作用；主体部分叙述了写件人在新学校的生活，并抒发写件人对新学校的感想；结尾部分交代结束写信的原因，并期待收件人的来信。此外，电子邮件还特有一栏标题栏，包括写件人、收件人的地址和主题。该文结构清晰，语言简洁，内容明确，适合学生学习和模仿。就文章结构来看，该文包含了电子邮件的必要组成部分，包括标题栏（写件人、收件人、主题）、招呼、正文（开头、主体、结尾）、祝福和落款，为学生的写作提供了一个可模仿的框架。就内容来看，文章话题为介绍在新学校的生活，由于学生初入高中，这一文章较为贴合他们的现实生活。就语言来看，考虑到该文是写给老朋友的，因此本文在语体上采用非正式语体，有很多缩略形式，选用的字词和词组也较为简单。此外，这封电子邮件在写作时使用了一些特殊标点，如感叹号和破折号，起到了加强情感和引起悬念的效果。学情分析本课学生来自某普通高中高一年级，他们初入高中，对新学校有较强的兴趣和新鲜感，且对新校园生活已经具备初步的了解和体验，这为他们在写作中介绍自己的新校园生活提供了有利条件。此外，经过初中阶段的英语学习，他们已有了一定的应用文写作基础以及基本的语言能力。但是，由于电子邮件的格式较普通文章来说更为复杂，很多学生不熟悉其格式，并且缺乏“根据与收件人的亲密程度来选择正式语体或非正式语体”的意识，对相关写作技巧的使用尚不熟练，不能独立完成一封高质量的电子邮件写作。教学目标学生能够基于写作目的和要求，分析并掌握电子邮件的格式。学生能够确定描述和评价新校园生活的角度以及具体内容。学生能够根据对交际对象情感距离的感知选择合适的语体，通过缩约形式和简单、口语化字词的选择表现相应的语体特征。学生能够理解一些特殊标点（感叹号、破折号）的作用，并在作文中进行运用。学生能够以积极的心态迎接新校园，积极把握机会丰富自我。学生能借助评价核查表监控写作过程，并对写作结果进行自我评价和同伴评价。教学重难点如何指导学生提取邮件的结构。（重点）如何指导学生分析邮件应有的语体特征，并通过缩略形式和简单、口语化字词的选择表现出来。（重难点）如何指导学生分析特殊标点的作用并加以运用。（难点）如何指导学生运用所学结构、介绍角度和写作技巧，写一封私人电子邮件。（重难点）教学思路本节课以人生选择为话题，运用“三段七步”读思写整合教学模式，从读、写两个角度为学生搭建结构、语言、内容、技巧四种类型的支架，以保证学生顺利完成本课写作任务——写一封“介绍新校园”的电子邮件。第一阶段为“读”的阶段，包括三个教学步骤：首先通过PPT云游校园，引入话题，创设情境，提出本课写作任务。随后进行目标阅读，通过追问引导学生分析、提取倡议信的结构，并从内容上归纳介绍校园的角度。最后学生回顾知识，对所学知识进行巩固。第二阶段为“思”的阶段，聚焦在邮件的body部分，要求学生讨论思考自己将从哪些角度介绍和评价校园，完成独立写作的构思。第三阶段为“写”的阶段，包括三个教学步骤：首先通过句子对比，引导学生思考特殊标点的作用、私人邮件的语体特征及其表现形式，并通过句子改写让学生进行练习。随后学生运用所学知识独立完成本课的写作任务，并利用评价核查表监控、评价自己的写作。最后教师带领全班同学根据评价核查表评改习作，为课后学生间的互评起到示范作用。教学过程步骤一：写前导入（4min）Takea“trip”aroundtheschoolonPPTandtalkaboutstudents’lifeinthenewschool.●教学问题：Howisyourlifeinthisnewschool?●课堂实录：T:Youhavebeenhereforsometime.Sonowdoyouknowourschoolwell?(Ss:Yes.)T:Really?MaybewecantakeatriparoundourschoolwiththeboyinPPTtocheck.Eachtimewearriveataplace,pleasetellmewhereitisandifthereissomethinginterestingorspecialaboutit.Ok.Herewego.【PlayPPTandshowpicturesoftheseniorschool.】T:Whereisit?(S1:Playground.)T:Anythinginterestingorspecial?(S1:It’smuchbiggerthanthatinjuniorschool.Irunthereeveryday.)T:Isee,youarelivingahealthylife.Nextone.Whereisit?(S2:Square.ManyclubsholdlotsofactivitiesthereandIwanttojointhem.)T:Whichclubwouldyouliketochoose?(S2:Thescienceclub.)T:Oh,maybeyoulikedoingexperiments?Thenhowaboutthisone?(S3:Library.Therearenotonlymanybooks,butalsocomputersforustosearchinformationonline.)T:Booksandcomputers.Ok.Itseemsthatyouaresatisfiedwithourschool,right?Sowouldyouliketointroduceittoyouroldfriends?(Ss:Yes.)T:Great.Thisisourwritingtasktoday--writeanemailtointroduceournewschooltoajuniorschoolclassmate.Butbeforethat,let’sseehowtowriteanemailtointroduceourschooltooldfriends.●设计说明：结合PPT给出的情景，让学生就主题语境分享已知，讨论自己的新生活，激活话题背景知识，随后布置写作任务，激发学生的阅读和写作动机。步骤二：目标阅读（8min）Readthepassagetoextractthestructureandcontent.●教学问题：What’sthestructureofthisemail?Howcanweintroduceourschool?●课堂实录：【Showthepassage.】T:Doyouseethefirstthreelines?Whowrotetheemail?Whoistheemailwrittento?(S4:WangYingwrotetheemailandit’swrittentoFangLan.)T:Yes.Sothesetwolinestellustheaddress.Andwhat’sthethirdlineabout?(Ss:Aboutsubject.)T:Right.Subjectisaspecialelementofemail.Sowhenyouwriteanemail,pleasedon’tforgettofillinthesubjectline.Wecanseethesubjectofthisemailis“Hellofromanoldfriend”.Canyouguesswhattheemailmaybeabout?(S5:MaybeWangYingwrotetheemailtohisoldfriendtosharehisrecentlife.)T:Goodidea.Nowpleasereadrestofthepassagetochecktheguess.T:Timeisup.Afterreading,doyouagreewithS5’sanswerbefore?(Ss:Yes.)T:Soasubjectshouldbeclearandsimpleenoughtoletreadersknowwhatthepassageisabout.Nowwecanmovetothetext.Thefirstline“HiWangFang”.It’sakindof?(Ss:Greeting.)T:Yes.Andwhataboutthelasttwolines?(Ss:Wishandsignature.)T:Great.Now,let’slookatthemiddlepart.Howmanypartscanwedivideitinto?(Ss:Three.)T:Wonderful.Threeparts.Thebeginning,bodyandending.Thefirstpartisabout?(S6:AskinghowFangLanisdoingrecently.)T:Yes.Askingquestionsabouttheotherperson.Howdoyouknow?(S6:Becausehewrote“How’syourlifeinCanada?”.)T:Goodjob.Sowecanaskone’snewsbysaying“How’syourlife...?”Thenhowaboutthebodypart?(S7:IttalksaboutWangYing’slifeinnewschool.)T:Yes.Wewriteourownlifeinthebodypart.Andtheending?(S8:It’saboutwhyWangYingfinishedhiswriting.)T:Thereasonstofinishwriting.Preparingforthepresentationisanappropriatereason.Doyouthinkso?Andhealsoexpresseshisexpectationofareplybysaying“Ilookforwardtohearingallaboutwhat’shappeningwithyousoon.”OK.Thisisthestructureofanemail.Justnow,wesaythebodypartisaboutWangYing’sownlife.Whatdidhementionabouthisschoollife?Forexample,“It’smuchbiggerthanmyjuniorsecondaryschoolandthere’sahugegym!”mentionsthebuilding,right?Whatabouttheothers?(S9:Italsomentionsclassmate,classandclub.)T:Yes.Differentkindsofclasses,lotsofclubs.JustlikeWangYing,wecanintroduceournewschoolfromthesepoints.Gotit?Besides,doyouseethathealsoshowshisfeelingsaboutseniorschool?That’sagoodwaytodrawaconclusion.●设计说明：这一活动旨在帮助学生分析文本的语篇结构、梳理文本的内容意义。学生在教师的引导下对范文进行解构与整合，对主体部分进行分析、概括，提取倡议信的写作框架，归纳介绍校园生活时入手的角度，为后续完成写作任务做好结构和内容上的准备。步骤三：思路探究（2min）Reviewandsummarizethewritingstructureandcontent.●教学问题：Howtowriteanemailtointroduceyourschool?●课堂实录：T:Nowlet’sconcludehowtowriteanemail.Here’sanincompleteemail.Pleasereviewwhatwehavelearnedjustnowandthinkabouttheanswer.T:OK.Let’scheck.Atthetopofanemail,there’sthewriter’saddress,receiver’saddress,and?(Ss:Subject.)T:Yes.Subject.Then,wehavegreeting.Inthebeginning,whatshouldwewrite?(Ss:Questionsabouttheotherperson.)T:Right.Theninthebodypart,thereshouldbe?(Ss:Informationaboutone’sownlife.)T:Goodjob,one’sownlife.Ifwewanttointroduceschoollife,wecantalkaboutitfromthebuildings,classmates,class,clubsandsoon.Lastintheendingpart,wewrite?(Ss:Reasonstofinishwriting.)T:Great.Andwelettheotherpersonknowwearelookingforwardtohisreply.Finally,wehavewishesandsignature.●设计说明：这一活动旨在帮助学生梳理阅读文本的写作思路，从结构和内容上为学生后续模仿写作奠定基础。步骤四：写作构思（5min）●教学问题：Discussaboutspecificcontentsofthewritingtask(focusonbody).●课堂实录：T:Doyoustillrememberourwritingtasktoday?Wearegoingtointroduceournewschooltoajuniorschoolclassmate.Nowpleaseworkingroupsanddiscussthebodypart.Shareyourideasabouthowyouplantointroduceyournewschool.Youcanthinkaboutbuildings,classmates,after-schoolactivitiesorsomethingelse.Don’tforgetyourfeeling!Threeminutes.T:Timeisup.Thisgroup,wouldyouliketoshareyourideaswithus?(S10:Wewanttointroduceourschoolfrombuildings,classmatesandclubs.Ourschoolismuchlargerthanmyjuniorschool.AndIlikethedininghallbest,becausethefoodhereisdeliciousandcheap.EverydayIcanenjoydifferentkindsofhealthyfood.HereIalsomeetmanyclassmatesthatarefriendlyandhelpful.Andtherearemanyclubs.Wecanjoinclubsaccordingtoourowninterest.Ifeelexcitedaboutmyschoollife.Ithinkwecanlearnmanythingshereandgrowuphappily.)T:Excellent.Thankyouforyourbrilliantideas.●设计说明：这一活动旨在引导学生构思写作的内容要点。小组合作讨论写作任务，一定程度上降低写作难度，使更多学生能做好准备，顺利地实现语言输出。学生在讨论的过程中确定描述和评价新校园生活的角度，使表达的要点清晰化，同时也培养了语言组织和表达的能力。步骤五：技巧学练（7min）Comparesentencesandlearnthefunctionofspecialpunctuationandfeaturesofinformalemails.Thenrewritesentenceswithinformalexpressions.●教学问题：What’sthestyleofthisemail,formalorinformal?Howcanwewriteaninformalemail?●课堂实录：【Presentthefollowingtwosentences:A:It’smuchbiggerthanmyjuniorsecondaryschoolandthere’sahugegym.B:It’smuchbiggerthanmyjuniorsecondaryschoolandthere’sahugegym!】T:Lookatthetwosentences.Canyouspotthedifference?(Ss:标点。)T:Yes.That’spunctuation.Sowhydidheuseexclamation(感叹号)?Inthesesentenceswecanseeheissurprisedtofindthattheschoolissobigandexcitedtofindagymforsports.Butinwhichsentenceissuchkindofemotionstronger?(Ss:Sentence2.)T:Yes,it’squiteclear.Andwecanfindmanyexclamationsinthepassage.Itcanbeusedtostrengthenemotion.Besides,doyoufindanydifferentpunctuationexceptcomma,periodandquestionmark?(S11:Inthebody,line3.)T:Yes.There’sadash.Guesswhat–we’reinthesameschool!Ifweuseadash,weneedn’tsaythingsimmediately.Inthisway,wecanarousethereader’scuriosity.Gotit?SoTip1:usespecialpunctuationtoshowyourfeelingandarouseinterest.【Presentthefollowingtwosentences:A:Iwonderifyouthinkit’salwaysgoodtohaveafriend.B:It’salwaysgoodtohaveafriend,right?】T:Comparethetwosentences.Ifyouaregoingtoaskyourteacheraboutheropinion,wouldyousaytoyourteacherlikeAorB?Andifyouareaskingyourfriends,wouldyouchooseAorB?(S12：IchooseAwhenIspeaktomyteacher.)T:Why?(S12:BecauseAismorepoliteandweshouldshowrespectforteacher.)T:Great.Yougetthepoint.Weshouldconsiderthewayweexpressourselvesaccordingpeoplewearespeakingto.InthisemailWangYingwrotetoFangLan.What’stheirrelationship?(Ss:Oldfriends.)T:Yes.Sowhatshouldthestyleofthisemailbe,formalorinformal?(Ss:Informal.)T:Yes.Sincewearewritingtosomeonewearecloseto,wecanuseinformallanguage.Inaninformalemail,weusuallyuse“don’t,there’s,I’ve”insteadof“donot,thereis,Ihave”.Thisiscalledcontraction(缩写).Areyouclear?Canyoufindothercontractionsinthepassage?(S13:How’syourlifeinCanada?)(S14:we’repreparingtoattendacompetition.)T:Great.Andbesides,weusesimpleandinformalwordsorphrases,likesomecolloquialorslangexpressions.Canyoufindanyexamples?(S15:Guesswhat?Youknow...)T:Good.Andthisone“well,Imustgo”isalsoinformal.NowwehaveTip2:usecontractionsandsimplewordstowriteaninformalemailtopeoplewearecloseto.Boyandgirls,canyourewritethesetwosentencestomakethemsoundinformal?Haveatry!【Presenttwosentences:1.Itiswidelyknownthateatingapplesisbeneficialtoourhealth.2.Visitorsdonothaveaccesstothisarea.】(S16:Eatingapplesisgoodforourhealth,right?)T:Yeahyouchoosesimpleandcolloquialexpression.Thankyou.Whataboutthenextone?(S17:Visitorscan’tenterthisarea.)T:Youusecontractionandsimplewords,right?Good!Hereismyanswer.Butyoucanhaveyourownversion.●设计说明：这一活动旨在帮助学生体会标点符号对情感表达的作用，基于与交际对象的情感距离选择恰当的语体进行写作。学生对比句子，深入思考，有利于体会特殊标点的作用。此外，在教师的引导下，学生选择面对不同对象时的措辞风格，提取非正式邮件的语言特征——使用缩写和简单口语化的词语，并通过改写句子将技巧学练落到实处，以便在独立写作中更好地运用。这是本课的重点和难点，因此这一活动有助于突出重点，突破难点。步骤六：初稿写作（10min）Writeaninformalemailtoajuniorschoolclassmateaboutyournewschool.●课堂实录：【Presentthechecklist.】T:Nowit’stimetowritetheemail.Areyouready?Don’tforgetthestructure，contentandtipswehavementioned.Inthetext,thereshouldbequestionsabouttheotherperson,informationaboutone’sownlifeandreasonstofinishwriting.Andsinceyouarewritingtoaclosefriend,youneedtouseinformalexpressionslikecontractionandsimplewords.Specialpunctuationisalsouseful.Pleaseusethechecklisttomonitoryourwritinganddoaself-assessmentafterwriting.Let’sgo.●设计说明这一活动旨在结合阅读、构思和写前技巧学练的学习成果，将学生要表达的思想观点转换成文字，完成写作任务，检验学习效果。在写作前给出checklist是对前面学习过程的回顾，同时也能够帮助学生监控自己的写作过程，检查自己的写作成果，逐步提升其写作素养。步骤七：习作评改（4min）Evaluatepeer’sworkunderteacher’sguidance.学生(Mike)习作：From:Mike<Mike@>To:Tom<Tom@>Subject:HellofromMikeHiTom,

How’syourlifeinyournewschool?Ihopeyouaremakingmanyfriendsandenjoyingyourselfthere.

Ican’twaittointroducemynewschooltoyou.It’smuchbiggerthanourjuniorschool.Ilovedininghallinourschoolsomuchbecausethefoodisdeliciousandcheap.It’salwaysgoodtoenjoydifferentkindsofhealthyfood,right?HereIalsomeetmanyclassmates.Guesswhat–mydeskmateisjustlikeyou.Bothyouandhimarehandsomeandhumorous.Thebiggestdifferenceisthatourafter-schoolactivitybecomesmoreinteresting.Thereismanyclubsandwecanjoinclubsaccordingtoourowninterest.Youknow,IlikedoingexperimentssoI’mintheScienceClub.Atthemoment,wemeetonceaweekanddoanexperimentinthesciencebook.IthinkIcanlearnmanythingshereandbecomeabetterme.

Well,Imustgonow.There’stoomuchhomeworktodayandIneedtohanditintomorrow.Lookingforwardtoyourreply.

Allthebest!Mike●课堂实录：T:NowshallweevaluateMike’sworktogether?Afterthat,youcanexchangeyourworkwithyourclassmatestomakesomecomments,ok?Pleasetellme-doesithavequestionsabouttheotherperson?(Ss:Yes.How’syourlifeinyournewschool?)T:Great.Thenisthereinformationabouthisownlife?(Ss:Yes.Hetalksaboutdininghall,classmatesandclubs.Hethinksit’saplaceforhimtolearnsomething.)T:Yougotit.What’shisreasonstofinishwriting?(Ss:Becauseheneedstodohomework.)T:Right.Andhowaboutsubject,greeting,wishandsignature?Doeshementionthese?(Ss:Yes.)T:Sotheformatiscorrect.Canyoufindsomeinformalexpressions?(Ss:Youknow.Well.Somecontractionslikecan’t,there’s.)T:Good.Anyspecialpunctuation?(Ss:Dash.)T:Yes.Butnoexclamationright?Maybeweareusedtousingperiod.Butexclamationisuseful.Sodon’tforgetit!Onegrammarmistakehere.“Thereismanyclubsandwecanjoinclubsaccordingtoourowninterest.”Weshoulduse“are”insteadof“is”because“clubs”isinpluralform.Youshouldbemorecareful.Anyway,goodjob,Mike!Andhere’sourhomework.【Showhomework：Required:exchangeyourworkwithclassmatesandevaluateeachother’sworkbasedonthechecklist.Thenreviseyourworkaccordingtoother’ssuggestion.Optional:searchonlinetofindsomeotherspecialpunctuationsandtrytounderstandtheirfunctionwithinsentence.】●设计说明：这一活动旨在根据评价核查表，对照写作目标评价习作，包括教师评价和同伴评价，教师挑选一位学生的习作投屏，带领学生一起进行评改，为后续学生独立的进行评价起到示范作用。这既是一个赏析同伴习作的机会，也是学生完善习作的指导来源。教学反思学为中心，巧建支架。本课的所有教学活动以学生为中心，在读、思、写三个阶段，都注重学生对知识的感知、理解和运用。在读的阶段，引导学生分析范文以获取邮件结构、总结介绍学校的角度。在写的阶段，教师关注学生对非正式语体和特殊标点的理解，必要时通过练习进行巩固和运用。在整个过程中，学生是课堂的主体。此外，本节课注重支架的搭建，本节课为模仿性写作，学生在模仿的过程中需要教师的支架。在本节课上，教师完成了两类支架的搭建，分别是结构支架和语言支架。第一，结构支架。在读中的阶段梳理语篇结构，包括标题栏、招呼、向收件人问候、介绍自己的生活、结束写信的理由、祝福和落款，这是搭建支架的过程；在读后环节引导学生将邮件大纲填写完整，这是检测支架的过程；最后的独立写作则是撤掉了支架。第二，语言支架。在写前环节，教师引导学生对比以不同标点结句的句子，体会特殊标点的作用。同时教师让学生比较不同语体的句子，依据不同的