高一上学期英语北师大版（2019）必修第一册Unit 1 Life Choices Lesson 3 Your Life Is What You Make It Workshop A personal

Unit
1
Life
Choices
Writing
Workshop
A
personal
Email
Teaching
Objective:
·
To
read
and
talk
about
writing
a
personal
email
to
a
junior
secondary
school
classmate
about
your
new
school
·
To
read
for
writing
·
To
summarize
information
·
To
write
a
personal
email
to
a
junior
secondary
school
classmate
about
your
new
school
Lead
in:
Pair
Work:
You
are
going
to
write
an
email
to
a
junior
secondary
school
classmate
about
your
new
school.
Discuss
your
ideas
with
a
partner.
Write
"My
New
School
Life"
on
the
board.
Read
through
the
questions
with
students
and
then
have
them
work
in
pairs
to
discuss
their
answers.
Encourage
students
to
use
the
language
they
learnt
in
the
unit.
Elicit
answers
from
students
and
write
on
the
board.
While-writing:
(1)
Read
for
Writing
Read
the
email.
Answer
the
questions.
Ask
students
to
predict
what
they
will
read
about.
Wang
Ying
and
Fang
Lan
could
be
colleagues,
strangers
or
friends.
Do
you
think
the
email
will
be
formal
or
informal?
(informal)
How
will
you
be
able
to
tell?
(contractions,
punctuation,
friendly
tone,
writing
as
if
talking)
What
topics
might
be
mentioned?(features
of
the
new
school,
feelings,
activities
being
done)
Have
students
read
the
email
silently
and
then
discuss
whether
their
predictions
were
correct.
·
Read
the
first
question
and
have
students
share
their
ideas
with
a
partner
before
discussing
the
answer
as
a
class.
Continue
with
the
other
questions.
·
When
discussing
the
features
of
Informal
writing,
elicit
additional
examples
of
contractions,
punctuation
marks
and
informal
words
and
phrases
students
can
use
in
their
writing.
(2)
Label
the
elements
(a-g)
of
the
email
above.
(3)
Write
2-3
sentences
about
your
school
life
that
you
want
to
tell
your
former
classmate.
Use
the
Sentence
Builder
to
help
you.
Review
the
Sentence
Builder
with
students,
explain
difficult
words.
Discuss
the
different
types
of
sentences
given
as
examples.
Choose
sentences
from
the
email
to
use
as
examples
of
each
sentence
type.
If
there
is
time,
challenge
students
to
write
their
own
example
sentences
for
each
sentence
type.
Students
write
their
sentences
and
exchange
their
writing
with
a
partner
to
check
each
other's
work.
Ask
volunteers
to
read
their
sentences
to
the
class
and
have
students
decide
which
sentence
type
each
sentence
is.
Post-writing:
Compose
the
Writing
(1)
Outlining
Complete
the
outline
of
your
email.
Use
Activity
3
to
help
you.
·
Review
the
elements
of
writing
a
formal
email
in
the
Writing
Help
with
students.
·
Read
the
rubric
and
explain
that
students
will
now
compose
their
own
Informal
email
to
a
friend
about
their
new
school
life.
Encourage
students
to
use
Activity
3
to
help
them
as
well
as
other
ideas
discussed
in
the
writing
workshop.
·
As
students
work,
make
sure
that
they
are
writing
notes,
not
complete
sentences.
Remind
students
that
in
the
early
stages
of
writing,
it
is
alright
to
cross
out
ideas
in
favor
of
better
ideas.
(2)
Drafting
Use
your
outline
and
the
Writing
Help
to
write
the
first
draft.
·
Explain
that
a
draft
is
the
first
version
of
a
piece
of
writing
and
that
it
is
also
called
a
rough.
·
Have
students
use
their
outlines
to
write
complete
sentences.
Remind
students
to
review
the
Sentence
Builder.
·
Before
students
begin
writing,
remind
them
to
review
the
information
once
again
in
the
Writing
Help.
(3)
Editing
Edit
your
email
in
pairs.
Then
share
in
class.
·
Tell
students
that
the
final
stage
of
writing,
before
publishing,
is
editing.
When
we
edit,
we
check
that
our
ideas
are
clear
and
that
our
sentences
are
complete.
·
Have
students
exchange
their
writing
with
a
partner
and
offer
each
other
suggestions
to
improve
their
drafts.
After
editing,
writers
will
make
changes
to
their
drafts
and
either
rewrite
or
print
a
clean
copy
of
the
work.
Homework:
Ask
students
to
prepare
a
final
draft
of
their
work.
Have
students
complete
the
Peer
Editing
Sheet
on
page
90
of
the
Student
Book.