1、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 y
2、our 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 answer
3、s. 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 o
4、r 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
5、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
6、, 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 stu
7、dents, 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 e
8、xchange their writing with a partner to check each others 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) OutliningComplete the outline of your email. Use Activity 3 to help you. Review the
9、 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 worksh
10、op. 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 th
11、e 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 Edi
12、t 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.
