【教学目标】
Language Proficiency:
To practice and improve written communication skills in English.
To use appropriate vocabulary related to environmental initiatives and botany.
To employ correct grammar and sentence structures, particularly past and present tenses.
Content Knowledge:
To convey information about a school initiative accurately and concisely.
To describe the process and outcomes of a project, highlighting its impact.
Cultural Awareness:
To share aspects of school culture and community engagement with a foreign teacher.
Critical Thinking:
To reflect on the effects of the initiative and analyze its success.
To consider the implications of the initiative for the school community and beyond.
Social Skills:
To maintain a connection with a former teacher and engage in meaningful communication.
To express enthusiasm and pride in the school's efforts and achievements.
【教学大纲】
1.呈现试题，引导学生思考题干细节问题，再根据一般框架分析写作的基本要素，构建写作框架；
Q1:题干中的“活动”用什么词最恰当？Activity? Compaign? Or else?
Q2:从篇幅角度，如何分配内容、效果和反响的比重？
Q3:文体体裁，写作人，目标读者，写作背景，写作目的，人称时态。
2.分段建构写作内容，通过语料搭建来提升学生对语言组织的理解；
首段：比较两个例子，分析哪个更好？如何使之更好？
I hope this email finds you well. I’m delighted to share with you an exciting initiative we've launched at our school—Greenery in Every Classroom.
次段：活动内容
呈现两个不够好的例子，思考如何更好？
【Good Example】
The project kicked off with each class selecting a variety of plants to cultivate. We began with a special planting session where students enthusiastically potted seeds and saplings. The subsequent weeks were filled with a shared responsibility as we watered and nurtured our tiny green friends.
Classes were tasked with choosing a variety of plants, ranging from flowers to herbs, and were responsible for their daily care, including watering, pruning, and ensuring they received adequate sunlight.
Our greenery initiative involved a multi-step process that began with each class choosing a variety of indoor plants. During the execution phase, we organized a planting day where students
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