unit3写作课

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人教八年级上册英语Unit3_写作课课件

They are twins. Lily is taller than Lucy. Lucy is shorter than Lily.
5
quieter
more outgoing
Free Talk
Yao Ming is taller than Jordan. Pang Changjiang is shorter than Zeng Zhiwei.
都二
能分
运浇
用灌
好，
“八
二分
八等
定待
律；
”二
，分
我管
们教
一，
起八
，分
静放
待手
花；
开二
。分
成
➢Pure of heart， life is full of
绩，八
sweet and joy!
分方
法
。
愿
全
天
下
所
有
父
母
我们，还在路上……
实施评价任务2 论一论：小组认真观察范文并讨论好文章的标准，读出范文并会交流复述。
根据表示，以“My Best Friend and I”为题写一篇短文，比较你俩的特征，至少10句话。提示：1. 我的好友名叫琳达；
2. 在某些方面，我们看上去一样；在某些方面，我们看起来不同；
3. 我们都有黑眼睛，黑头发； 4. 她比我高，比我文静，很认真； 5. 我外向一点，而且比她风趣； 6. 都喜欢读书。
A+ be动词或实义动词 +比较级+than +B. 实施评价任务1 先同伴说他们两个人物差异，再小组交流。（其中注意比较级的用法）
3a Wang Lingling and Liu Lili are best friends. Look at the chart below and

Unit3 Section B 3a-selfcheck(英语写作课)

name is...
, we are the
same.
...
Para. 2 But different. ...
, we are
Para. 3
,“...”
I like my friend very much.
Possible version1:
My friend … is quite similar to me. We are both tall and thin. We are both quiet and serious. We like reading together. We are hard-working in class, so we often get good grades.
更胖 3.He is more outgoing than me.
更外向 • She studies harder than me.
•
• He plays basketball better than me.
•
更好
Different
A+be +形容词比较级+than B
A比B更-----
A+谓语+副词比较级 +than B
• 我和他学习一样努力
I study as hard as him
主语+be both+其他/
both,，
两个都
主语+both+实义动词+其他
as---as,---
和----一样
主语+实义动词+as----as+其他
• 1.She is thinner than me.
•

八年级上册unit3写作部分说课稿

Unit3 I’m more outgoing than my sister.(writing)说课稿新民中学王颖一、教材分析我所讲的这节课是新目标八年级英语上册第三单元写作训练部分。

本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，主要语言结构是形容词比较级的用法。

形容词的比较级是学科说明中明确规定的必须掌握的知识，因此本单元的语法占有非常重要的地位。

谈论个性特征学会使用形容词的比较级比较人的个性特征是本单元的重点，利用形容词的比较级来对比自己和一个好朋友是本节课的难点。

二、教学目标（一）知识目标：1.回顾单词：taller, larger, thinner, more outgoing, heavier ,quieter, funnier, smarter…2.掌握描述人外貌、性格特点等的句子。

（二）能力目标：提高学生的英语表达能力和写作水平。

（三）情感目标：通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会尊重对方欣赏别人中，享受与不同的人交往的乐趣。

三、教学方法1.本堂课教学对象是八年级学生。

这一阶段的学生思维能力发展较快，自我意识增强，在情感方面他们能进行自我教育。

经过一年的新课程理念的熏陶及实践，学生已有了初步的自主、合作、探究和实践的能力。

所以我以英语新课标为理论，根据现阶段英语教学的基本学情为依据，结合八年级学生的心理特点和形容词比较级及比较级句型的交叉对比进行词汇教学，从而达到了词不离句，形散而神不散的效果。

这种直观的方式呈现出来的重点词汇可以让学生先入为主形成英语思维。

2.根据所给的大量比较级例句，让学生归纳总结如何进行与朋友的对比描写，因势利导，有利于开启学生英语思维，体现以学生为中心的教学特点。

3.让学生快速写出自己的文章的初稿，及时巩固。

四、教学过程1.学生回顾本单元课本中出现过的关于与他人进行对比的句子，以及描写友情的句子。

通过总结回顾，加强学生对形容词比较级基本句型的掌握。

初中英语人教新目标七年级下册Unit3写作知识讲解

七年级英语下册Unit 3写作知识讲解【语法】（一）how用法总结：(1)How 用来询问方式方法：用来提问到达某地的方式。

句子结构为：How + do/does + 主语 + 谓语 + 其他？Eg: -- How do you go to school?你怎么去学校？-- I go to school by bike.我骑自行车去上学。

(2)How 用来询问身体健康状况：句子结构为：How + be动词 + 主语？Eg: -- How are you?-- Fine, thank you.--你好吗？-- 我很好谢谢。

(3)How 用来询问最近过得如何：句子结构为：How + be动词/do + 主语 + going?Eg: -- How do you get on with other students?-- Very well.--你和其他学生相处怎么样？-- 非常好。

(4)How 用来询问天气情况：句子结构为：How is the weather?Eg:-- How is the weather in Beijing?= What is the weather like in Beijing?-- It’s rainy.-- 北京天气怎么样？-- 有雨。

(5)How 用来引导感叹句：句子结构为：How + 形容词/副词 + 主语 + 谓语！Eg: How fast he runs!他跑得多快啊！（二）how与形容词副词搭配提问：(1)How many “多少”；用来提问可数名词复数Eg: How many students are there in your class?你们班有多少学生？(2)How much “多少”；用来提问不可数名词数及价格Eg: How much water do you need?你需要多少水？How much are these dresses?这些连衣裙多少钱？(3)How far “多远”；用来询问距离Eg: How far is your home from your school?你家离学校多远？(4)How long “多长时间”；用来询问时间长短或物体长度Eg: How long does it take you to get to school?你花多长时间到学校？How long is the ruler?这把尺多长？(5)How often “多久一次”；用来询问频率Eg: How often do you exercise?你多久锻炼一次？(6)How soon “多久之后”；用来询问时间段Eg: How soon will you be back?你多久回来？(7)How old “多大”；用来询问年龄Eg: How old are you ?你多大了？(8)How about “怎么样”；用来提建议或咨询建议Eg: How about this one?这个怎么样？【知识讲解】1.Drive作动词时，意为“开车；推动；驱赶”常用结构：drive sb.to 地点“某人开车去某地”Eg: My father drives me to school.“我爸爸开车送我去学校。

Unit3作文课件人教版英语八年级上册

short hair / long hair /straight hair / curly hair 短发、长发、直发、卷发 round face /small face/ big face/圆脸、小脸、大脸
内在：outgoing 外向的 hardworking 努力的talented 有才能的
serious 严肃的friendly友好的 popular流行的 smart 聪明的 lazy懒的 funny有趣的 naughty 淘气的
我很幸运有这样两个好朋友。
I have two friends. They are Lucy and Lily. Let me tell you something about them.
In some ways, they are the same. They are both tall. They both have short curly hair. They like sports, so they like playing basketball together. And Lucy plays as well as Lily. However, there are many differences between them. Lucy is more hard-working than Lily. But Lily is smarter. She likes to play after school. But Lucy likes to go to the library.
I am lucky to have such friends.
Unit 3 ：写作主题
好句集锦
•
总而言之： • In my opinil in all

沪教版九年级英语下册Unit3 写作课教学课件共33张PPT含视频

Guideline
5
Guideline
When does Gary Green do when he leaves the classroom?
Guideline
5
Guideline
Guideline
What does Gary Green think people should do?
Unit 3 The environment
How to be green
Homework
Make a poster about Gary Green’s suggestions for being green.
Thank you for listening!
What can we do to protect the Earth?
Let’s meet a new friend!
Gary Green will act as a role model for us.
Unit 3 The environment
SPEAK I NG
Answer quesstions
WR I T I NG
Writing structure Para.1
Para.2 Para. 3
Writing structure Para.1
Para.2 Para. 3
Write your article
A day in the life of Gary Green Every morning, Gary Green starts his day by taking a shower instead of a bath in order to save water____________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

Unit 3 Writing(写作课) 人教版英语八年级下册

Introduction
The Sunday Mail magzine organized another discussion. They invited parents to write about whether young people should get payments for doing household chores. Mr. Samuel and Mrs. Smith wrote letters to express their views.
Useful expressions for each part
Therefore ... As a result ... All in all ... To sum up ... In conclusion ...
Do you think parents should pay for their kids for doing chores? Why or why not? Write down your reasons in the chart.
They may refuse to do any chores without pay.
Doing chores without pay will teach children about being responsible.
Compare the two letters and identify the following different parts: beginning, body part, ending.
Dear Sir, I strongly believe that it's necessary for children to get paid for doing chores. When you pay them, they learn the value of a dollar and how to manage money at an early age. Kids with pay can learn how to save money, and even make a monthly plan for spending money. Those skills will help them succeed (成功) when they grow up. Besides, children are able to buy their own things. It teaches them about saving up for something they want. If they want to buy a new pair of shoes they've had their eye on, they will work hard without asking the parents for extra money. Then children will be very proud (自豪的) of themselves. Therefore, children should get paid for a job well done. Mr. Samuel

unit3-Could-you-please-clean-your-room写作课课件讲课稿

negative opinions:
①I think it’s unfair for us to do chores because we have enough stress from school. ②I disagree that we should do chores because... ③I think we shouldn’t do chores because...
Schoolwork:Write a letter to express your opinion
Homework:Do exercises on P31-32 Preview “Unit 4 A(1a-1c)”
ห้องสมุดไป่ตู้
Debate Competition
positive opinions:
①I believe that it’s important for us to do chores because it helps to develop our independence. ②I agree that we should do chores because... ③I think we should do chores because...
“Since we live in one house with our parents, we should do our part in keeping it clean and tidy.”
“The earlier we learn to be independent, the better it is for our future.”
Dear Sir, We discussed whether students should do chores at home yesterday.Here are the results. In our group,Wu Jun does the dishes and sweeps the floor on weekends.Mary likes cooking with her mother.Wang Ping sometimes washes his grandparents' feet. As for me,I usually help to take out the rubbish. I believe that it is important for us to learn how to do chores and help our parents with housework.First,doing chores helps to develop our independence so that we don't depend on our parents too much.Next,it teaches us how to take care of st,it also helps us to understand the idea of fairness. Your truly, Peter/Nancy

Unit 3 Holiday fun写作课(教学设计)-2022-2023学年英语六年级上册

Unit 3 Holiday Fun Writing Lesson PlanAimThe aim of this lesson is to help students practice writing in English using the vocabulary and grammar structures learned in Unit 3 of the English textbook, to develop their writing skills, and to encourage creative thinking.ObjectivesAt the end of the lesson, students will be able to:•Identify key vocabulary and phrases related to holiday activities •Write a short paragraph describing a holiday experience•Use appropriate grammar structures to express their ideas clearly •Develop their writing skills and creativityMaterials•Whiteboard or blackboard•Markers or chalk•Copies of the Unit 3 Holiday Fun Writing Worksheet•English textbooks•Pen or pencilProcedureWarm-Up (5 minutes)1.Greet the students and ask them about their favorite holiday activities. Write their answers on the board.Introduction (10 minutes)1.Introduce the topic of the lesson: holiday fun. Review the vocabulary and grammar structures students learned in Unit 3, such as past tense verbs and describing holiday activities.2.Explain that students will be writing a short paragraph about a memorable holiday experience they had or would like to have.Model Paragraph (10 minutes)1.Provide a model paragraph to the students as an example of what they should aim to write. Go over the paragraph and highlight key vocabulary and grammar structures.Writing Activity (25 minutes)1.Distribute the Unit 3 Holiday Fun Writing Worksheet to the students and ask them to read the instructions carefully.2.Ask the students to brainstorm ideas for their holiday paragraph. Write possible ideas on the board.3.Give the students time to write their paragraphs. Circulate among the students to provide guidance and answer any questions they may have.Review and Feedback (10 minutes)1.Ask the students to read their paragraphs aloud and provide feedback to each other. Encourage the students to use positive feedback, such as。

人教九年级英语Unit3写作课课件 (共14张PPT)

范文展示
My Favorite Festival My favorite festival is the Spring Festival. It is celebrated on the first day of the first lunar month. It is a very important time for family members to get together. So everyone tries his best to stay with their families, though someone is far away from home. During the Spring Festival, most people usually enjoy making and eating dumplings. We can go on a trip and visit our relatives and friends. When I greet my grandparents, I can not only have many kinds of delicious food,but also get some lucky money. I like the festival best because it makes me happy and relaxed. How wonderful it is! I’m looking forward to it now.
food,but also get some lucky money. I'm looking forward to it
now. try one's best to do sth
stay with sb

Unit3 Writing 课件-2022-2023学年高中英语人教版(2019)选择性必修第二册

第二步遣词造句 [核心词汇] 1.消息传来说 2.在我看来 3.与……有联系 4.在于 5.消费；吃；喝 6.由……组成 7.大量的 8.促成；导致
word__c_a_m_e__t_h_a_t_._._.___ _f_r_o_m__m_y__p_o_i_n_t__o_f__v_i_ew _b_e__a_s_s_o_c_i_a_t_e_d__w_ith _c_o_n_s_i_s_t__in _c_o_n_s_u_m_e_ cons_i_s_t__o_f___ _q_u_a_n_t_i_t_i_e_s__of cont_r_i_b_u_t_e__t_o___
02பைடு நூலகம்
写作实践
假如你是李华，你的朋友王力目前正因体重暴增而苦恼不已，来信向你咨询关于健康饮食的问题。请你给他写一封回信，介绍一下你的饮食习惯。内容包括： 1.很少吃甜食和垃圾食品； 2.饮食中蔬菜、水果居多，有少量肉、蛋和奶制品； 3.一日三餐有规律。注意：
1.词数100左右； 2.可适当增加细节，以使行文连贯； 3.开头和结尾已给出，不计入总词数。
2.这使你沮丧。 _T_h_i_s__m_a_k_e_s__y_o_u__d_e_p_r_e_s_s_e_d_._______________________________
3.在我看来，你的不健康饮食与你的问题有密切联系。 _F_r_o_m__m_y__p_o_i_n_t__o_f__v_i_e_w__，__y_o_u_r__u_n_h_e_a_l_t_h_y__d_i_e_t__i_s__c_l_o_s_e_l_y__ _a_s_s_o_c_i_a_t_e_d__w_i_t_h__y_o_u_r__p_r_o_b_l_e_m_.___________________________

Unit3FamilyMattersPresentingideas写作课教学设计-高中英语

外研版B1U3: Family Matters 写作课教学设计学习目标：At the end of the class, you will be able to:get the main idea and specific information of the journal entry；find out what should be included in a family memory and how to organize the content;write about your own family memory.评课观摩点之教学目标：教学目标是基于核心素养的四要素，英语学习活动观三个层次以及布鲁姆教育目标分类学而定制的。

在赵老师的学习目标中似乎缺乏思维品质和文化意识这两个要素，个人认为前两个目标似乎都属于学习理解的范畴（有点纠结），而第三个目标属于迁移创新类活动。

学习理解类活动主要包括感知与注意、获取与梳理、概括与整合等基于语篇的学习活动，如：教师围绕主题创设情境，激活学生已有的知识和经验，铺垫必要的语言和文化背景知识，引出要解决的问题。

在此基础上，以解决问题为目的，鼓励学生从语篇中获得新知，通过梳理、概括、整合信息，建立信息间的关联，形成新的知识结构，感知并理解语言所表达的意义和语篇所承载的文化价值取向。

应用实践类活动主要包括描述与阐释、分析与判断、内化与运用等深入语篇的学习活动，即在学习理解类活动的基础上，教师引导学生围绕主题和所形成的新的知识结构开展描述、阐释、分析、判断等交流活动，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。

迁移创新类活动主要包括推理与论证、批判与评价、想象与创造等超越语篇的学习活动，即教师引导学生针对语篇背后的价值取向或作者态度进行推理与论证，赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联，批判、评价作者的观点等，加深对主题意义的理解，进而使学生在新的语境中，基于新的知识结构，通过自主、合作、探究的学习方式，综合运用语言技能，进行多元思维，创造性地解决陌生情境中的问题，理性表达观点、情感和态度，体现正确的价值观，实现深度学习，促进能力向素养的转化。

Unit3SportsandFitnessReadingforWriting教案高中英语人教版(1)

Unit3写作课教案Write a Page in a Wellness Book一、Teaching Objectives:1. Students will be able to write a page in a wellness book about their own experience with a healthy lifestyle.2. Students will demonstrate the use of proper grammar, spelling, and punctuation.3. Students will be able to express their thoughts and ideas clearly and effectively through writing.二、Key Points and Difficulties:1. Key Points: Students will learn how to write a wellstructured paragraph, use proper grammar and punctuation, and effectively municate their ideas.2. Difficulties: Students may struggle with organizing their thoughts and expressing them in a clear and concise manner. They may also need guidance on how to choose appropriate vocabulary and sentence structures.三、Academic Analysis:Students have a basic understanding of English grammar and vocabulary, but may need more practice in organizing their thoughts and expressing them effectively. They should be able to follow a basic structure for writing a paragraph, including an introduction, body, and conclusion.四、Teaching Process:1. Warmup (5 minutes)●Begin by asking students if they have ever written about their own experienceswith a healthy lifestyle. If so, ask them to share one example with the class.●Discuss different aspects of a healthy lifestyle, such as exercise, nutrition, sleep,and stress management.2. Guided Practice (15 minutes)●Provide students with a prompt that asks them to write a page in a wellness bookabout their own experience with a healthy lifestyle. The prompt should include information about the topic, such as its importance, benefits, and challenges.●Walk students through the process of brainstorming ideas, outlining theirparagraph, and writing it in plete sentences. Encourage them to use descriptive language and provide specific examples to support their points.●After students have finished writing their paragraphs, ask them to share theirwork with a partner or small group for feedback. Encourage them to listen carefully to their peers' suggestions and make revisions as needed.3. Independent Practice (10 minutes)●Have students continue working on their paragraphs, using the feedback fromtheir peers as needed. Encourage them to revise their work until they are satisfiedwith the final product.●Ask students to proofread their paragraphs for errors in grammar, spelling, andpunctuation. Encourage them to read their work aloud to check for clarity and coherence.4. Wrapup (5 minutes)●Have each student share one paragraph from their wellness book with the class.Encourage them to explain what inspired their writing and why it is important to promote wellness.●Review the key points of the lesson, including proper grammar, spelling, andpunctuation usage. Emphasize the importance of clear munication through writing.●Assign homework for students to continue working on their wellness book pagesover the next few days. Instruct them to use any additional feedback received during class to improve their writing skills.。

外研版(2019)必修第三册Unit 3 The world of science 写作课件

First of all, I can keep in touch with my friends in an easier and more convenient way. Whenever I want to know something, I can use my mobile phone to search for it. Moreover, I can obtain knowledge from the phone. In addition, I can use the phone to entertain myself, such as taking photos and videos of the beautiful scenery around me, and sharing them with my friends online.
引申话题2：科技的好处 Science and technology has been bringing human beings
tremendous benefits. Thanks to science and technology, we now live comfortably and conveniently in houses furnished with air conditioners, refrigerators, washing machines and televisions, etc. Meanwhile, we can eat fresh vegetables all year round, travel long distances in a short time by plane, by train or by car,and wear clothes made of special materials which will not be easily worn out（容易穿破）.

人教版英语九年级Unit-3-写作课件-礼貌的询问信息

10、看起来说得客气要比说得直白更难。
It might __s_e_e_m_ __m_o_r_e__ difficult to speak politely than be _d_ir_e_c_tl_y___ .
经典句型
Could you please tell me how to get to ... ? Do you know where I can buy ... ? Excuse me, where is the nearest ... ? How far is it from ... to ... ? You can take the No. 5 bus. Walk / Go along the street. Turn right / left ... . Don't miss it.
10、向东走
go east
12、停车场，停车区 parking lot / car park
11、在去……的路上 on one's / the way (to) ...
句型积累
1、我很高兴你要来看望我的爸爸。
I am very happy you're _c_o_m_i_n_g__to___ v_i_s_it__my father.
8、知道怎么礼貌地请求帮助是非常重要的。
It is important to know how to_a_s_k_ _f_o_r help politely.
9、当我们寻求帮助的时候，我们也需要学习怎么是礼貌的。
We also _n_e_e_d__ __to___ _l_e_a_rn___ how to be polite when we ask for help.
turn left onto Third Street. Go straight along Third Street. When you get to Walking Street, turn right. Then go along the street until you see Hongqi Theater on your right.

Unit 3 Holiday fun写作课(教案)-2022-2023学年英语六年级上册

Unit 3 Holiday fun写作课（教案）
1. 教学目标
本节课的教学目标是：
•学习如何用简单的日记形式记录假期活动
•学习如何用英语简单地描述假期活动
•学习如何用正确的语言表达自己的感受和想法
2. 教学内容
本节课的教学内容是：
1.如何用日记形式记录假期活动
2.如何用英语描述假期活动
3.如何用正确的语言表达自己的感受和想法
第二部分：学习描述假期活动的英语表达
7.引入：老师先通过学生分享自己假期里的活动来引介英语表达。
8.学习：老师通过展示老师写的假期日记来帮助学生了解如何用英语形容假期活动。(例如：I visited my grandparents. I played with my friends. I saw a movie. 等)
3. 教学过程
本节课的教学过程分为三个部分：
第一部分：学习记录假期活动的日记格式
4.引入：老师通过展示简单的日记格式，让学生成为该格式的熟悉。
5.学习：学生跟着老师精读一篇假期日记，并帮助老师确认该日记的格式是否正确。
6.实践：学生用班级活动被安排在假期进行的现象来实践记录日记，在认真写完日记后，老师会回收他们的日记，并就日记格式做详细评分。
14.英语表达。老师会根据学生对英语表达的运用程度来做评估。
15.情感表达。老师会根据学生描述人物时的具体描写、对活动的感受以及表达感谢之情的程度来作出评估。
5. 总结
本节课主要是让学生学习如何用简单的日记形式记录假期活动，以及如何用英语形容假期活动和表达情感。通过这些学习，学生不仅能够提升自己的日常英语应用能力，还能够更好地与他人进行沟通和交流。因此，这是一节十分有益的英语写作课。

人教必修一Unit 3 写作课教案1

Teaching Aids PPT slides, blackboard, pictures TeachingflowchartT e a c h i n g P r o c e d u r e s StageTeacher’s activitiesStage 1 Pre-writing (10mins)Step1 : Lead-in (2mins)1.The teacher asks the students the question: “Do you have weight concerns?”、“Have you ever tried to lose weight?”、“What methods have you taken to lose weight?”2.The teacher conclude students’ answers and opinions about the questions that the teacher has asked and then move to the next part: “The heroine in the text we are going to learn today also used to have some weight concerns, let’s read about her experiences.”Step2: Reading (5mins)The teacher asks the students to read through the text “Going Positive”in their textbook,and finish the following questions:(1)What problem did Kayla have in the past?(2)What dose the sentence “I almost went bananas” means?(3)What made her change her thinking?Step3: Language learning (3mins)1.Students read the text again and finish the outline by themselves.2.After finish the outline, students continue to finish the following exercise:Underline the words and phrases used in the text to show similarities and differences.Reasons for Stage 1Arouse students' interest in the topic of today’s writing, that is, the real meaning of exercise and the proper ways to lose weight.Reading the example writing can make students get to know the language feature of writing on a wellness book and they can know the proper attitude and ways of losing weight from the writer’s own experience.Stage 2 While-writin g (17mins)Step1: Group work (7mins)1.Students work in groups to discuss the following questions and also the main focus of their writing.2.While discussion, students need to organize their ideas and opinions, and such a table would help.Step 2: Drafting(10mins)The teacher asks students to write their own articles and the teacher will walk around to offer help and remind students to pay attention to the spelling, grammar, punctuation and so on.Students’ writing should follow the following requirements:●Start with a general statement about the topic and your situation.●Tell the reader about how and why you changed or want to change.●Describe the changes and compare the (possible) results.●Tell the reader how the changes have improved or will improve your life.Reasons for Stage 2While discussion, students can organize their own opinions and understand the opinions of others.When students are doing their writing task, students will sort out the knowledge acquired in this class, and exercise their organizational thinking ability and writing ability.Stage 3 post -writing (12mins)Step1: Self-editing (2mins)Students quickly glance through their writing to correct some mistakes that found by themselves.Step2: Peer-editing (5mins)After self-editing, students pass their writing to their deskmate to check and evaluate their works. The evaluation should follow the following standards:Step3: Sharing (5mins)Each students recommends the writing in their hands according to the criteria and share it in the class.Reasons for Stage 3Through these activities, students will regulate their language and work out better ideas or expressions, and they will improve their writing skills. Besides, they will be more willing to share their ideas in public and learn from each other.Stage 4 Homework (1min)The teacher assign the following homework for students:Get your draft back and revise it according to the evaluating criteria and hand it in before next class.Reasons for Stage 4Students will have sufficient time to revise their writing and they will be more familiar with the requirements of writing on a wellness book.Teaching reflection：1.Teaching reflection: By the end of this class, students will know more writing skills, such as “Start witha general statement about the topic”, sentence pattern and expressions to write and communicate about how to lose weight or how to exercise.B l a c k b o a r d/P P T D e s i g n。