unit 5 writing部分教案

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新人教版选择性必修二 Unit 5 Writing

新人教版选择性必修二
UNIT 5 FIRST AID
Section Ⅴ Writing
写作指导话题词汇话题句式典例展示
栏目索引
UNIT 5 FIRST AID
写作指导
叙事类记叙文
一、文体解读
本单元的写作是有关实施急救的经历,属于记叙文，即描述所发生的事情和经历。记叙文的常见形式有:故事、传记、游记等。
英语选择性必修第二册
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UNIT 5 FIRST AID
1.事情发生的经过; 2.你是如何实施急救的(冷水冲洗、送医院做进一步处理等); 3.简要谈谈你对掌握一定急救知识重要性的认识。参考词汇:锅炉房 boilerhouse 热水瓶 thermos bottle
英语选择性必修第二册
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英语选择性必修第二册
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UNIT 5 FIRST AID
⑦用倒装句改写句④。 _O_n_l_y_t_h_e_n_w__a_s_I__a_w_a_r_e_w__h_a_t _a__d_if_fe_r_e_n_c_e_a__b_a_s_ic__k_n_o_w_l_e_d_g_e_o_f__fi_r_st _ai_d_c_a_n__m_a_k_e_._____
UNIT 5 FIRST AID
Accidents happened. ________________________________________________________ ________________________________________________________ ________________________________________________________
英语选择性必修第二册

人教必修一Unit5_Reading_for_Writing_名师教学设计

Unit5 Reading for Writing 名师教学设计●课时内容Write a blog about English study主题语境：人与自我主题群：生活与学习子主题：语言学习的规律方法语篇类型：网络日志文本分析：本节课提供一些中国学生学英语论坛里的帖子，里面给出了学习英语时遇到的问题及建议，学生在真实情境中用语言去交流，体会到学习英语的用途。

●课时目标1.学会写网络日志。

2.提高分析问题和解决问题的能力。

●重点难点重点：英语学习中遇到的问题及建议。

难点：用恰当的英语表达方式提出问题及给出合理的建议并学会评价、修改初稿。

●教学准备教师准备：可以搜集一些类似的网络日志。

学生准备：用英语思考、表达英语学习中遇到的问题。

●教学过程StepⅠ学习理解活动一：Read for Writing（SB，P66，Activity 1）Read these posts from an online for Chinese students who are learning English and fill in the table on page 67.【设计意图】在Read for Writing环节中，设计了一个活动，让学生上网查找一些中国学生学英语论坛里的帖子，从中获取ideas，本次写作的主要内容就是根据相应的问题提出建议。

Step Ⅱ应用实践活动二：Work in groups. List your problems in learning English and brainstorm some useful advice.（SB P67，Activity2）语言支架：I don't know how to…I have no idea how/what……is a big difficulty for me.My biggest problem is…I Cannot.I (also) have trouble with…You might try…It's very important to…This worked for me…Problem：e.g. I cannot understand the teacher's English in class. …Advice：…【设计意图】通过搭建语言支架，学生能用正确的句式将自己的想法表达出来，其中有表达问题的句式，也有给出建议的句式。

【课件】Unit+5Writing课件人教版(2019)选择性必修第一册

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表达自己观点： As far as I am concerned… From my perspective… Therefore, I’m fully convinced that…… We should……，which, of course , will benefit ……
精选可编辑ppt
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精选可编辑ppt
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3．段尾常用语 (1)As far as I am concerned, I agree with the latter opinion to some extent. I think that ... (2)In a word, the whole society should pay close attention to the problem of ... (3)Only in this way can ... in the future.
ห้องสมุดไป่ตู้
【写作范文(利弊分析型）】 My View on Travelling with Parents
由于人们生活水平的不断提高，【与父母旅行】受到了各种人群的欢迎。不可否认，每一件事物都有其两面性，以上提及的话题也不例外。
在我看来，【与父母旅行】的确是把双刃剑。首先，它能促进相互理解，从而增进关系。其次，它对于缩小代沟是一个好的方式。然而，尽管【与父母旅行】有其积极的影响，它会从消极的方面影响人们的关系。比如说，人们可能（在旅行的过程中）有沟通困难，这会让人们变得不和谐。
模板(2)：说明利弊型
Nowadays, there is a widespread concern over (the issue that)___________(讨论议题). In fact, there are both advantages and disadvantages in__________(讨论议题). Generally speaking, it is widely believed that there are several positive aspects as follows. Firstly,_________(优点一). And secondly, __________(优点二).

八年级英语Unit5 Writing 最佳教案导学案教学设计

教学过程
教学环节
教学活动
评估要点
评估结果
Lead-in
If you have an exchange visit to Britain, which activities would you like to take part in?
Pre-writing
What has Sarah done on the educational exchange in Beijing? What about Eric?
Part 3 Closing
I have…. I hope…
Reflection
教学重难点
Key point
Students can use the present perfect tense in specific situations.
Difficult point
Students can complete a report about an exchange visit in London with the help of the key words.
3.我们已经了解了很多关于中国的文化和历史的信息。
4.我将会与他们保持联系。
写作提纲:
A report on my exchange visit toBritain
Part1Introduction(Where have you been? ):
I have been to…. It’s….
Part2Body(What have you done?)
Unit5Writing教学设计
课题
An exchange visit
课型
写作
年级
八年级
学科

Unit 5 Reading for Writing 教学设计-高中英语必修第一册

Reading for Writing 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 5姓名学校教学内容分析【What】本节课的写作任务是完成一篇关于英语学习的博客Write a blog about English Study。

该话题属于主题语境--人与自我--生活与学习。

子话题为语言学习的规律、方法等。

本文的阅读文本是一篇在线论坛中发布的一条话题帖（post）和三条回帖。

论坛话题为learning English，话题发起人发布的讨论话题是What are your biggest problems with learning English?非文字信息（图片）包括博客论坛版面设计。

论坛中，帖子发布者通过诉说英语学习困惑、征求学习建议和分享学习经验，互帮互助、共同提高英语学习的效果和效率。

文章共有两个部分，四个段落。

内容如下：第一部分（第一段）：话题发起人发布讨论话题，征询英语学习困惑。

第二部分（第二段至第四段）：三位跟帖者交流了自己在英语听力、口语中礼貌用语的表达、词汇学习三个方面的学习困惑。

同时，后两位发帖人就上一位发帖人的困惑，分享了自己的学习经验。

【Why】本篇文章话题贴合学生学习实际，文本形式新颖、有时代特色，内容简明扼要、叙述逻辑清晰，语言精练实用，能够极大的引发学生的阅读兴趣和写作热情。

本课语篇有助于培养学生合作学习的意识，愿意与他人分享学习资源和学习经验。

同时，及时发现学习中的问题，善于分析成因，制定切合实际的学习目标和调整学习策略。

学习策略的使用还具有迁移性，有助于促进学生终身学习能力的发展。

【How】从内容上，文章贯穿了两条线索。

文章的明线是围绕话题What are your biggest problems with learning English展开的讨论。

暗线是对英语语言学习元认知策略和认知策略的学习。

包括三个维度的探讨：（1）根据学习需要，选择合适的资源，拓展学习渠道的元认知策略。

高中英语Unit5FirstaidPeriodFiveWriting—Instructionalwriting：firstaidinstructions教案

Period Five Writing—Instructional writing：first aidinstructions本单元的话题是“急救”，写作要求是写一篇急救说明。

写急救说明是要求我们把处理某一意外事故的急救方法介绍给读者，使读者了解这一方法具体的操作步骤。

写急救说明要做到：1．自己所介绍的方法是正确的、科学的；2．急救的步骤必须清楚、具体，这样才有利于具体的操作。

可用一些连接词，如firstly，secondly，thirdly，then，after，finally等；3．多用祈使句或表示建议的句型，对某些做法的作用加以说明时，多用一般现在时或一般将来时；4．语气要委婉。

1．Tosaveapatientfromheatstroke，firstofall，youshouldcarryhimtoacoolplacewheretheairwayisgood.2．Don’tlaytheheadhigh. 3．Heatstrokehappenswhenapersonisinasultryplacewherethereisapoorairway. 4．Hardlyhadsheheardthenewsthatherfatherwashitbyacarwhenshebegantocry. 5．Facedwiththeearthquakes，wemustkeepcalmandtakesomenecessarymeasures. 6．Wecan’tstresstheimportanceofsomecommonsensesaboutfirstaidtoomuch.假设你叫李华，你有一个澳大利亚的同学John，他曾在中国学习过半年，现已回国。

最近他听说你校开设了急救课，他来信想询问一些情况，并向你请教关于一级烧伤的急救知识。

请根据以下要点给他写一封100词左右的回信：1．开设急救课的原因；2．一级烧伤急救知识；3．邀请John再次到中国学习。

Unit 5 Reading for writing示范教案【英语人教必修第三册】

Unit 5 The Value of MoneyReading for Writing教学设计教材分析该板块的活动主题是“创编剧本”（Write a dramatic scene）。

学生将在本单元视听、阅读故事情节的基础上，为该剧创作出一场戏。

剧本创作具有三个特点。

首先，这一体裁基本以对话形式展开，通过人物的对话和内心独白展示故事情节、矛盾冲突。

其次，剧本创作不同于其他文学形式，不是以旁观者的身份讲述故事，而是以核心人物的自我讲述展开的，在此基础上需要把握每一个人物的性格和语言特点。

第三，剧本创作需要关注多感官体验，并综合考虑结构、节奏和布局等，将人物语言、形象、服饰、舞台背景、交往环境等诸多因素考虑在内。

因此，剧本创作对学生的综合素质提出了更高的要求。

教学目标1. 掌握剧本的文体特征和语言特色。

2. 通过分析作者的表现手法欣赏剧本中细腻的心理刻画、场景描写等。

3. 能梳理思路，有逻辑地完成剧本创作。

教学重难点【教学重点】引导学生掌握剧本的文体特征和语言特色。

【教学难点】引导学生梳理思路，有逻辑地创作剧本。

教学过程Step 1 Warming-upFree talk.1. We know that money is important, but is it everything? What’s your opinion?2. What is the right attitude we should take towards money?设计意图：利用问题，引发学生思考，为下文做铺垫。

Step 2 Reading1. Read for informationTask 1: Read the scene and answer the questions.(1) Where does Henry go? What does he want?(2) What do the clerks show Henry at first? Why?(3) What makes the people in the store change their attitudes towards Henry?(4) Why would the owner be willing to wait for a long time to get paid?(5) Is it right to judge people by their clothes? Why or why not?设计意图：检测学生对阅读文本的理解，问题由浅入深，从表层信息过渡到深层理解，再到对文本主题的探究。

【教案】Unit+5Reading+for+writing+教学设计人教版高中英语必修第一册

主题单元分课时教学设计课题指向学科核心素养的高中英语主题教学 (第5课时)课时类型reading for writing学时40分钟教学素材PPT,黑板,白板；指导思想与理论依据《普通高中英语课程标准》明确提出：发展学生英语语言技能，就是使学生能够通过听、说、读、看、写等活动，理解口头和书面语篇所传递的信息、观点、情感和态度等；并能利用所学语言知识、文化知识等，根据不同目的和受众，通过口头和书面等形式创造新语篇。

教师要引导学生充分利用语篇知识有效地获取和传递信息，表达观点和态度，达到运用语言与他人沟通和交流的目的。

美国西北大学教授Wallace Douglas认为，写作是一个过程，写作课应该教授的是构成写作过程的一步步的操作方法。

许多学者都将写作看成是一种复杂的、循环式的心理认知、思维创造和社会交互的过程，提倡注重学生作为写作主体的能动性。

写作的过程被分为pre-writing、drafting、revising、editing等阶段，各阶段间不是简单的线性顺接关系，而是一种循环往复的过程。

内容分析/语篇研读/文本分析What本课语篇是实用性文本，其文体为博客，内容是三名网友对Wang Le在网上提出的“英语学习最大的困难是什么？”这一问题的回答，其中，Liu Wen, Jia Xin和 Li Rui 的回复各有侧重，其回顾了自己英语学习的经历，并分别提出了听母语人士讲英语、得体使用英语、记忆单词上的困难，并且在文中表达了求助的想法，希望自己的困难能够得到解决。

Why文章中，三名发帖人通过叙述自己学习英语的经历，向读者分享自己学习英语的历程和遇到的困难，展示英语学习的方法，并激发读者对解决语言学习问题的热情。

同时，文中跟帖者关于上一名网友问题的解答，旨在给具有同样困惑的学生以启发。

引导学生反思和总结自己在英语学习中遇到的困难，并积极探索解决方法。

How本课语篇属于非正式文体，体现了网络博文的典型特点，在语言运用上，三段跟帖语言简洁、用词灵活，风格随意，个性化强。

Unit+5Music+Reading+for+Writing教案高中英语人教版必修第二册 (4)

Unit5写作课教案Write a SpeechI. Teaching Objectives and Key Points1)Teaching Objectives:1. By the end of this lesson, students will be able to:-Use appropriate vocabulary and sentence structures to write a speech in English.-Understand and apply various writing techniques, such as persuasive, informative, and descriptive.- Evaluate their own writing and receive constructive feedback from peers and teacher.2. Students will also develop critical thinking skills and learn how to organize their thoughts clearly and logically.3. Through this course, students will cultivate an appreciation for the English language and its nuances.2)Key Points:1. The importance of clear and effective communication in written form.2. Strategies for organizing ideas and structuring sentences.3. Appropriate use of grammar, punctuation, and spelling in formal writing.4. Techniques for using rhetorical devices to enhance the effectiveness of a speech or essay.II. Teaching Process and Learning Activities1)Introduction (5 minutes):-Start with a brief discussion on the importance of effective communication, particularly in written form. Provide examples of well-written speeches or essays that have had a significant impact on society.- Introduce the topic of the day: writing a speech in English.2)Problem Introduction (5 minutes):- Present a real-life scenario where someone needs to give a persuasive speech on a topic related to current events or social issues. Ask students to brainstorm possible angles or arguments for the speech.- Discuss the importance of choosing a relevant and engaging topic for a speech.3)Content Theme (10 minutes):-Introduce the key elements of a speech, including an introduction, body, andconclusion. Emphasize the need to maintain coherence and clarity throughout the speech.-Discuss the importance of using appropriate language and tone based on the audience and purpose of the speech.- Provide examples of different types of speeches (informative, persuasive, descriptive) to help students understand the diversity of speeches they may encounter in their academic or professional lives.4)Teacher's Activity (10 minutes):- Model a sample speech on a relevant topic, focusing on proper organization and use of language and rhetorical devices.- Walk students through the process of outlining their own speeches, considering the key points they want to make and how they can structure their sentences effectively.- Encourage students to practice speaking their speeches out loud to identify areas that may need improvement in terms of clarity or fluency.5)Student's Activity (20 minutes):- In small groups, students work together to write their own speeches on a given topic. Each group should choose a unique angle or argument to make their speech stand out. -After completing their drafts, students present their speeches to the class for feedback and constructive criticism. Peers should focus on aspects such as organization, grammar, and clarity of expression while the teacher provides more general feedback on overall effectiveness and potential improvements.- Students are encouraged to revise their presentations based on the feedback received and continue working on improving their writing skills until the end of the class period.6)Homework:1. Revise your speech based on the feedback received during class and submit it for grading by your teacher within one week.2. Write a short reflection paper on what you learned during this lesson about writing effective speeches in English, including specific strategies you used or techniques you plan to use in future writing assignments. Your teacher will provide feedback on this paper before it is returned to you.。

人教版(2019)必修第一册 Unit5 Reading for Writing教学设计

教学设计课题Unit5 Languages around the worldReading for Writing学科英语教学目标1.反思和总结自己在英语学习中遇到的困难，并积极探索解决方法，然后以博客的文体形式完成写作。

2.阅读网络社区征询意见和解决办法的新媒体语篇，了解其语言特色和文本特征。

3.积极探寻和思考语言学习的各种技巧和方法。

4.能够通过观察语言和文化的发展，客观分析、辩证思考事物发展的因果关系；能够发散思维，从多个视角认识世界，归纳与建构影响中国文化发展的多元因素。

重点引导学生自主反思和总结英语学习中遇到的困难，共同探讨切实有效的解决方法，完成一篇思路清晰、有逻辑的关于英语学习的博文。

难点完成关于英语学习的博文写作任务。

教学内容与过程Step1 Leading-in（1）学生浏览网络博文并回答以下问题。

Who starts this blog?Who responds to it?What is the blog mainly about?教学提示：这三个问题能够帮助学生把握文本的主要内容，特别是第三个问题，可以引导学生抓住关键词problems 和advice，为接下来的表格填写做好铺垫。

Step2 While-Reading1.Read and find out what’s their problems and the supporting details.备注教学提示：Supporting details are usually examples or facts that are used to describe or explain the topic sentence. They can make your description or explanation more vivid and convincing.2.Then fill in the table on the bookStep3 Input(some useful expressions)1.What sentences are used to express problems?教学提示：学生现找出文中有用的表达，教师再进行补充。

Unit5 The Chinese Writing System 教学设计

Unit 5 The Chinese Writing System: Connecting the Past and the Present Reading and ThinkingTeaching Objectives: At the end of this period, you are expected to be able to:1. To figure out the main structure of the passage through the analysis of G-P pattern.2. share the Chinese language and culture to increase your cultural awareness.3. judge the writing purpose/intended readers/the author's attitude/key information of the passage.4. express your own ideas on the given topics by critical thinkingTeaching Focus:To apply different approaches of discourse analysis to deepen the understanding of the text and language use.To express personal ideas with the help of the target template and lexis.Teaching Procedures:I. Warming upGame time: Guess and AnswerPrediction Look at the picture and the title of the passage, can you predict / guess what the passage is mainly about ?II. Guided Discourse AnalysisTeacher: Get everyone to figure out the discourse pattern of the text assisted by G-P strategy, and share the lexis relevant to each topic.*Students: Apply the G-P strategy, dig into the whole text and share the related details as well as language from it.Purpose: To figure out the theme, topic, thread, and transition of the text, 4-t strategyInteractive Task 1: Figuring out textual pattern(语篇结构、模式)Guided Questions:1. What’s the main idea of Paragraph 1 ?___________________________ ____________________2.What’s the main idea of each paragraph?(Para2)__________________________2(Para3) ___________________________(Para4)____________________________(Para5) ______________________________(Para6) ______________________________So the structure (结构) of this passage is ___________III. Interactive Task 2: Theme analysis (主题分析)*Teacher:Let students analyze the pragmatic value of the text through different angles.*Students: Recall the 10 angles of pragmatics analysis;analyze the text through 4 angles and supply evidences or details.Purpose: To integrate language with meaning as well as to foster students’ deep learning skillsRead the passage carefully to find out the topic sentence (主题句) and supporting details in each paragraph. Para1General statement:____________________________________________________________________ Conclusion:___________________________________________________________ What’s the function (作用) of the underlined sentence?________________Para 2The topic sentence:__________________________________Detail1: ________________________________________________________ Detail2____________________________________________________________ Para 3The general statement:_______________________ _________Detail1: _______________________________________________________ Detail2:_____________________________________________________________ Conclusion :________________________________________________Para 4The topic 3 sentence:_________________ _Conclusion: ____________________________________________Comment: _______________________________What’s the purpose of underlined sentence _______________Para 5The topic sentence:___________________________Conclusion: __________________________What’s the purpose of underlined sentence _________________________Para 6The topic sentence:__________________________Conclusion: _______________________Purpose of the Comment: _____________________IV. Interactive Task 3:Analyzing pragmatic value(语用分析)1.What is the writing purpose of the passage?_________________2.Who is the passage written for?_______________Thread and transition:Time eventsModern times At the beginningBy the Shang Dynasty Over the yearsIn the Qin Dynasty (221-207 BCE)Even todayIn the modern timesTodayV. InteractiveTask 4: Review topic related lexis/vocabulary(用下面的提示词汇复述4文章)Para 1:Continue...there are many reasons why...but one of the main factors Para 2:At the begining, picture based language... symbols were carved...it dates back Para 3: By,well-developed... over the years, developed into different forms ....it was a time when ... howeverPara 4 : Emperor Qin, united, develop in one direction...Even todayPara 5 : become means by...in modern times ... art formPara 6:Today...Chinese culture..an increasing number...VI. Interactive Task5 :Group workDiscuss: choose one factor that has helped the Chinese language and culture survive and give your reasons based on the lexis you have learned and G-P patterns Viewpoint : Introduction:Explanation:Conclusion:Assignment①Look through the topics and lexis acquired in this period as well as this module.②Read the supplementary materialAnalyze the article with the help of 4-T angles and pragmatic analysis.③Use your own words to briefly summarize the passage_____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ________________________________________________________。

人教版九年级英语unit5作文教案

探索人教版九年级英语Unit 5作文教案的奥秘In the world of English education, the ninth-grade Unit 5 of the People's Education Press (PEP) textbook holds a pivotal position. This unit, rich in content and diverse in its approach, challenges students to delve into the depths of the language, while also encouraging them to express their thoughts and ideas creatively. The essay lessonwithin this unit presents a unique opportunity for students to flex their writing muscles and practice their compositional skills.The essay topic often revolves around a real-life scenario or a thought-provoking question, designed to spark the interest of the students and ignite their curiosity. The goal is not just to write a well-structured essay but also to instill in students the habit of critical thinking and independent analysis.Before diving into the essay writing, teachers often engage students in a brainstorming session, where they collect ideas and thoughts related to the topic. This activity helps students to organize their thoughts andidentify the main points they want to convey in their essays.The essay lesson typically begins with a carefulreading of the sample essay provided in the textbook. Teachers guide students through the essay, pointing out key features like the introduction, body paragraphs, and conclusion. They also discuss the language used, the choice of vocabulary, and the effectiveness of the sentence structure. This reading and discussion helps students to understand the basic structure and elements of a good essay. After the analysis of the sample essay, students are then given the opportunity to work on their own essays.They are encouraged to choose a topic that resonates with them and to express their opinions and ideas freely. Teachers provide guidance and feedback throughout thewriting process, helping students to shape their ideas into coherent and well-written essays.The revision and proofreading stage is also crucial. Students are taught to read their essays critically,looking for areas that need improvement. They are encouraged to revise their work, polishing the language,refining the ideas, and ensuring that their essays are free of grammatical errors and typos.The final step is the sharing and evaluation of the essays. Students are given the chance to read their essays aloud to the class, allowing their peers to provide feedback and suggestions. This sharing activity not only helps to build confidence but also encourages students to learn from each other's work.Throughout this entire process, teachers play a pivotal role. They act as guides, mentors, and critics, providing support and encouragement to students as they navigate the world of essay writing. They ensure that the students not only learn the mechanics of writing but also develop a passion for the subject and a love for the language.The essay lesson in Unit 5 of the PEP ninth-grade textbook is not just about writing an essay; it's about exploring ideas, developing critical thinking skills, and honing one's writing abilities. It's a journey that takes students deeper into the world of English, allowing them to express themselves freely and confidently.**人教版九年级英语Unit 5作文教案的深度探索**在英语教育领域中，人教版九年级英语Unit 5占据着举足轻重的地位。

Unit5ReadingforWriting教案高中英语人教版

Unit5写作课教案Write a Blog About English StudyI. Teaching Objectives:1. To develop students' ability to write a blog about English study in English.2. To improve students' understanding of the importance of English study.3. To enhance students' critical thinking and writing skills.II. Teaching Key Points and Difficulties:1. Key Points:Understanding the purpose of writing a blog about English study.Identifying the key points to be covered in the blog.Using appropriate vocabulary, grammar, and sentence structures.Engaging the readers with an interesting and informative blog post.2. Difficulties:Overing the language barrier when expressing ideas in English.Finding the right words to convey thoughts effectively.Ensuring the coherence and organization of the blog post.Writing a conclusion that summarizes the main points and leaves a lasting impression on the readers.III. Teaching Process:1. Introduction (5 minutes)a. Warmup activity: Ask students to share their thoughts on why English study is important.b. Briefly introduce the topic and explain the objectives of the lesson.2. Brainstorming and Planning (10 minutes)a. Discuss with students how to structure a blog post about English study.b. Encourage them to identify key points they want to cover in the blog post.c. Provide examples of effective blog posts for inspiration.3. Writing (25 minutes)a. Guide students through the process of writing their own blog post, focusing on the following aspects:i. Choosing an interesting and relevant title.ii. Writing an engaging introduction that hooks the readers.iii. Providing clear and organized body paragraphs with supporting details and examples.iv. Concluding the blog post with a strong summary and a call to action for readers.b. Offer feedback on students' writing, focusing on vocabulary, grammar, sentence structure, and coherence.4. Revising and Editing (15 minutes)a. Have students revise their blogs, making necessary changes to improve clarity, organization, and overall effectiveness.b. Encourage students to proofread their blogs carefully, checking for spelling, grammar, and punctuation errors.5. Publication (5 minutes)a. Invite two or three students to present their blogs in front of the class, explaining their key points and discussing any challenges they faced during the writing process.b. Ask other students to provide feedback and suggestions for improvement.c. Assign homework for students to share their blogs on a class blog or social media platform, encouraging peer review and constructive feedback.IV. Homework:1. Share your blog post on a class blog or social media platform, along with a brief reflection on your learning experience during this lesson.。

新目标七年级英语Unit5写作教案

【Introduction】Writing is a fundamental skill that students need to develop inorder to communicate effectively and contribute positively insociety. New Target English series is designed to equip studentswith language and writing skills needed for academic and personal success. In this article, we will discuss a writing lesson plan for Unit 5 of the New Target English series for seventh-grade students. 【Lesson Objectives】By the end of the lesson, students will be able to:-Understand the structure of a descriptive essay-Use appropriate vocabulary and grammar to write a descriptive essay-Edit and revise their writing to improve clarity and coherence 【Materials】-New Target English Unit 5 textbook-Computers or paper and pencils-Descriptive essay graphic organizer【Procedure】1.Warm-up (5 minutes)-Ask students to brainstorm adjectives to describe a favorite place, such as a park, beach, or museum. Write their suggestions on the board.-Ask students to choose one of the places they listed and share why they enjoy it.2. Introducing the Topic (5 minutes)-Introduce the topic of the descriptive essay by explaining that they will be writing about a place that is special or memorable to them.-Explain that a descriptive essay is a type of essay that aims to create a vivid image of a person, place, or thing in the reader's mind.3. Model the Writing Process (15 minutes)-Display a graphic organizer for a descriptive essay on the board or projector.-Go through each section of the graphic organizer, explaining what information should go in each section.-Demonstrate how to fill out the graphic organizer for a chosen place, such as a hometown or vacation spot.4. Guided Writing (20 minutes)-Have students work in pairs or small groups to fill out the graphic organizer for their chosen place.-Walk around the room and provide guidance as needed.-Encourage students to use descriptive adjectives, sensory details, and figurative language to paint a clear picture of their place. 5. Independent Writing (20 minutes)-Have students use their completed graphic organizer to write a rough draft of their descriptive essay.-Encourage students to use transition words and sentence variety to improve the flow and coherence of their writing.-Remind students to check for proper spelling, grammar, and punctuation.6. Peer Editing (10 minutes)-Have students switch papers with a partner and use a peer editing checklist to provide feedback on each other's papers.-Emphasize the importance of constructive criticism and proper etiquette during peer editing.7. Revision and Final Draft (15-20 minutes)-Have students revise their essays based on their peer feedback and their own observations.-Encourage students to use a thesaurus to replace repetitive words or phrases.-Have students write a final draft of their descriptive essay to submit.8. Conclusion (5 minutes)-Have students share their essays with the class or with a small group.-Celebrate students' success in completing a descriptive essay. 【Conclusion】The New Target English series provides a comprehensive language and writing curriculum that challenges and motivates seventh-grade students. This writing lesson plan for Unit 5 helps students develop their descriptive writing skills through a structured approach that emphasizes pre-writing, drafting, editing, and revising. Students who master these skills will be better equipped to communicate their ideas and feelings effectively in writing, a key ability that will serve them well in academic and personal contexts.。

必修四_Unit_5 writing

要求：1. 词数：100左右 2. 短文必须包括所有内容要点，可以适当发挥参考词汇：洛杉矶——Los Angeles
沃尔特迪士尼——Walt Disney
动物王国—— Disney’s Animal Kingdom Park 未来王国—— Future Land
Para.1
Para.2 Para.3
2 在那儿，你可以见到许多动画人物，它们是由演员扮演的。
参考词汇：include/ contain / have
such as / like
play / act
3. 在迪斯尼，游客可以游泳、驾帆船，深海捕鱼，或参观附近的名胜古迹。
参考词汇：places of interest / attractions
写作时，应注意以下几点：
1．抓住该地点的基本特征。介绍地点，目的是让人明白无误地了解它，并且给人留下深刻的印象。因此写作时首先抓住其基本特征，即该地点区别于其他地方的标志性特征。 2．要遵循一定的写作顺序，使文章条理清楚，中心突出。
介绍地点通常采用空间顺序，即按照事物的空间存在形式，
从外到内、从上到下、从前到后依次介绍或说明，反之亦然。 3．适当地运用描写，以增加文章的文采，使写作内容更能打动读者，达到最佳的表达效果。 4．此类说明文的时态常用一般现在时，语态常用被动语态。
Para.1 Para.2
General description 总体概述 Features 特色特点 (location, population, area
history, places of interest, activities)
Para.3
Make an appeal
做出号召，吸引游客