七年级英语上册三单元写作课教案
人教版七年级英语上册Unit3写作课说课稿
学生在学习本节课之前，已经掌握了基本的词汇和句型，具备一定的语言表达能力。然而，可能存在以下学习障碍：
1.词汇量有限，影响表达丰富性和准确性。
2.句型掌握不够熟练，导致写作时语法错误较多。
3.缺乏写作技巧，文章结构混乱，表达不清晰。
4.部分学生对家庭生活话题不感兴趣，缺乏学习动力。
（三）学习动机
5.跨学科融合：结合其他学科知识，如美术、音乐等，让学生在多领域体验英语学习的乐趣。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情景教学法和合作学习法作为主要教学方法。选择这些方法的理论依据如下：
1.任务型教学法：该方法强调学生在完成具体任务的过程中，运用所学知识解决实际问题。这有助于培养学生的自主学习能力和实际运用能力，符合学生认知发展需求。
1.自我评价：让学生回顾本节课所学内容，总结自己的收获和不足，培养自我反思能力。
2.同伴评价：鼓励学生相互评价，发现彼此的优点和不足，相互学习，共同进步。
3.教师反馈：针对学生的表现，给予肯定和鼓励，针对存在的问题，提出具体的改进建议。
（五）作业布置
课后作业布置如下：
1.复习词汇和句型：要求学生复习本节课所学的词汇和句型，加强记忆。
-加强课堂管理，提高学生的自律性和学习积极性。
3.写作技巧：如何描述家庭成员及其日常活动，如何组织文章结构，使文章条理清晰、内容连贯。
（二）教学目标
1.知识与技能：
（1）掌握本节课的词汇和句型，并能熟练运用。
（2）学会如何描述家庭成员及其日常活动。
（3）能够独立完成一篇关于家庭成员日常活动的作文。
2.过程与方法：
（1）通过小组合作，培养学生的团队协作能力。
2024新仁爱版七年级英语U3L7 Reading for Writing教案
Unit 3 Our Colorful School Life
Lesson 7 Reading for Writing
I. Material analysis
内容解读：本部分是写作部分，以读促写，培养学生写作能力。
首先学生阅读范文，获取有关“校园生活”的信息分析篇章结构，并巩固本单元学习技能，梳理活动场景，通过绘制校园生活的主旨细节图表，归纳主旨大意和重要细节。
其次，根据所提供的写作模板，起草作文，完成介绍自己校园生活的作文初稿。
最后，学生在独立完成短文写作后，与同伴交换作文，根据评价量表，互相评价。
本部分有5个活动。
II. Teaching aims
1. 基于写作目的、文体和要求，分析文本结构，列出介绍校园生活的内容要点；
2. 绘制主旨细节图表，谋篇布局，拟定框架，完成写作任务；
3. 通过自评和互评，修改完善文章的结构、内容和语言；
4. 积极、快乐地融入多彩、有意义的校园生活。
III.Teaching procedures
IV. Blackboard design。
初一上英语写作课教案
初一上英语写作课教案【篇一：初中英语写作课教学案例】初中英语写作课教学案例郑庄中学原丽一、背景知识介绍。
书面表达是写的一种途径，是英语交际的重要组成部分。
初中阶段对于英语写作的要求，实际上是“有指导的写作”(guided writing)。
它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。
客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有4.7分（满分为12分）。
究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。
（比如，如何用词、句、组段、谋篇等）。
这些原因造成了学生从最初不会写盲目写到不愿写。
惧怕写，直至最后拒绝写的恶性循环。
针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。
教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。
二、教学过程。
1．warm-up活动：通过听一首英语歌：“the more we get together, the happier we?ll be.”目的是活跃气氛，为引出今天的话题做准备。
2．revision①使用大脑风暴法（brainstorm）让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段（drafting stage）选择有写的价值和意义的东西时参考。
]②根据下列所给提示介绍你的朋友（四人一小组活动）。
⑴name and age. ⑵where he / she comes from subject? ⑶what he is?⑷what his / her friend? ⑸looks（外貌）⑹personality（性格）⑺his / her dream ⑻……3．pre-reading 通过提问，how can you know your friends, if you haven?t seen each other for a long time? 联系朋友有很多方法，但是 one of the best ways is sending e-mails to them. do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。
七年级英语上册(人教版)Unit3单元整体教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.词汇：学生能够熟练掌握并运用Unit 3中的重点词汇，如family, parent, brother, sister, doctor, teacher等，以及与家庭职业相关的词汇。
4.任务型教学：学生通过完成各种任务，如听力、阅读、写作等，巩固所学知识，提高综合语言运用能力。
5.激励性评价：教师给予学生积极的评价，激发学生的学习兴趣和自信心，培养良好的学习习惯。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.积极参与：学生积极参与课堂活动，主动与同学交流，展示自己的学习成果。
3.学习习惯：七年级学生正处于学习习惯养成的关键时期，需要教师在教学中注重培养学生的学习策略、自主学习能力和合作精神。
4.情感态度：学生在学习英语过程中，可能存在一定的焦虑和恐惧心理。教师应以鼓励、关爱为主，营造轻松、愉快的课堂氛围，帮助学生树立自信心，激发学习兴趣。
5.家庭背景：学生来自不同的家庭背景，对家庭、职业等方面的认知存在差异。教学中应充分挖掘学生的生活经验，将所学知识与学生实际相结合，提高教学效果。
-例如，展示一个家庭的日常生活场景，引导学生用一般现在时描述家庭成员的活动。
2.互动教学：采用问答、角色扮演、小组讨论等形式，增加课堂互动，提高学生的参与度。
-教师提问：“What does your mother do?”，引导学生用一般现在时回答。
3.分层教学：针对学生的不同水平，设计不同难度的教学活动，确保每个学生都能在课堂上得到有效提升。
二、学情分析
针对七年级学生的年龄特点和英语学习水平，进行以下学情分析：
人教版七年级上册英语全英教案
人教版七年级上册英语全英教案教案是备课的展示与体现，至于采取何种形式还得根据七年级英语教师实际而定。
下面是小编为大家精心整理的人教版七年级上册英语的教案，仅供参考。
人教版七年级上册英语全英教案(一)Unit 3 This is my sister第一课时一、学习目标1、学会认知家庭成员，了解家庭关系。
2、学会介绍人，识别人。
3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。
包括一般疑问句和否定句式。
4、能写一封书信。
5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。
二、学习内容三、朗读单词1. sister n. 姐;妹2. parent n. 父或母3. brother n. 兄;弟4. grandmother n. 祖母;外祖母5. grandfather n. 祖父;外祖父6. grandparent n. 祖父/ 母;外祖父/母7. these pron . & adj.这些8. those pron . & adj.那些9. she pron .她10. he’s =he is11. son n.儿子12. cousin n.堂(表)兄弟;堂(表)姐妹13. daughter n. 女儿14. uncle n.叔;伯;舅;姨父;姑夫15. aunt n. 姨母;姑母;伯母;婶母16. thank for为……而感谢17. here adv.在这里;向这里18. love v.爱;热爱19. much adv. 很;非常20. very much 很;非常21. soon adv.不久22. see you soon ,再见。
23. pen friend 笔友24. they pron. 他(她;它)们25. aren’t =are not四、任务示范Show the Ss some pictures , point at the pictures and tell them like this :This is my father / mother / brother / sister ……That’s my sister / grandmother / grandfather ……Then ask the Ss to bring their families’ pictures and introduce people in this way .五、布置作业1、请同学们反复朗读单词，并自查能记住多少单词。
人教版七年级英语上册Unit3写作课优秀教学案例
3.写作技巧：总结写作过程中的注意事项和技巧，如明确主题、组织结构、使用恰当的词汇等。
（五）作业小结
1.作业布置：布置一道相关的写作作业，要求学生写一封邀请信，邀请同学参加学校的聚会。
2.小结与反思：学生对自己在课堂学习中的表现进行小结和反思，总结自己的优点和不足。
作为一名特级教师，我深知教学策略的重要性，因此在本节课的设计中，我注重了情景创设、问题导向、小组合作和反思与评价四个方面的教学策略。通过情景创设，让学生在实际语境中运用所学知识；通过问题导向，引导学生思考和讨论，提高解决问题的能力；通过小组合作，培养学生的合作精神和团队意识；通过反思与评价，让学生总结经验，提高自我认知和自我改进的能力。
（三）学生小组讨论
1.写作任务：给出一个写作任务，要求学生写一封邀请信，邀请朋友参加聚会。
2.小组讨论：学生分组进行讨论，互相交流自己的想法和表达方式，共同完成写作任务。
3.互动评改：学生之间进行互动评改，提出修改意见和建议，共同提高写作水平。
（四）总结归纳
1.邀请的语言表达：总结和归纳所学的情态动词"would like to"的用法和邀请他人的表达方式。
（二）过程与方法
1.学生通过角色扮演和实际交际情境，提高日常英语口语交流能力，增强实际应用所学知识的能力。
2.学生在教师的引导下，进行写作练习，从句子到段落，逐步提高写作水平，掌握邀请信的格式和结构。
3.学生通过互相评改和反馈，发现和纠正自己在写作中的错误，提高写作质量和能力。
（三）情感态度与价值观
1.设计问题链：教师提出问题，引导学生思考和讨论邀请信的目的、格式和表达方式。
人教版七年级英语上册Unit3Isthisyourpencil写作课教学设计
3.教师引导学生通过观察和描述，引出本节课的主题：“物品归属”，从而导入新课。
4.通过提问方式，检查学生对上一节课知识的掌握，为新课的学习做好铺垫。
（二）讲授新知
1.教师展示教材中的图片，引导学生学习新词汇和句型，如"pencil", "book", "schoolbag", "Is this your...?", "Yes, it is./ No, it isn't."等。
1.写作练习：请学生运用本节课所学的词汇和句型，编写一段关于“寻找失物”的对话。要求至少包含5个新学的词汇和3个句型，对话内容要具有逻辑性和连贯性。
2.课后作业：请学生以“我的书包”为主题，写一篇英语短文。要求描述书包里的物品，并运用所学知识表达物品的归属。文章不少于5句话，要求结构清晰、内容丰富。
4.鼓励学生积极参与课堂活动，充分发挥他们的主观能动性，培养自主学习能力。
（三）情感态度与价值观
1.增强对英语学习的兴趣和信心，认识到英语在生活中的实用性。
2.学会与同学分享、合作，培养团结互助的品质。
3.养成良好的学习习惯，如预习、复习、主动参与课堂等。
4.树立正确的价值观，如尊重他人、爱护公物、珍惜学习用品等。
2.学生分享在本节课中学到的知识和经验，表达自己的收获和感悟。
3.教师总结本节课的教学内容，强调重点和难点，提醒学生课后进行复习和巩固。
4.布置课后作业，要求学生运用所学知识，完成相关的写作任务，为下一节课的学习做好准备。
人教版七年级英语上册 Unit 3 Section B (3a-Self Check) 教案
完成 Self Check 的练
教学过程
学生活动
去写。这样既可以检查学生的单词掌握情况，也可以调动学生学习英语的积极 习。
性。
2．写新单词：让学生在练习本上写出本单元所学的其他单词。
Step 8：Self Check
让学生完成 Self Check 的第二部分，用代词填表。
I
me
my
mine
you
的写作做好
“Lost” below and find out the important information about it.
铺垫。
Lost：
Lost：
写一篇寻物
I lost my baseball. I lost my ID card.
启事。
练习运用词
Yellow and red.
My name is Mike.
课件呈现信
...
小组内进行 息，练习单
2.让学生根据家庭作业所做的卡片信息，进行物品主人的确认。
对话练习， 词和句型。
这样既可以检查学生的家庭作业情况，又可以训练学生的语言表达能力。 确认物主。
Step 3：Present “Lost and Found”
1.教师利用多媒体课件展示寻物启事和失物招领启事，让学生判断 Lost 和
写一篇寻物 启事。
提高写作能 力。
For example：
T：OK，let's try to write your own lost or found notice with your
name and phone number.
(The students write their bulletin board messages and the teacher
人教版七年级上册英语第三单元作文教学设计
人教版七年级上册英语第三单元作文教学设计全文共6篇示例，供读者参考篇1Unit 3 Lesson Plan (A Student's Perspective)Oh boy, we just started a new unit in English class - Unit 3! I'm super excited because the topic is all about food, and you know how much I love snacks and tasty treats. This unit is gonna be a piece of cake (get it? Haha!).Our teacher, Ms. Johnson, started off by showing us pictures of all kinds of mouth-watering dishes from around the world. There were pizzas, burgers, noodles, curries - you name it! She asked us to name the foods we recognized and rate how much we liked them on a scale of 1 to 5. Of course, I gave a huge thumbs up to anything with chocolate!Next, we learned some really useful vocabulary words related to food and eating. Words like "appetizer", "entrée", "cuisine", and "palate". I tried my best to remember them all, but I have to admit, some of those fancy words made my head spin a little. Thank goodness for vocabulary lists!Then came the fun part - learning about different cultures and their traditional foods. We watched videos about Italian pasta-making, Indian spice markets, and even how chocolate is made (my favorite!). It was so cool to see how people from different parts of the world eat such diverse foods.For homework, Ms. Johnson asked us to interview our parents or grandparents about their favorite childhood dishes and cultural food traditions. I can't wait to ask my grandma about all the yummy Puerto Rican foods she used to make when she was a kid. Maybe she'll even share a recipe with me!In the next few lessons, we're going to practice ordering food at a restaurant using proper English phrases. We'll learn how to politely ask for refills, additions or substitutions to our order. I just hope nobody orders anything too stinky like durian fruit - yuck!We'll also spend some time comparing fast food tohome-cooked meals. I know fast food isn't the healthiest, but a kid can dream of unlimited fries and milkshakes, right? Ms. Johnson said we'll do activities analyzing nutrition facts and learning about balanced diets. As long as she doesn't take away my weekly pizza day, I'm cool with that.Later in the unit, we'll get to do fun food-related projects like designing our own restaurant menus and writing reviews of our favorite local eateries. I can't wait to write a scathing review of that new place that messed up my cheeseburger order. Revenge, through the power of essays!To wrap things up, our big final assessment will be giving an oral presentation about a special cultural dish or food tradition. We'll have to research the history, ingredients, and significance of the dish. I'm thinking of doing mine on s'mores because they're an amazing American camping tradition. Who doesn't love roasting marshmallows over a fire?Overall, I'm really looking forward to this delicious unit. We'll get to explore the world through food while practicing our English reading, writing, listening and speaking skills. And ifwe're lucky, maybe Ms. Johnson will even let us have a cultural food-tasting party at the end. A girl can dream, right? Now if you'll excuse me, I have to go polish off these chips before class...篇2Unit 3 - My ClassroomI can't wait to tell you about our latest English lessons! We've been learning all about describing our classroom and thedifferent objects we can find there. It's been so much fun and really helpful for improving my English skills.First up, Miss Li introduced lots of new vocabulary words related to the classroom. There were words like "desk", "chair", "blackboard", "chalk", "eraser" and so many more. We had to repeat them over and over, which was a little boring at first. But then Miss Li brought in real objects from our classroom and had us identify them using the new words. That made it way more interesting and memorable!After we learned the basic vocabulary, Miss Li taught us how to make simple sentences describing the location of different objects. We learned phrases like "next to", "in front of", "behind", "on the left/right", and "between". Then we did an activity where we had to give our classmates instructions to find specific items based on their location. It was like a treasure hunt game and we all got super competitive trying to be the first to find everything!Next up was learning adjectives to describe the characteristics of classroom objects. Words like "big", "small", "new", "old", "wooden", "metal", etc. Miss Li brought in a bunch of different desks, chairs and other things and we had to describe them using the right adjectives. There was this reallycool antique desk that must have been 100 years old! Describing that one was tough.Then we combined everything we had learned so far to create complete sentences about our classroom. Stuff like "The new metal chairs are next to the old wooden desks" or "The small green eraser is between the big books on the shelf". Writing out these descriptions was great practice for improving my English skills.But my favorite part was our final speaking activity. Miss Li put us into small groups and gave each group a different "dream classroom" scenario. My group's scenario was a classroom...in space! On a spaceship! How cool is that? We had to describe what our space classroom would look like, using all the vocabulary and grammar we had learned.My group had so much fun coming up with creative ideas. We decided our classroom would be in a big dome with a transparent ceiling so we could look at the stars during lessons. Instead of normal desks, we'd have these high-tech floating desk pads. And of course we'd have all the latest space-age teaching tools like holographic projectors and virtual reality headsets for field trips to other planets!When it was time to present our space classroom to the rest of the class, I was a little nervous. But I just imagined I was an astronaut teacher describing my futuristic classroom to the rookies. I think I did a pretty good job explaining all the awesome features, though I did mix up "left" and "right" a couple times. Whoops!Overall, this unit on describing classrooms has been excellent for building up my English skills, especially vocabulary and using adjectives correctly. I feel much more confident now giving descriptions and instructions in English. And learning all the space-related words was great preparation for my future career...as an astronaut teacher! Just kidding, but exploring other planets would be pretty cool.Up next is a unit on daily routines and schedules. I have a feeling there will be lots of useful phrases for talking about my day and the things I do at certain times. I'm already brushing up on vocabulary words like "wake up", "get dressed", "have breakfast", and so on. Cant' wait to see what fun activities Miss Li has planned! Learning English is awesome.篇3Unit 3 Writing Lesson PlanHey guys! Today I wanted to share with you the writing lesson we did in English class for Unit 3. Our teacher Ms. Wang had us work on writing a story and I thought it was really fun and helpful, so I'll explain how she taught it.First, she had us read this funny story in our textbooks about a kid who was always late for school. It was about how he overslept one morning because his alarm clock broke, and then he had all these crazy things happen to him on his way to school that made him later and later. At the end, he finally made it but was like 2 hours late! We talked about the story and answered some questions to make sure we understood everything that happened.Then Ms. Wang told us we were going to practice writing our own stories like that, with a main character and a sequence of events that leads to a conclusion or outcome at the end. She said this type of story is called a "narrative" and the important things are:Having a clear main character that the story focuses onSetting up the situation at the beginningDescribing the events that happen in a logical sequenceAdding lots of details to make it more interesting and vividBringing it to a resolution or conclusion at the endShe had us start by choosing who our main character would be - it could be ourselves or just a made-up person. I decided to make my character a kid named Mike who is always playing video games. Then we had to set up the situation, like what is Mike's regular routine and what will the initiating event be that starts getting him into trouble? I wrote that Mike's parents were going out of town and leaving him home alone for the weekend, and he got so into playing games that he made a huge mess and didn't do any of his chores.Next was the fun part - coming up with a chain of events that makes the situation worse and worse! Ms. Wang said to think of at least 4-5 major events and write them in chronological order. I had Mike first getting yelled at by his parents on a video call for not cleaning, then trying to quickly do chores but making more messes, then having to hide messes from a neighbor who stopped by, etc. For each event, Ms. Wang reminded us to add lots of descriptive details about what exactly was happening, how Mike was reacting and feeling, descriptions of the messy house, dialogue if relevant, etc.Finally, we had to come up with how the story would be resolved at the end and what the outcome was after that wholecrazy series of events. I wrote that Mike's parents ended up coming home early and he got in huge trouble, but also had a funny scene where they slip on something and make another mess, then they all have to clean together. The conclusion was Mike learning his lesson about procrastinating and making messes.After we finished drafting our narrative stories, Ms. Wang had us trade with partners and provide feedback on things like:Making sure the story events make logical sense and follow a sequenceChecking for grammar/spelling mistakesSuggesting more vivid word choices for descriptionsGiving ideas for adding more details or dialogue in certain partsThen we revised our stories based on the feedback and wrote up final drafts. On the last day, some of us got to share our stories out loud with the class!Overall, I felt like I really leveled up my narrative writing skills and made my story way more engaging and descriptive than it started. Shoutout to Ms. Wang for showing us how it's done!Writing can be hard work but it's rewarding when you craft a good story. Let me know if you have any other questions!篇4Unit 3 - Having FunHey there! It's me again, your friendly neighborhood 7th grader. Today I'm going to share my thoughts on Unit 3 from our English textbook. The unit is called "Having Fun" and boy, did we have a blast learning about it!The unit started off with a really cool text about a family visiting an amusement park. I loved reading about all the exciting rides and games they got to experience. The roller coaster sounded like an absolute thrill! I could picture myself screaming at the top of my lungs as the coaster went upside down. Though, I have to admit, I'd probably be terrified out of my mind too!After the reading, our teacher had us practice some useful sentences and vocabulary words related to amusement parks and fun activities. We learned how to express enjoyment, fear, and other emotions through simple phrases like "I'm having a great time!" and "That was scary but fun!" It's amazing how a few words can capture so much feeling.Then came my favorite part - listening to some conversations about planning a fun weekend. I really enjoyed eavesdropping on the different friend groups deciding what activities to do together. Some wanted to go to the movies, others preferred hiking or playing sports. There were so many entertaining options to choose from! It made me wish I could join in and make plans with them.Speaking activities are always a blast too. We did some fun role-plays where we had to act out making weekend plans with friends and family members. I'm a bit of a shy guy, so public speaking isn't my strong suit. But I have to admit, once I got into character, I didn't want the scene to end! It felt like I was living out my fictional weekend for real.Towards the end of the unit, we did a really cool project in groups. We had to design and pitch our own amusement park to the class, complete with ride ideas, food options, souvenirs, you name it. My group went all out with a massive indoor water park themed to an ancient civilization. We had everything from towering waterslide ruins to a lazy river representing the Nile. Maybe I have a future in amusement park design?Overall, I'd say Unit 3 was one of the most enjoyable units we've covered so far. Learning about fun activities and makingweekend plans was right up my alley as a kid. Plus, all the projects, role-plays and creative writing assignments made it so engaging. I hadn't realized how much you could cover in an English unit just from the concept of "having fun."I'm already looking forward to the next unit. Though, with my luck, it'll probably be something weird like the importance of eating your vegetables or something. A kid can dream of anall-amusement park curriculum, right? Maybe next year...篇5Here's a 2000-word lesson plan for teaching the writing section of Unit 3 in the 7th grade English textbook (PEP Edition), written from a student's perspective:Unit 3 Writing Lesson PlanHi there! Today, I'm going to share with you how our English teacher taught us to write compositions for Unit 3 in our 7th grade textbook. It was a really fun and engaging process, and by the end, I felt much more confident in my writing abilities.To start off, our teacher explained that the writing section for this unit focused on descriptive writing. She said descriptive writing is all about using vivid details to paint a picture in thereader's mind, making them feel like they're right there experiencing whatever you're describing.The first thing we did was a group brainstorming activity. Our teacher put us into small groups and gave each group a different object, like a seashell, a teddy bear, or a beautiful flower. We had to come up with as many descriptive words and phrases as we could to describe the object's appearance, texture, smell, and any other sensory details.After a few minutes, each group shared their descriptions with the class. It was really interesting to hear the different ways everyone described the same object! Our teacher praised the most creative and vivid descriptions, explaining why they were so effective.Next, our teacher did a short lesson on using descriptive language techniques like similes, metaphors, sensory details, and adjectives/adverbs. She gave examples of each technique and had us practice identifying them in sample paragraphs.Then came the fun part - we got to go outside and find something in nature to describe through writing. I chose a tall oak tree in the schoolyard. We spent about 20 minutes quietly observing our chosen subjects, jotting down notes on all the details we noticed.Back in the classroom, our teacher guided us through the process of turning our notes into complete descriptive paragraphs. We had to organize our details into an intro, body paragraphs, and a conclusion. The intro had to capture the reader's interest, the body gave vivid descriptive details, and the conclusion wrapped things up nicely.As we were writing, our teacher circulated and gave us personalized feedback. She reminded us to "show, not tell" by using lots of sensory descriptions instead of bland statements. She also encouraged us to use figurative language like similes and metaphors.Once we had a draft done, we did a "peer review" where we swapped papers with classmates and gave each other constructive criticism. I got some great suggestions for improving my descriptive language and fixing some grammatical errors.After revising our drafts based on the feedback, we handed them in to our teacher to get a grade and final comments. I was really proud of my descriptive paragraph about the oak tree!A week later, our teacher returned our graded papers. She went over some of the highest-scoring examples, explainingwhat made them so effective. Hearing the awesome descriptions my classmates wrote was really inspirational.For the final assignment, our teacher told us to write a descriptive essay of 3-5 paragraphs about a person, place, or object that was special or meaningful to us. We could choose anything, as long as we used plenty of descriptive language to make it come alive.I decided to write about my grandma's cozy living room, describing all the sights, smells, textures, and feelings of warmth and comfort I experience when I visit her. Using all the techniques we'd learned, I tried to transport the reader right into that special place.After turning in our essays, some students even volunteered to read theirs aloud to the class. It was amazing hearing the variety of perspectives and the levels of detail everyone included.Overall, this descriptive writing unit helped me improve my observation skills, vocabulary, and ability to craft vivid imagery with words. Our teacher made the lessons interactive and fun. I can't wait to continue developing as a writer!Well, that's a wrap on my behind-the-scenes look at our Unit 3 writing lessons! Let me know if you have any other questions.Writing may seem intimidating at first, but breaking it down into manageable steps makes it so much easier. Just look around you, observe closely, and let your words paint a picture. Happy writing!篇6Teaching Essay Writing in Unit 3 (A Student's Perspective)Wow, Unit 3 is all about writing essays! I was kinda nervous at first, but Miss Lee made it really fun and easy to understand. She started by explaining why essays are important. Turns out, being able to write good essays helps us share our thoughts and ideas clearly with others. It's a super useful skill for school, work, and life in general.The first thing we learned was the basic structure of an essay. Miss Lee said every essay needs to have three main parts: an introduction, body paragraphs, and a conclusion. She compared it to a burger - the introduction is the top bun, the body paragraphs are the patties and fillings, and the conclusion is the bottom bun. Cute analogy, right?For the introduction, Miss Lee taught us to start with a hook to grab the reader's attention. It could be an interesting question, fact, or quote related to the essay topic. Then we need to givesome background information to set the context. Finally, the introduction should end with a clear thesis statement that tells the reader what the essay will be about.Next up were the body paragraphs, which Miss Lee called the "meat" of the essay. Each body paragraph should focus on one main idea that supports the thesis statement. We learned to start with a topic sentence that introduces the main point, then give supporting details and examples to back it up. Miss Lee emphasized using transition words like "firstly", "additionally", and "moreover" to link our ideas smoothly.The conclusion is the last bite of the burger, wrapping everything up nicely. Here we need to restate the thesis in different words and summarize the key points from the body paragraphs. Miss Lee also suggested ending with athought-provoking question or call to action to leave a lasting impression on the reader.But writing isn't just about following a formula. Miss Lee made sure we understood the importance of having a clear purpose, organizing our thoughts logically, and using vivid examples to support our arguments. She taught us brainstorming techniques like mindmapping and freewriting to explore our ideas before drafting the essay.We also learned about different types of essays, like argumentative, descriptive, and narrative essays. Each type has its own strengths and purposes. For example, argumentative essays aim to convince the reader of a particular viewpoint, while descriptive essays paint a vivid picture using sensory details.Once we had the basics down, it was time to practice! Miss Lee gave us lots of fun prompts and topics to write about, like "Describe your dream school" or "Should kids have a longer summer break?" I really enjoyed the creative writing exercises where we got to use our imagination.My favorite part was the peer review sessions. We formed small groups and took turns sharing our drafts, giving feedback on clarity, structure, and ideas. I found it super helpful to get different perspectives from my classmates. It helped me see areas I could improve and gave me confidence in my writing abilities.Towards the end of the unit, Miss Lee taught us about editing and revising our work. We learned to watch out for common errors like spelling mistakes, run-on sentences, and passive voice. She emphasized the importance of proofreading carefully and making sure our essays flowed logically and naturally.On the last day, we had an "essay cafe" where we could dress up, sip juice boxes, and share our polished essays with the class. It was so much fun to see everyone's creativity and hard work on display! I felt really proud of the descriptive essay I wrote about my awesome summer camping trip.Overall, I'm so glad we covered essay writing in Unit 3. Miss Lee made it interesting and practical, breaking down the process into easy-to-follow steps. I used to find essays intimidating, but now I feel confident in my ability to express my thoughts and ideas clearly in writing. Bring on those college application essays - I'm ready!。
人教版英语七年级上册Unit3 SectionB(3a-Self Check)名师教案
Unit3 SectionB〔3a-Self Check〕名师教案【教材版本与册数】新目标人教版七年级上册【单元名称】Unit 3 Is this your pencil?【课时】Section B 3a-Self Check 〔第5课时〕【课型】Writing〔复习写作课〕附：教学活动设计步骤过程措施目的持续性评价1预备与激活先期知识Step 1Warming-up& revisionI. Complete the conversations.A: What’s this?B: It’s a ring.A: _________________?B: R-I-N-G.A: Is this your ring?B: Yes, it is. It’s _____.A: ____________?B: It’s a watch.A: How do you spell it?B: _____________.A: ________________?1. 通过询问生活用品，进而学习如何询问单词拼写的句型。
2. 通过采用“连珠炮似的提问〞〔教师提问，学生迅速反响〕和“连锁操练〞〔学生任意提问或排头开场一一提问至排尾〕，练习介绍语句。
1. 通过询问物品，检查学生是否能用已经学过的词汇答复以下问题2. 学生是否可以复述阅读课文B: __________. It’s hers.A: _______________________? B: No, they aren’t. They’re his. II. Recite the notices on page 17.2获取新知Step 2Pre-writingWork on 3a1. Let’s work on 3a. Here are two notices but some wordsin the notes are missing. Read the notices and completethe notices with the words or phone number in the box.2. Ask some Ss read the words in the box.3. Ss read and complete the notices.4. Check the answers.1. 通过展示实物一串钥匙，教读词组aset of keys2. 指导学生通过上下文推测空白处的信息，激发学生的主动思维，逐渐培养其结合上下文寻找信息的阅读习惯。
Unit3教案2023-2024学年鲁教版(五四学制)七年级英语上册
1.软硬件资源：多媒体教室、投影仪、计算机、黑板、粉笔。
2.课程平台：学校提供的在线学习平台，用于发布学习资料和进行听力练习。
3.信息化资源：英语教学软件、听力材料、电子教材、教学PPT。
4.教学手段：小组讨论、角色扮演、情景剧表演、听力练习、互动问答。
5.教学辅助工具：家庭图片、家庭成员人物卡片、家庭场景图。
②词句展示：
-示例句子：This is my mother. She is a teacher.
-家庭树状图：用图示的方式展示家庭成员的关系，帮助学生理解并记忆。
-对话练习：提供一些家庭成员的对话示例，让学生模仿和练习。
③艺术性和趣味性：
-使用颜色、图表、图片等元素，使板书设计更具视觉吸引力。
-设计家庭成员的角色卡片，让学生参与制作，增加互动性和趣味性。
2.学生的学习兴趣、能力和学习风格：学生们对英语学习充满热情，尤其是对实用性强的日常交流内容感兴趣。他们具有较强的模仿能力和语言学习能力，喜欢通过听、说、模仿的方式进行学习。同时，学生们具有不同的学习风格，有的喜欢视觉学习，有的喜欢听觉学习，有的喜欢动手操作。
3.学生可能遇到的困难和挑战：在学习本节课时，学生可能会遇到一些新的家庭成员词汇的学习，如祖母、祖父等。此外，学生可能在听力理解方面遇到困难，特别是对于不同口音的英语听力材料。另外，学生可能在将所学知识运用到实际情景中进行口语表达时遇到挑战，需要克服害羞和自信心不图填空练习，指出错误并提供正确的答案。
(2)日常对话练习批改：教师批改学生的日常对话练习，对学生的语言表达进行纠正，并提出改进建议。
(3)家庭成员故事写作批改：教师仔细阅读学生写的家庭成员故事，对学生的写作进行评价，指出优点和不足之处。
人教版英语七年级上册Unit3教学设计
3.增进学生对不同职业的了解，培养平等、尊重的价值观。
4.培养学生的团队协作精神，学会与他人分享和交流。
二、学情分析
针对人教版英语七年级上册Unit 3的教学内容，进行以下学情分析：
七年级学生正处于青春期，他们的好奇心强，对新事物充满兴趣，但注意力容易分散。在英语学习方面，他们已经具备了一定的词汇量和基本的语法知识，但口语表达能力有限，尤其在使用一般现在时描述人物特点方面存在困难。此外，学生对家庭成员的了解程度不一，部分学生可能难以用英语准确表达。
3.教师布置课后作业，要求学生运用所学知识，编写一篇关于自己家庭成员的小短文。
4.教师强调家庭的重要性和关爱家人的意义，培养学生的情感态度和价值观。
五、作业布置
为了巩固本节课的学习内容，特布置以下作业：
1.编写一篇关于自己家庭成员的小短文，要求使用一般现在时描述家庭成员的职业、外貌和性格特点，不少于60词。
人教版英语七年级上册Unit3教学设计
一、教学目标
（一）知识与技能
本单元为“人教版英语七年级上册Unit 3”，主要围绕“我的家人”这一主题展开。在知识与技能方面，学生应掌握以下内容：
1.能够听懂、会说、会读、会写与家庭成员、职业相关的词汇，如：mother, father, sister, brother, doctor, teacher等。
（二）讲授新知
1.教师呈现一张家庭成员图，引导学生学习并掌握本节课的重点词汇，如：mother, father, sister, brother等。
2.教师通过PPT展示，讲解“Who's this/that...?”“This/That's...”句型的用法，并结合实际情境进行示范。
写作课英语初中教案
写作课英语初中教案课程目标：1. 学生能够理解和运用所学的写作技巧和表达方式。
2. 学生能够独立完成一篇有逻辑性、连贯性和条理性的作文。
3. 学生能够提高自己的写作能力和表达能力。
教学内容：1. 介绍写作技巧和表达方式。
2. 分析一篇范文，引导学生学习其中的写作技巧和表达方式。
3. 学生进行写作练习，教师进行指导和反馈。
教学步骤：Step 1: 导入（5分钟）1. 教师与学生进行简单的交流，询问学生对写作的看法和感受。
2. 教师引导学生思考写作的重要性以及写作能够带来的好处。
Step 2: 介绍写作技巧和表达方式（10分钟）1. 教师介绍一些基本的写作技巧，如如何开头、如何连接句子和段落、如何使用修辞手法等。
2. 教师介绍一些常用的表达方式，如描述、叙述、说明、论证等。
Step 3: 分析范文（15分钟）1. 教师选择一篇适合学生的范文，并引导学生分析其中的写作技巧和表达方式。
2. 教师可以让学生分组讨论，并分享自己的发现和理解。
Step 4: 学生写作练习（20分钟）1. 教师给出一个写作话题或情境，并引导学生思考和规划自己的写作内容。
2. 教师鼓励学生尽可能多地使用所学的写作技巧和表达方式。
3. 教师学生在写作过程中提供必要的帮助和指导。
Step 5: 学生展示和反馈（10分钟）1. 学生将自己的作文展示给全班同学，并分享自己的写作心得和体会。
2. 教师对学生的作文进行评价和反馈，指出其中的优点和需要改进的地方。
Step 6: 总结和作业布置（5分钟）1. 教师对本次写作课进行总结，并强调写作的重要性和持续练习的必要性。
2. 教师布置相关的写作作业，鼓励学生继续练习和提高自己的写作能力。
教学评价：1. 观察学生在写作过程中的表现和进步。
2. 评价学生的作文质量，包括逻辑性、连贯性和条理性。
3. 收集学生的反馈和意见，不断改进教学方法和内容。
以上是一篇关于英语初中写作的教案，希望对您的教学有所帮助。
七年级上册英语unit3教案
七年级上册英语unit3教案教案标题：七年级上册英语 Unit 3 教案教案目标：1. 学习并掌握新单词和短语，如：hobby, play chess, play the piano, play the guitar, play basketball, play volleyball, play soccer, play table tennis, play badminton, play the drums, play the violin 等。
2. 学习并能正确运用句型：What's your hobby? My hobby is playing chess / playing the piano / playing the guitar / playing basketball / playing volleyball / playing soccer / playing table tennis / playing badminton / playing the drums / playing the violin.3. 通过听力训练，提高学生的听力理解能力，能听懂并理解有关爱好的对话。
4. 通过口语练习，培养学生的口语表达能力，能够用英语谈论自己的爱好。
教学重点：1. 学习新单词和短语，掌握其正确发音和拼写。
2. 学习并能正确运用句型：What's your hobby? My hobby is playing chess / playing the piano / playing the guitar / playing basketball / playing volleyball / playing soccer / playing table tennis / playing badminton / playing the drums / playing the violin.3. 通过听力训练，提高学生的听力理解能力。
七年级英语上册三单元写作课教案45
七年级英语上册三单元写作课教案Starter Unit2 Period3（3a-3e）【教材版本与册数】新目标人教版七年级上册【单元名称】Starter U nit 2 What’s this in English?【课时】3a-3e （第3课时）【课型】Listening ,Speaking and Writing（听说写作课）【本课时教学设计】Step 9 Homework 1. Recite the newwords.2. Practice theconversation in 3c.让学生巩固本节课核心词汇和核心句型的学习，加深印象。
看学生是否能够查漏补缺，巩固本节课的知识学习。
七年级英语上册三单元写作课教案教材版本与册数：新目标人教版七年级上册单元名称：Starter Unit 2 What’s this in English?课时：3a-3e（第3课时）课型：Listening, Speaking and Writing（听说写作课）一、教材分析本单元以谈论身边的物品为核心话题，继续学习字母Ii至Rr，并围绕日常生活中的常见物品引入8个新单词。
教学重点在于让学生掌握“What’s this/that in English? It’s…”句型以及询问单词拼写的句型“Spell it, please.”。
通过图文和听力的形式，3a-3e部分将单元内容进一步拓展，旨在通过听力训练、口语练习和写作活动，让学生能够熟练运用所学句型进行语言交际。
二、教学目标语言知识目标：掌握单词和短语：spell, please, a map, an orange。
掌握求助单词拼写的句型“Spell it, please.”，并能运用该句型进行问答。
通过观看图片和多媒体展示，提供语境进行听力和口语训练。
情感态度价值观目标：在轻松愉快的氛围中学习英语，培养学生学习英语的兴趣。
三、教学重难点教学重点：运用“What’s this/that? It’s…”句型对周围的事物进行问答练习。
Unit3写作教学设计冀教版七年级英语上册
Part one: Teaching objectives (教学目标)：（detailed详备）本单元的话题为“身体部位和情感”，要求能描述某人的外貌特征，会简单地表达自己的情感，写作时往往使用sb. has/hav e..., sb.'s favour ite...等句型，在结尾处对所描写的人物进行评价。
写作时经常会用第三人称或第一人称，时态用一般现在时。
Teaching important points 重点：能描述某人的外貌特征，会简单地表达自己的情感Teaching difficulties难点：使用sb. has/hav e..., sb.'s favour ite...等句型Common test points(常考点)：作文Writing Theme(写作主题)：身体部位和情感Class hour(课时)：1 Repeat lesson preparationPart two: Teaching procedures （教学过程）：Repeat lessonStep1: Class opening and reviewpreparation 1.Greetings (Warmup)师生问好Step2: New concepts（detailed详备）(一) 单元话题短语积累1．have fun玩得高兴2．play with和……一起玩3．do one's homework做某人的家庭作业4. listen to听……5．wave one's hand挥手6．see red火冒三丈7．a bit有点儿；稍微8．stand against/upon靠着……站9．think of想起；考虑10. in the sky在天上11. see a doctor看医生12. have a cold感冒13. stay home待在家里14. have a rest休息一下(二) 阅读下面的短文，完成相关的任务。
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“请求单词拼写帮助”的句型Spell it,please.3d是听力练习,3e是口语练习。
本部分的活动从单词到句型层层递进，让学生运用目标语言谈论身边的物品。
【通过本单元的学习学生需掌握哪些综合技能】学会正确书写字母I—R。知道顺
please在句子中的位置。
3).通过观看图片和多媒体展示的方式提供语境,进行听力和口语训练。
2.情感态度价值观目标：
在轻松快乐的氛围中学习英语，培养学生学习英语的兴趣。
教学
1.教学重点：
重难
1)运用 一What's this/that?—It's… 句型对周围的事物进行问答练习。
占
八、、
2)运用Spell it, please句型，练习拼与所学的有关事物的单词，并强化记忆
教材【本单元话题】本单元以谈论身边的物品展开话题。继续学习字母Ii至Rr,并围
分析 绕日常生活中的常见物品引入8个单词，介绍了向他人确认物品名称的句型
What' s this/that in English? It's…以及询问单词拼写的句型Spell it, please.
【本单元重点掌握目标】掌握句型What' s this/that in English? It's…以
通过冋答，复习目标语言
—What's this in En glish?—It's an oran ge.
—What's that in En glish?—It's a map.
思考：听力前的活动为学生创设情景，让学生感知听力，为下一步的听音做准备。 听力：通过听力练习，达到语言输入的目的。听第一遍完成教材基本要求，听第 二遍提高难度学生通过反复操练句型问答
及询问单词拼写的句型Spell it, please.重视基础知识的学习，要求学生能正
确认读和规范书写字母Ii—Rr,并掌握这10个字母的顺序，了解元音字母I和0在开音节和闭音节中的发音规律。
【教材内容拆分分析】3a-3e部分通过图文和听力的形式,将单元内容拓展。3a-3b以听力训练的方式，让学生辨认图片，补全单词，一方面复习了本单元的8个单词， 另一方面让学生意识到字母对于构成单词的重要性，以及字母与读音的对应关系。
七年级英语上册三单元写作课教案
Starter Unit2 Period3（3a-3e）
【教材版本与册数】 新目标人教版 七年级上册
【单元名称】Starter U nit2What's this in English?
【课时】3a-3e（第3课时）
【课型】Listening ,Speaking and Writing（听说写作课）
4.通过演示复习this, that
cup,
objectsonthe
的在问答句型What's this
quilt
teacher'sdesk.
in En glish? What's that
的认
(ora nge, ruler,pen.
in En glish?的区别。
读。
key, jacket, cup)
序,熟悉大小写，了解1、0在重读开、闭音节中的读音。学会身边常见物品的英文 单词。能够运用本单元的句型向别人询问和回答物品的英文名称，求助单词的拼
写。
教学
1.语言知识目标：
目标
1).掌握单词和短语spell, please, a map, anorange。
2).掌握求助单词拼写的句型Spell it, please.并能运用，进行问答，掌握
En glish?—It'san
pen,
知
Then let some Ss come
oran ge.
key,
识
to the Bb and write
—What's thatin
jacket
them on the Bb.
En glish?—It's a map?
,map,
3.Put some real
2.看学生
Ask Ss to an swer the
是否掌
questi ons:
握了字
T:What's this in
母Ii~
En glish?
Rr的读
Ss: It's an oran ge.
T:What's this in
握核心
与
Let Ss r
词 汇
激
words loun dly.
Rr.的读音和写法。
orange
活
3. Review the letters
3.通过冋答，复习目标语言
J
先
Ii ~ Rr. Let some Ss
—What's thisin
ruler,
期
recitethe letters.
合作：通过小组合作，加强口语训练，达到学以致用。做到听后，能够自己组织 语言，与同学对话，学生通过反复模仿练习原文对话，达到巩固目标语言的目的。
—What' s this in En glish?
—It's a ruler.
—Spell it, please.
—R-U-L-E-R, ruler.
写作：写下刚练习的对话，达到以说促写的目的。
总结：通过本节课的教法进行教学，让学生能够正确的模仿听力中的目标语言进 行语言交际，从而使其能够综合运用上单元和本单元的核心句型进行写作。
教学
流程
参照教学设计
教学
评价
加强输入，养成良好的学习英语的习惯。口语练习采用师生问答和学生之间的Pair work等形式,多多练习，加强合作。要关注物品的英文名称，学习单词的拼写。
这些单词。
2.教学难点：
1)运用 一What's this/that?—It's… 句型对周围的事物进行问答练习。
2)运用Spell it, please句型，练习拼与所学的有关事物的单词，并强化记忆
这些单词。
建议
创设情景，设置任务的教学法
教法
复习： 复习核心词汇orange, ruler, pen, key, jacket, map, cup, quilt。
【本课时教学设计】
步
骤
过程
措施
目的
持续性评
价
1
Step1
1. Greet the Ss. Check
1.通过图片，复习核心词汇
1.看学生
预
Lead in
the homework.
oran ge, ruler, pen, key,
是否掌
备
2. Recite the words.
jacket, map, cup, quilt。