Unit 3 The seasons-Section 3 Expressing and communicating ideas-Writing教学设计 2025-2026学年沪教版英语七年级上册

Unit 3 The seasons-Section 3 Expressing and communicating ideas-Writing This writing lesson is from Unit 3 The seasons of Shanghai Education Press (2024) English textbook for Grade 7. In this unit, students have learned about the four seasons, including the climate, scenery changes, and activities in different seasons. This writing class aims to guide students to comprehensively use the knowledge they have learned in this unit, describe their favorite seasons, and complete a written work. The writing task requires students to cover aspects such as the weather, beautiful scenery, and activities in the season, so as to cultivate students' writing skills and language expression ability. 教学目标 Students can master the vocabulary and expressions related to describing seasons, such as words for weather (sunny, rainy, windy, etc.), adjectives for scenery (green, colorful, etc.), and phrases for activities (go swimming, fly a kite, etc.). Students are able to use the learned sentence patterns, such as “It is + adj. + to do sth.”, to describe the characteristics and feelings of the seasons. Students can write an article about their favorite season with clear structure, complete content, and correct grammar. 教学重难点 Teaching Key Points Master the vocabulary, expressions, and sentence patterns for describing seasons. Learn the writing structure and method of describing seasons, and be able to write an article with a clear beginning, middle, and end. Guide students to describe seasons from multiple aspects, such as weather, scenery, and activities, to make the article rich in content. Teaching Difficult Points Help students use appropriate words and expressions to accurately describe the characteristics of seasons and their personal feelings. Guide students to avoid common grammar mistakes in writing, such as incorrect verb tenses and singular - plural forms. Enable students to write with their own unique perspectives and details, rather than simply copying the sample text. Vocabulary Seasons: spring, summer, autumn, winter Weather: sunny, cloudy, rainy, windy, snowy, warm, hot, cool, cold Scenery: green, colorful, blooming, withered, frozen Activities: fly a kite, go swimming, have a picnic, pick fruits, make a snowman Sentence Patterns It is + adj. + to do sth. (It is exciting to go to the park in spring.) In + season, it is usually + adj. (In summer, it is usually hot.) I like + season + because... (I like autumn because the leaves turn red and yellow.) 教学过程 Lead - in (5 minutes) Greet the students and start the class. Show some pictures of different seasons on the PPT, and ask students to quickly say the names of the seasons they see. T: “Boys and girls, look at the pictures carefully. What season is it?” (Point to the pictures one by one) Ss: “Spring/Summer/Autumn/Winter.” Then ask students to briefly describe the weather or their feelings about a certain season they see. For example: T: “What's the weather like in spring?” S: “It's warm and sunny.” Brainstorming (8 minutes) Divide the students into groups of four. Tell the students that they are going to write about their favorite seasons. Let them brainstorm in groups and list the things they like about their favorite seasons. They can consider aspects such as weather, scenery, activities, and festivals. Give each group a piece of paper and a pen to write down their ideas. Walk around the classroom, listen to their discussions, and give some guidance if necessary. For example, if a group has difficulty thinking of activities in winter, you can prompt: “What do you usually do when it snows in winter?” After 5 minutes, ask each group to choose a representative to share their group's ideas with the whole class. Write down the common and interesting ideas on the blackboard. Analysis of the Sample Text (10 minutes) Show a sample text about “My Favorite Season” on the PPT. My Favorite Season My favorite season is spring. In spring, it is usually warm. Sometimes it is sunny, and sometimes it is cloudy. It often rains. Plants and flowers begin to grow. Everything is green. It is exciting to go to the park to see the new life. We can fly kites in the park. Also, there are many beautiful flowers everywhere. The air is fresh. I like spring because it makes me feel full of energy. First, ask students to read the sample text silently and find out the structure of the text. T: “Read the text carefully and think about how the writer organizes this passage. Which part is about the introduction, which part is about the description, and which part is about the conclusion?” Then, analyze the text together with the students. Point out that the first sentence is the introduction, which directly states the favorite season. The middle part describes the weather, scenery, and activities in spring. The last sentence is the conclusion, explaining the reason for liking spring. Next, analyze the vocabulary, expressions, and sentence patterns used in the text. Underline the key words and sentence patterns on the PPT, such as “in spring, it is usually + adj.”, “it is + adj. + to do sth.”, and ask students to pay attention to how to use them. Finally, ask students some questions to check their understanding of the text, such as: “What activities can people do in spring according to the text?” “Why does the writer like spring?” Outlining (7 minutes) Based on the sample text and the brainstorming results, guide students to make an outline for their own writing. On the blackboard, draw a simple framework: Introduction: State your favorite season. Body: Weather in this season Beautiful scenery in this season Things you enjoy doing in this season Conclusion: Explain why you like this season. Let students fill in the specific content in each part according to their own ideas. They can refer to the ideas on the blackboard and their group discussions. Walk around and help students who have difficulties in making the outline. Writing (10 minutes) After students have made the outline, ask them to start writing their articles. Remind students to use the vocabulary, expressions, and sentence patterns they have learned, and to pay attention to grammar, spelling, and punctuation. They should write according to their outlines, and try to make their articles as detailed and vivid as possible. Set a time limit of 10 minutes for students to write. During this time, walk around the classroom, observe students' writing progress, and provide individual guidance if necessary. For example, if a student uses the wrong verb tense, correct it immediately and explain the reason. Peer Review (3 minutes) When students finish writing, ask them to exchange their articles with their deskmates. Give each student a checklist: Check if the article has a clear introduction, body, and conclusion. Check if there are any grammar mistakes. Check if the vocabulary and expressions are used correctly. Check if the description is detailed and vivid. Let students review their deskmates' articles according to the checklist. They can circle the mistakes and write down some suggestions for improvement. Summary and Homework Assignment (2 minutes) Summarize this class briefly, emphasizing the key points of writing about seasons, such as using correct vocabulary, sentence patterns, and having a clear structure. Assign homework: Ask students to revise their articles according to their deskmates' suggestions and write a clean copy. Encourage students to share their articles with their families at home. 教学反思 Positive Aspects The lead - in part effectively aroused students' interest in the topic, making them quickly enter the learning state. The pictures of different seasons are vivid and intuitive, which helps students recall the knowledge related to seasons. Brainstorming in groups gives students the opportunity to communicate and share ideas with their peers, which can expand their thinking. Most students actively participated in the group discussion, and the representative sharing in class also promoted the exchange of ideas among different groups. The analysis of the sample text is detailed, which helps students clearly understand the writing structure, vocabulary, and sentence patterns used in writing about seasons. This provides a good reference for students' own writing. The process of outlining and writing allows students to gradually organize their thoughts and transform them into written language. Students can follow the steps to complete their writing tasks, which improves their writing confidence. Peer review can cultivate students' critical thinking ability. By reviewing others' articles, students can also learn from their peers' advantages and avoid their mistakes. Areas for Improvement In the brainstorming part, some groups spent too much time discussing, resulting in insufficient time for other parts. In the future, it is necessary to better control the time and remind students to be more efficient in group discussions. During the writing process, although individual guidance was provided, some students still made the same grammar mistakes. It may be necessary to strengthen grammar teaching in advance or review relevant grammar knowledge before writing. In peer review, some students may not be very serious, just casually looking at their deskmates' articles. In the future, it is necessary to give more specific guidance on how to conduct peer review, and set up some rewards to encourage students to take peer review seriously. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$