Unit 3 Trees and us Section 3 Expressing and communicating ideas Writing教学设计2024-2025学年沪教版（2024）七年级英语下册

该初中英语教学设计聚焦植树节现场报道脚本写作，涵盖结构（开头地点目的、中间分步描述、结尾呼吁）、核心词汇（sapling, dig 等）及现在进行时语法。导入环节展示植树活动图片并提问，激活学生参与经验，搭建从生活实践到书面表达的学习支架。 特色在于任务驱动式写作闭环（规划-写作-互评），以语言能力培养为核心（准确运用目标词汇与现在进行时），融合思维品质（分步描述的逻辑性）与学习能力（peer-review 中 checklist 辅助自评互评）。提供框架模板与互评清单，助力学生写出结构完整、细节生动的脚本，提升语言表达与环保意识，也为教师提供可复制的教学流程与评价工具。

Unit 3 Trees and us-Section 3 Expressing and communicating ideas-Writing This unit focuses on the theme of "Trees and us", falling into the "Natural Ecology" theme group within the "Man and Nature" category. It aims to cultivate students' awareness of nature protection. This writing lesson is about creating a script for a live report on Tree Planting Day. Students will go through the process of planning, writing, and revising under the teacher's guidance, and finally complete the script. By the end of this lesson, students are expected to understand the writing method, overall structure, and language features of a live report script, describe the tree - planting process in writing, and foster an environmental protection awareness of protecting trees. 教学目标 Students can understand the writing purpose, style, and requirements of a live report script. Master the writing framework and specific phrases and sentence patterns related to the tree - planting activity report, such as "dig a deep hole", "plant a sapling into the hole", "use a stick to support the sapling", "water the sapling", "to begin with", "secondly", "finally", etc. 教学重难点 1. Key Points Guide students to understand the writing ideas of a live report script on Tree Planting Day and master the writing framework, including the beginning (introduction of the location and purpose), the middle (description of what students are doing at the scene), and the end (calling on others to join). Enable students to use the present continuous tense correctly to describe the ongoing actions in the tree - planting activity, and use relevant vocabulary and phrases accurately. 2. Difficult Points Help students write vividly and specifically, avoiding simple and repetitive expressions when describing the tree - planting process. Guide students to effectively carry out self - assessment and peer - assessment, and make targeted improvements to the writing. 1. Vocabulary Tree - related vocabulary: tree, branch, root, leaf, trunk, sapling, etc. Tree - planting process vocabulary: dig, plant, support, water, etc. 2. Grammar Present continuous tense: structure (be + doing), usage (describing actions happening at the moment). For example, "Students are digging holes.", "The teacher is showing how to plant a sapling." 3. Writing Structure Beginning: Introduction of the location (e.g., "I am at the school playground.") and the purpose of being there (e.g., "We are here to celebrate Tree Planting Day.") Middle: Step - by - step description of the tree - planting process. For example, "To begin with, some students are digging deep holes. Secondly, others are carefully planting saplings into the holes. Then, they use sticks to support the saplings, and finally, they are watering the saplings." End: Call on others to take action. For example, "Let's all join hands to plant more trees and make our earth greener." 教学过程 1. Lead - in (5 minutes) Show some pictures of Tree Planting Day activities, such as students digging holes, planting saplings, and watering trees. Ask students some questions: "Do you know what these pictures are about?", "Have you ever participated in Tree Planting Day activities? What did you do?" Lead to the topic of this lesson: writing a script for a live report on Tree Planting Day. 2. Knowledge Presentation (10 minutes) Explain the concept of a live report script. "A live report script is like a plan for a reporter to tell people what is happening at the scene in real - time. Today, we are going to write a script for a live report on Tree Planting Day." Analyze the writing framework of the script together with students: Beginning: The reporter should introduce where he/she is and why he/she is there. For example, "I am at the beautiful park in our city. Today is Tree Planting Day, and a lot of people have gathered here to plant trees and make our city more beautiful." Middle: This part is about describing what people are doing at the scene. We can use the present continuous tense. Divide the tree - planting process into several steps and describe each step. For example, "Look! Some students are digging holes with shovels. They are working very hard. The holes need to be deep enough for the saplings. Next to them, other students are carefully taking saplings out of the boxes. They are checking if the saplings are healthy. Then, they are slowly putting the saplings into the holes and covering the roots with soil. After that, they are using sticks to support the saplings so that they won't fall down. Finally, they are watering the saplings with buckets of water." End: The reporter should call on more people to take part in tree - planting activities. For example, "Dear friends, tree - planting is so important for our environment. Let's all come out and plant more trees in the future. Make our planet a better place to live." Write some key phrases and sentence patterns on the blackboard: Phrases: dig a hole, plant a sapling, support the sapling, water the sapling, take part in Sentence patterns: I am at...; We are here to...; Some people are doing...; Next,...; Then,...; Finally,...; Let's... 3. Planning (10 minutes) Give students an outline for the script: Beginning: Where are you? Why are you there? Middle: What are the students doing first? What are they doing next? What are they doing then? What are they doing finally? End: What do you want to say to call on others? Let students plan their scripts in pairs according to the outline. They can discuss and write down their ideas. Walk around the classroom to offer help and guidance when necessary. 4. Writing (15 minutes) Based on the planning in the previous step, ask students to write their own scripts for the live report on Tree Planting Day. Remind them to use the vocabulary, grammar, and writing framework they have just learned. Encourage students to be creative and add some details to make their scripts more vivid. For example, they can describe the weather, the mood of the people at the scene, etc. While students are writing, the teacher should keep an eye on the class, providing individual assistance to students who encounter difficulties. 5. Revision (5 minutes) After students finish writing, organize them into groups of four for peer - review. Give each group a checklist: Check if the beginning part clearly states the location and the purpose. Check if the middle part uses the present continuous tense correctly to describe the tree - planting process step by step. Check if there are any spelling or grammar mistakes. Check if the end part effectively calls on others to take action. Let students review each other's scripts according to the checklist. They can make marks on the scripts and write down their suggestions. Then, each student revises his/her own script based on the suggestions from classmates. 教学反思 1. Successes Through showing pictures in the lead - in part, students were quickly attracted to the topic, and their enthusiasm for learning was effectively mobilized. The detailed analysis of the writing framework and the presentation of key vocabulary and grammar made it easier for students to start writing. Most students were able to follow the framework to complete their first drafts. The peer - review and self - review process provided students with opportunities to learn from each other. They could find out their own problems and improve their writing skills through the suggestions of classmates. 2. Deficiencies Some students still had difficulty in using the present continuous tense accurately, especially when describing complex actions. For example, they might make mistakes in the form of "be" verbs or the spelling of present participles. In the group discussion and peer - review process, a few students were not very active. They might be shy or lack confidence in expressing their opinions in English. The time for writing was a bit tight for some students. They did not have enough time to add more vivid details to their scripts. 3. Improvements In future teaching, more exercises on the present continuous tense can be designed to strengthen students' understanding and application. For example, more sentence - making exercises and error - correction exercises. For students who are not active in group work, more encouragement and guidance should be given. Teachers can assign specific tasks to them in the group to make them more involved. When arranging the teaching time, more flexible adjustments can be made. For example, appropriately shorten the knowledge - presentation part and give students more time for writing and revising. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$