Unit 1 Family Writing Workshop 教学设计 -2025-2026学年北师大版英语七年级上册

Unit 1 Family-Writing Workshop This unit focuses on developing students' writing skills related to the theme of "Family". The Writing Workshop guides students through describing their family members, their relationships, and daily activities. Students will learn to use appropriate vocabulary and sentence structures to introduce family members, including their names, ages, occupations, appearances, and personalities. They will practice organizing information coherently in a paragraph or short composition, using connecting words to enhance the flow of their writing. The workshop integrates reading models, guided practice, and independent writing tasks to help students construct a meaningful and well-structured description of their family. 教学目标 Knowledge and Skills Students will be able to use 15-20 new vocabulary items related to family (e.g., grandmother, cousin, engineer, outgoing, kind-hearted). Students will master sentence patterns for describing people: "My father is a... He likes...", "She has... hair and... eyes", "We often... together". Students will learn to organize family descriptions in a logical sequence (introduction → individual descriptions → family activities). Students will be able to write a 80-100 word paragraph about their family with correct grammar and punctuation. Process and Methods Students will develop collaborative learning skills through pair work and group discussion. Students will enhance their critical thinking by analyzing model texts and peer compositions. Students will improve self-editing abilities using a provided checklist. Cultural Awareness and Emotional Goals Students will gain awareness of different family structures and cultural perspectives on family. Students will develop appreciation for their own family members and express gratitude through writing. Students will build confidence in using English to describe personal experiences. 教学重难点 Key Points Mastering vocabulary and expressions for describing family members. Learning to structure a coherent paragraph with an introduction, body, and conclusion. Using correct verb tenses and sentence structures in descriptive writing. Difficult Points Choosing appropriate details to include in the description. Using connecting words (and, but, so, sometimes) to link ideas smoothly. Maintaining consistent point of view and tense throughout the writing. Avoiding repetition while providing sufficient information. Vocabulary Family members: grandfather, grandmother, father, mother, brother, sister, cousin, uncle, aunt, parents Occupations: teacher, doctor, engineer, driver, cook, student, worker Appearance: tall, short, young, old, thin, strong, long hair, short hair, blue eyes, round face Personalities: kind, friendly, strict, funny, quiet, outgoing, hardworking Activities: read books, watch TV, play sports, cook, go shopping, travel, help with homework Useful Expressions This is my... / These are my... He/She works as a... He/She is... (age) years old. He/She likes... / His/Her hobby is... We usually... on weekends. My favorite family activity is... I love my family because... Sentence Patterns Subject + be + occupation. (My mother is a teacher.) Subject + have/has + appearance feature. (She has long black hair.) Subject + be + adjective. (My brother is very funny.) Subject + verb + object. (We often play basketball together.) Although + clause, + main clause. (Although my father is strict, he loves me very much.) Writing Structure Introduction: General statement about the family Body: Description of each family member with key details Conclusion: Feelings about the family 教学过程 1. Warm-up and Lead-in (5 minutes) Activity 1: The teacher shows a photo of his/her own family and briefly introduces each member using simple English. "This is my family. This is my father. He is 60 years old. He is a doctor. He likes fishing." Activity 2: Students are asked to look at the picture on Page 18 of their textbook and describe what they see. Purpose: Arouse students' interest in the topic and activate prior knowledge about family vocabulary. 2. Presentation of New Language (10 minutes) Activity 1: Vocabulary introduction The teacher presents new vocabulary using flashcards with pictures (family members, occupations, appearance words). Students repeat the words and match them with pictures in pairs. Quick quiz: Teacher says a word, students raise corresponding picture cards. Activity 2: Sentence pattern practice The teacher writes model sentences on the board: "My sister is a student. She is 15 years old." "My father is tall. He has short hair." Students practice substituting words to create their own sentences. Pair work: Students describe one family member to their partner using the new sentence patterns. Purpose: Introduce and practice key vocabulary and sentence structures needed for the writing task. 3. Model Text Analysis (7 minutes) Activity 1: The teacher distributes a model paragraph about a student's family (from Page 19 of the textbook). Activity 2: Whole class reading of the model text. Activity 3: Guided analysis: How many family members are introduced? What information is given about each member? What is the order of information? What connecting words are used? Where is the introduction? Where is the conclusion? Purpose: Help students understand the structure and features of a good family description. 4. Guided Writing Practice (12 minutes) Activity 1: Pre-writing preparation (3 minutes) Students complete a mind map worksheet with information about their own family: Family members' names Ages and occupations Appearance and personality Activities they do together Activity 2: Sentence building (4 minutes) Using the mind map, students write 5-7 sentences about their family members. The teacher walks around to provide assistance as needed. Activity 3: Organizing sentences (5 minutes) Students work in groups of 3 to arrange their sentences in a logical order. Groups share their organized paragraphs with the class. Purpose: Guide students through the writing process from brainstorming to organizing ideas. 5. Independent Writing (8 minutes) Activity 1: Students write their own paragraph about their family using the mind map and organized sentences. Requirements: 80-100 words Include at least 3 family members Use correct grammar and punctuation Follow the structure: introduction → body → conclusion The teacher provides individual assistance to students who need extra help. Purpose: Allow students to apply what they've learned in independent writing. 6. Peer Review and Editing (5 minutes) Activity 1: Students exchange their writings with a partner. Activity 2: Using a simple checklist, students give feedback to their partners: Are all sentences clear? Are there any grammar mistakes? Does the paragraph have a clear structure? Are there any interesting details? Activity 3: Students make revisions based on peer feedback. Purpose: Develop students' ability to evaluate writing and make improvements. 7. Summary and Homework (3 minutes) Summary: The teacher briefly reviews the key points of the lesson: Important vocabulary for family description Structure of a family paragraph Useful sentence patterns Homework: Revise the family paragraph based on peer feedback Draw a picture of their family to accompany the paragraph Prepare to share their writing in the next class Purpose: Reinforce learning and extend the writing task beyond class time. 教学反思 This Writing Workshop effectively introduced students to describing their family members in English. The warm-up activity successfully engaged students by connecting the topic to real-life experiences. The vocabulary presentation using visual aids helped students quickly grasp new words, and the sentence pattern practice provided a solid foundation for their writing. The model text analysis was particularly useful, as students could clearly see how to structure their writing. The guided practice activities, especially the mind map and sentence organization tasks, scaffolded the writing process effectively, allowing even weaker students to participate successfully. However, several improvements could be made. First, the time allocated for independent writing (8 minutes) was somewhat tight for some students. In future lessons, I would adjust the timing to allow 10-12 minutes for this section. Second, while the peer review activity was valuable, some students needed more guidance on how to provide constructive feedback. Providing sentence frames for feedback (e.g., "I like how you described...", "You could add more details about...") would improve this activity. Additionally, I noticed that students had difficulty using connecting words appropriately. In the next lesson, I will include more targeted practice on transition words and phrases. Finally, incorporating more examples of diverse family structures would help students recognize and appreciate different family configurations. Overall, the lesson achieved its objectives, with most students able to produce a coherent paragraph about their family. The combination of guided practice and independent writing proved effective, and the peer review activity promoted both critical thinking and collaborative learning. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $