Unit 4 Interests and Abilities-Writing Workshop 教学设计 2025-2026学年北师大版英语七年级上册

该初中英语教学设计聚焦“兴趣与能力”的主题，围绕词汇、句型与写作结构展开，通过视频导入激活旧知，借助模型文本搭建写作支架，再以小组合作和同伴互评深化语言输出，形成从输入到输出的完整学习闭环。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，视频导入激发学生兴趣，引导其用目标语言描述所见，体现语言能力；通过对比不同文化背景下的兴趣表达，增强跨文化理解，培养文化意识；在小组讨论中分析他人兴趣与能力时，学生需运用比较级进行逻辑推理，锻炼思维品质。教师可直接套用此流程，提升课堂效率，学生则能在真实语境中习得语言，实现学以致用。

Unit 4 Interests and Abilities-Writing Workshop 1. Content Overview Unit 4 of the Grade 7 English textbook (BNU 2024 edition) centers around the theme of "Interests and Abilities". The Writing Workshop within this unit serves as a crucial part that extends and applies the unit's theme in written expression. It aims to enable students to utilize the vocabulary, sentence patterns, and other knowledge related to interests and abilities learned in this unit for written creation. By doing so, it trains students' ability to describe their own or others' interests and abilities in English, thus enhancing their comprehensive language application skills. The writing tasks in this workshop may include topics such as introducing one's own hobbies and related abilities, or describing others' interests and special capabilities. The textbook likely provides sample texts with correct grammar, rich vocabulary, and reasonable text structures for students to imitate. Additionally, there may be auxiliary writing exercises like word filling and sentence sequencing to pave the way for the formal writing task. 教学目标 2.1 Language Knowledge Objectives Students should be able to correctly use vocabulary related to interests and abilities, such as "hobby", "interest", "ability", "be good at", "enjoy doing", etc. Master sentence patterns for describing interests and abilities proficiently, for example, "I like reading because it makes me relaxed.", "He can play basketball very well.", etc. 2.2 Language Skill Objectives Reading Ability: Students are expected to understand simple texts about interests and abilities and extract key information for writing reference. Writing Ability: Students should be capable of writing a structured, rich - content, and smooth short passage based on the given topic to introduce their own or others' interests and abilities, with a word count of not less than 60 words. 2.3 Cultural Awareness Objectives Through understanding the manifestation of different interests and abilities in various cultures, students can broaden their cultural horizons and respect cultural diversity. 2.4 Learning Strategy Objectives Learn to use tools like mind maps to plan and organize writing content. Improve writing skills by imitating excellent model essays. 教学重难点 3.1 Teaching Key Points Mastery of vocabulary for describing interests and abilities, such as "interests", "abilities", "like", "be good at", etc. Learning to use relevant sentence patterns, such as "I like...", "I am good at...", "I have many interests, such as...", for self - introduction and describing others. Applying the learned vocabulary and sentence patterns to practical writing through writing exercises. 3.2 Teaching Difficult Points Using comparatives and superlatives accurately to describe the degree of interests and abilities, for example, "I am better at... than...", "I am the best at...". Arranging the text structure reasonably during writing, using appropriate conjunctions to make the text logical and coherent. Correctly using the third - person singular and plural forms and tense changes when describing others' interests and abilities. 4.1 Vocabulary Interest - related: hobby, interest, pastime, favorite activity Ability - related: ability, talent, skill, be good at, be skilled in, be proficient in, can, be able to Personality - related (helpful for self - introduction in writing): friendly, creative, patient, active, energetic 4.2 Sentence Patterns Describing Hobbies: I like/love/enjoy doing sth. My favorite hobby is... I am interested in... I am crazy about... Describing Abilities: I can/could do sth. I am (not) very good at... I have the ability to do sth. I am skilled in... 教学过程 5.1 Lead - in (5 minutes) Activity: Show students a short video about different people's hobbies and talents, such as someone playing the piano, others doing sports, and some painting. After watching, ask students to share in pairs what hobbies and abilities they saw in the video. Question - asking: Then, pose the questions, "What are your hobbies? What are you good at?" Encourage several students to share their answers with the whole class. This activity aims to arouse students' interest in the topic and activate their prior knowledge related to interests and abilities. 5.2 Presentation (15 minutes) Vocabulary Teaching: Present the key vocabulary about interests and abilities on the PPT. Explain the meaning and usage of each word with examples. For example, when teaching "hobby", show pictures of different hobbies like reading, dancing, and fishing, and say, "Reading is a hobby. Dancing is also a hobby." Let students repeat the words after the teacher several times. Sentence Pattern Demonstration: Use the textbook examples to teach the sentence patterns for describing interests and abilities. Write the following sentences on the blackboard: "I like singing because it makes me happy." "I am good at playing football." Analyze the structure of these sentences with students, and then ask them to make their own sentences using the learned sentence patterns. Invite some students to write their sentences on the blackboard and correct them together. Model Text Analysis: Provide a short model text about a student's interests and abilities. Let students read it carefully and then analyze the text structure, such as how the writer starts the text (usually by introducing oneself briefly), the main body part where interests and abilities are described, and the ending (usually expressing hopes or something). 5.3 Practice (15 minutes) Group Activity: Divide students into groups of 4 - 5. Each group is given a topic related to interests or abilities, such as "Describe a group member's interests and abilities" or "If you can have a new ability, what would it be and why". Group members discuss and write down key points. Then, each group chooses a representative to report to the class. During the report, other groups listen carefully and can ask questions. Writing Practice: Ask students to write a short passage about their own interests and abilities. Remind them to use the vocabulary and sentence patterns they have just learned. They can also refer to the model text for the structure. Walk around the classroom during students' writing process to offer help and guidance. 5.4 Feedback and Evaluation (7 minutes) Peer - review: After students finish writing, ask them to exchange their passages with their deskmates. They should read each other's work and check for spelling mistakes, grammar errors, and whether the content is clear and organized. Then, they give each other some simple comments and suggestions. Teacher's Evaluation: Select several students' passages to show on the screen. Read the passages aloud to the class and give comprehensive evaluations, including praising the good points and pointing out the areas that need improvement. For example, "Tom, your description of your hobby of swimming is very vivid, and you used the sentence pattern 'I like... because...' correctly. However, here you made a small grammar mistake in the verb form. Let's correct it together." 5.5 Summary and Homework Assignment (3 minutes) Summary: Briefly review the key vocabulary and sentence patterns for describing interests and abilities with students. Emphasize the importance of using correct grammar and clear structure in writing. Homework: Ask students to rewrite their passages according to the comments they received in class. Then, they need to write a new passage about one of their family members' interests and abilities, with at least 80 words. They should try to use more complex sentence structures and rich vocabulary. 教学反思 After this class, overall, students showed a relatively high level of enthusiasm in the lead - in and group activity stages. The video in the lead - in successfully attracted their attention and effectively activated their prior knowledge. In the group activity, most students actively participated in the discussion and communication, which enhanced their speaking and cooperation skills. However, some problems also emerged. In the writing practice, some students still had difficulties in correctly using the vocabulary and sentence patterns, especially when it came to applying comparatives and superlatives to describe the degree of interests and abilities. This indicates that more in - depth explanations and additional exercises in this regard are needed in future classes. During the feedback and evaluation stage, although peer - review was carried out, some students did not take it seriously enough and only made perfunctory comments. In the future, more specific guidance and requirements should be given for peer - review to ensure its effectiveness. In conclusion, for the next teaching of similar content, more targeted practice and more detailed guidance in each teaching link should be provided to better meet the learning needs of students and improve their writing ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $