Unit 1 Every Day Writing Workshop 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 1 Every Day-Writing Workshop This Writing Workshop in Unit 1 of the 2024 Beijing Normal University Edition English textbook for Grade 7 focuses on teaching students how to write an informal email to introduce their weekend. It builds on the vocabulary and sentence patterns related to daily activities learned in previous lessons. Students will learn the structure, content, and language use in an informal email, and through a series of writing steps such as drafting, self - editing, peer - editing, and final editing, they will gradually improve their writing skills. The workshop also emphasizes the use of adverbs of frequency like "always", "usually", "often", "sometimes", "seldom", and "never" to describe weekend activities. 教学目标 A. Knowledge Objectives Students will be able to master the common expressions and sentence patterns used in an informal email, such as greetings at the beginning (e.g., "How are you?") and ways to end an email, like asking a direct question (e.g., "What about you?") or expressing wishes and hopes (e.g., "I'm looking forward to..."). Students can correctly use adverbs of frequency to describe their weekend activities. Students will understand the basic structure of an email to introduce the weekend, including an introduction, a body with activities described in time order, and a conclusion. B. Ability Objectives Enable students to write a clear and organized informal email to introduce their weekend, with correct grammar, spelling, and punctuation. Develop students' self - editing and peer - editing abilities. They can identify and correct grammar, spelling, and expression errors in their own and their classmates' writing. Improve students' language application ability, making them able to use the learned knowledge to communicate about daily life in written form. C. Emotional Objectives Cultivate students' interest in writing English by creating a relaxed and interactive writing environment. Encourage students to actively participate in group activities, enhancing their cooperation awareness and communication skills. 教学重难点 A. Key Points The format and structure of an informal email, especially how to start and end an email appropriately. Using adverbs of frequency accurately to describe weekend activities. Organizing weekend activities in time order in the body of the email. B. Difficult Points Helping students write vivid and detailed descriptions of their weekend activities, rather than just listing them simply. Training students to effectively edit and revise their writing, improving the overall quality of their compositions. Greetings: "How are you?", "Hi...", "Hello..." Adverbs of Frequency: always (100%), usually (about 80 - 90%), often (about 50 - 70%), sometimes (about 20 - 30%), seldom (about 5 - 10%), never (0%) Expressions for Weekend Activities: do homework, tidy the room, hang out with friends, play sports, read books, watch TV, visit grandparents, have lunch/dinner with family, etc. Ways to End an Email: "What about you?", "How do you feel about the weekend?", "I'm looking forward to hearing from you soon.", "Write back soon." 教学过程 A. Lead - in (5 minutes) Greet the students and have a free talk. Ask them some simple questions like "What did you do last weekend?" to arouse their interest and recall their weekend experiences. Show some pictures of common weekend activities on the PPT, such as a student doing homework, playing basketball, and watching TV. Ask students to describe what they see in English briefly. B. Knowledge Presentation (10 minutes) Display an example of an informal email on the PPT. Let students read it quickly and answer the following questions: What is the main idea of this email? How does the writer start and end the email? What weekend activities are mentioned? Analyze the structure of the email together: Beginning: The writer uses a general greeting "Hi Stan, How are you?" to start the email, which is a common way to establish communication. Body: The writer describes Saturday and Sunday activities separately. On Saturdays, activities are presented in time order: "always get up late and have a big breakfast. Then, I help my mum tidy the rooms. In the afternoon, I usually hang out with my friends. We sometimes play sports together." On Sundays, "I seldom go out. I stay at home and do my homework. I usually read some books before I go to bed at 10:00 p.m." End: The writer asks a direct question "What about you?" to engage the recipient in further communication. Explain the use of adverbs of frequency in the email. Use a timeline or a percentage graph to help students understand the frequency represented by each adverb, and then give some more examples for students to practice understanding and using them. C. Drafting (10 minutes) Ask students to think about their own weekend activities. Let them make an outline first, listing the activities they did on Saturday and Sunday in time order. Remind them to use adverbs of frequency. Then, ask students to start writing their first draft according to their outlines. They can refer to the example email and the Writing Help provided in the textbook. Walk around the classroom and offer help and guidance when students encounter problems. D. Self - editing (5 minutes) Provide students with a Self - editing Sheet. The sheet includes the following items: In the email, I: Yes/No(√/×) If “No”, how to make it better? give a general greeting at the beginning of the email; introduce the weekend activities in a time order; ask a direct question, or express wishes and hopes at the end of the email; use always, usually, often, sometimes, seldom or never to introduce weekend activities. Let students check their own writing according to the sheet. They need to mark the problems they find and make revisions. E. Peer - editing (10 minutes) Divide students into pairs. Each pair exchanges their drafts. Provide a Peer - Editing Sheet for each pair. The Peer - Editing Sheet contains items for evaluation: In the email, does the writer: Score give a general greeting at the beginning of the email? ask a direct question (What about you? How do you feel about the weekend)? express wishes and hopes (I’m looking forward to…)? Assessment requirements: Circle any spelling, punctuation or grammar errors. Mark any unclear expressions. Give suggestions if you can. Underline the expressions you like. Students evaluate their partner's email according to the requirements. They should communicate with each other, explain the problems they find, and give positive feedback on good expressions. F. Final Editing and Sharing (5 minutes) Based on the suggestions from self - editing and peer - editing, students revise their drafts again to make their writing more perfect. Invite several students to share their final emails in class. After each sharing, let other students give a simple comment, such as what they like about the email and any suggestions for further improvement. 教学反思 In this writing class, through the step - by - step teaching process, students gradually mastered the skills of writing an informal email to introduce their weekend. The lead - in part successfully aroused students' interest, and the example - based teaching in the knowledge presentation part made it easier for students to understand the structure and key points of the email. However, during the drafting process, some students still had difficulty organizing their thoughts and using appropriate adverbs of frequency. In future teaching, more practice on using adverbs of frequency and guiding students to think about activity sequences in advance can be strengthened. The self - editing and peer - editing parts were effective in improving students' awareness of self - correction and communication skills. But some students were not very confident in giving comments during peer - editing. Teachers need to encourage students more and provide more specific guidance on how to give constructive comments. Overall, this writing workshop achieved most of the teaching objectives, but there is still room for improvement in teaching methods and student guidance to better meet the needs of different students and improve their writing abilities more effectively. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $