Unit 3 Be healthy, be happy-E Writing 教学设计 2024-2025学年沪外教版英语七年级上册

该初中英语教学设计聚焦“健康生活”主题，围绕词汇、语法与写作结构展开，通过图片导入激活旧知，以模型文本分析搭建写作支架，引导学生从输入到输出逐步构建语言能力。教师借助复习、句型示范和分段指导，帮助学生将零散知识整合为连贯表达，实现语言理解与运用的闭环。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在模型文本分析中，学生通过识别“firstly, secondly, in conclusion”等逻辑连接词，提升思维条理性；在同伴互评环节，学生运用检查清单自主发现语法错误与结构问题，强化自我调控的学习能力。教学过程环环相扣，既有清晰的语言输入支撑，又有真实任务驱动写作实践，既助力学生形成规范表达习惯，又为教师提供可复制、易操作的写作教学范式。

Unit 3 Be healthy, be happy-E Writing This writing lesson in Unit 3 “Be healthy, be happy” is designed to enhance students' writing skills related to the theme of healthy living. Throughout this unit, students have been exposed to various aspects of health, including healthy eating, exercise, and good living habits. In this writing class, they are expected to integrate the vocabulary, grammar, and sentence patterns they have learned to express their understanding of a healthy lifestyle in writing. The lesson commences with a review of key vocabulary and expressions related to health, followed by an analysis of model texts. Students will then be guided to organize their thoughts, outline their writing, and finally compose their own essays. The process also includes peer - review and self - evaluation to help students improve their writing. 教学目标 A. Knowledge Objectives Students will be able to review and master key vocabulary about health, such as “healthy eating”, “regular exercise”, “enough sleep”, “stress management”, etc. They can correctly use relevant grammar knowledge, especially the simple present tense to describe daily healthy habits, like “I eat an apple every day.” and “She goes jogging three times a week.” B. Ability Objectives Develop students' ability to organize ideas and write a coherent paragraph or short essay about a healthy lifestyle. They should be able to clearly state their viewpoints, list reasons, and give examples. Improve students' skills in peer - review and self - evaluation. They can identify problems in their own and others' writing, and make appropriate revisions. C. Emotional Objectives Foster students' awareness of the importance of a healthy lifestyle, and encourage them to apply what they have learned to their daily lives. Boost students' confidence in writing English through step - by - step guidance and positive feedback. 教学重难点 A. Teaching Key Points Vocabulary and Phrase Mastery: Ensure students firmly grasp the key vocabulary and phrases related to a healthy lifestyle, and can use them accurately in writing. For example, words like “balanced diet”, “junk food”, “physical activity” and phrases like “keep fit”, “stay healthy”. Grammar Application: Make sure students can correctly use the simple present tense to describe habitual actions. They should be able to distinguish between the correct and incorrect usage, for instance, differentiating “He plays football every Sunday.” from incorrect forms like “He play football every Sunday.” Writing Structure: Teach students how to construct a well - organized writing. A typical structure for this topic could include an introduction to state the importance of a healthy lifestyle, a body part to list different aspects of a healthy lifestyle (such as diet, exercise, sleep) with examples, and a conclusion to summarize and restate the importance. B. Teaching Difficult Points Precise Vocabulary Usage: Students may find it challenging to use vocabulary precisely. For example, they might confuse “diet” (referring to the kinds of food a person eats regularly) with “food” (a more general term). Teachers need to provide detailed explanations and examples to help students distinguish. Grammar Consistency: Maintaining consistent use of the simple present tense throughout the writing can be difficult for students. They may accidentally switch to other tenses, especially when describing a series of actions. Teachers should conduct targeted exercises to reinforce the correct usage. Logical Writing: Organizing thoughts in a logical manner can be a struggle for some students. They may present ideas randomly without a clear flow. Teachers need to guide students to use transitional words and phrases like “firstly”, “secondly”, “moreover”, “in addition” to make their writing more coherent. A. Vocabulary Healthy Eating: balanced diet, fruit, vegetable, grain, protein, dairy, junk food, fast food, calorie, nutrition Exercise: exercise, physical activity, jogging, running, swimming, cycling, dancing, gym, sports, keep fit Lifestyle: enough sleep, stress management, relax, regular routine, good habit, bad habit B. Grammar Simple Present Tense: For the first person singular (I) and plural (we), second person singular and plural (you), and third person plural (they), the verb takes the base form. E.g., I eat healthy food. We exercise every day. You play basketball well. They go to bed early. For the third person singular (he, she, it), the verb usually adds -s or -es. E.g., He plays football. She studies hard. It rains a lot. Time expressions often used with the simple present tense include “every day”, “usually”, “often”, “sometimes”, “always”, “never” etc. C. Sentence Patterns “It is + adj. + to do sth.”: It is important to eat a balanced diet. It is necessary to get enough sleep. “sb. + verb + to do sth.”: I like to exercise in the morning. She wants to stay healthy. “There be...” structure: There are many ways to keep healthy. There is a gym near my home. 教学过程 A. Warming - up (5 minutes) Greet the students and show them some pictures related to health, such as a person eating fruits, a person running in the park, and a person sleeping in bed. Ask students to describe what they see in the pictures briefly. For example: “What is the person in this picture doing?” Encourage students to use the vocabulary they have learned in this unit. B. Review (8 minutes) Vocabulary Review Write some key words and phrases about health on the blackboard, and ask students to read them aloud and explain their meanings. For example, write “balanced diet”, and ask students to tell what a balanced diet includes. Conduct a quick vocabulary quiz. Show some words on the PPT and ask students to match them with their corresponding pictures or definitions. Grammar Review Use some simple sentences to review the simple present tense. Write sentences like “I play basketball on weekends.” and “He watches TV every evening.” on the blackboard. Then, ask students to change the subject of the sentences and make new sentences. For example, change “I” to “she” in the first sentence, and students should say “She plays basketball on weekends.” C. Model Text Analysis (10 minutes) Present a short model text about a healthy lifestyle on the PPT. The text could be like this: “A healthy lifestyle is very important for everyone. I always try to keep healthy. Firstly, I have a balanced diet. I eat lots of fruits and vegetables every day, and I seldom eat junk food. Secondly, I exercise regularly. I go running for about 30 minutes every morning. Exercise makes me feel energetic. Thirdly, I get enough sleep. I usually go to bed at 10:30 p.m. and wake up at 6:30 a.m. A good sleep helps me study better at school. In conclusion, a healthy lifestyle makes me feel good and helps me grow up healthily.” Read the text aloud to the students, and then ask them to read it silently. Analyze the structure of the text with the students. Point out the introduction part (the first sentence stating the importance of a healthy lifestyle), the body part (listing three aspects of a healthy lifestyle: diet, exercise, and sleep), and the conclusion part (restating the importance of a healthy lifestyle). Ask students to find out the key vocabulary, grammar usage, and sentence patterns in the text. For example, they can find words like “balanced diet”, “exercise regularly”, “get enough sleep”, and the use of the simple present tense throughout the text. Also, find sentence patterns like “Firstly,... Secondly,... Thirdly,... In conclusion,...” D. Writing Guidance (12 minutes) Topic Introduction Clearly state the writing topic: “Write a short essay about your own healthy lifestyle.” Encourage students to brainstorm ideas related to the topic. They can think about their own diet, exercise, sleep, and other aspects of their daily lives that are related to health. Outline Making Guide students to make an outline for their writing. For example: Introduction: State the importance of a healthy lifestyle in your own words. Body: Diet: What kind of food do you usually eat? Do you have a balanced diet? Exercise: What kind of exercise do you do? How often do you exercise? Other aspects: Do you get enough sleep? Do you have any good habits to keep you healthy? Conclusion: Summarize your healthy lifestyle and how it makes you feel. Sentence - by - Sentence Guidance For each part of the outline, give some sentence patterns or useful expressions to help students start writing. For the diet part, they can use sentences like “I always have...” or “My favorite healthy food is...”. For the exercise part, they can use “I like to...” or “I usually spend... time on exercise.” E. Writing Practice (8 minutes) Ask students to start writing their essays according to the outline and the guidance. Walk around the classroom and offer individual help if necessary. For example, if a student has trouble with spelling or grammar, correct it on the spot. Remind students to use the vocabulary, grammar, and sentence patterns they have learned. Also, encourage them to use some transitional words to make their writing more coherent. F. Peer - review and Self - evaluation (2 minutes) Pair up the students. Ask them to exchange their writing and review each other's work. They can check for spelling mistakes, grammar errors, and whether the writing is well - organized. Provide a simple checklist for peer - review and self - evaluation, such as: Are there any spelling mistakes? Is the simple present tense used correctly? Is the writing well - organized with an introduction, body, and conclusion? Are there enough details to support the ideas? After peer - review, ask students to make some revisions to their own writing based on the feedback they received. 教学反思 After this writing class, overall, most students were able to actively participate in the various activities. The warming - up and review parts effectively activated students' prior knowledge, making it easier for them to enter the writing state. The model text analysis provided students with a clear understanding of the writing structure and language usage, which was helpful for their own writing. However, there were also some problems. Some students still had difficulty in using vocabulary precisely, even after the review. In future teaching, more vocabulary - focused exercises, such as fill - in - the - blanks with the correct words and sentence - making, should be designed. Also, a few students struggled with logical thinking during the writing process. Teachers need to provide more in - depth guidance on how to organize ideas, perhaps by using mind - maps or more sample outlines. In addition, the time for peer - review and self - evaluation was a bit tight. Next time, more time could be allocated to this part to ensure that students can fully review and improve their writing. Overall, based on this reflection, adjustments will be made to the teaching plan to better meet the needs of students and improve the teaching effectiveness of writing classes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $