Unit 8 Road to success E Writing教学设计 2024-2025学年沪外教版（2024）七年级英语下册

该初中英语教学设计聚焦“表达个人爱好”这一核心话题，围绕词汇、语法与写作结构展开，通过图片导入激发兴趣，借助小组头脑风暴激活已有知识，再以范文分析搭建写作支架，层层递进引导学生从输入到输出，实现语言能力的迁移与应用。 本资料亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在预写环节通过样本文章分析结构，培养学生逻辑思维与文本意识，如引导学生识别时间状语从句如何增强叙述连贯性；在同伴互评中强化自主学习与反思能力，提升写作质量。教学流程清晰，活动设计有梯度，既帮助学生构建完整写作框架，又促进其跨文化表达意识和自我改进习惯的养成，对教师而言是可直接落地的优质范例。

Unit 8 Road to success-E Writing This writing lesson in Unit 8 “Road to success” focuses on guiding students to write an article about their favourite hobbies. It is an important part of the unit, aiming to integrate students' language knowledge and skills learned in previous lessons, such as vocabulary related to hobbies, sentence patterns for expressing experiences and feelings, and the use of time clauses. Through this writing task, students are expected to organize their thoughts, express their personal interests and experiences in English, and improve their overall writing ability. 教学目标 A. Knowledge Objectives Students can review and master the key vocabulary and phrases related to hobbies, such as “turn…into…”, “follow one’s interests”, “lead to”, “used to do sth.”, etc. Students are able to correctly use time clauses in their writing, such as “every time”, “when”, “while” to make their descriptions more vivid and coherent. Students can understand and apply the basic structure and format of an article about hobbies, including an introduction, body paragraphs, and a conclusion. B. Ability Objectives Develop students' writing skills, including how to generate ideas, organize paragraphs, and use appropriate language to express their thoughts clearly and accurately. Improve students' ability to use reference materials, such as dictionaries and grammar books, to help them solve problems in writing. Cultivate students' self - editing and peer - editing abilities, so that they can identify and correct mistakes in their own and others' writing. C. Emotional Objectives Stimulate students' interest in writing in English by allowing them to write about their favourite hobbies, making the writing process more engaging and enjoyable. Encourage students to share their hobbies and experiences with classmates, enhancing their confidence in expressing themselves in English and promoting communication and cooperation among students. 教学重难点 A. Key Points The application of key vocabulary and phrases related to hobbies in writing. The correct use of time clauses to enrich the content of the article. Guiding students to organize their writing ideas and form a clear and logical article structure. B. Difficult Points Helping students use vivid and accurate language to describe their hobbies, rather than just stating simple facts. Teaching students how to write a unique and attractive introduction and conclusion to make their articles stand out. Training students to effectively carry out self - editing and peer - editing, and make substantial improvements to their writing based on feedback. A. Key Points The application of key vocabulary and phrases related to hobbies in writing. The correct use of time clauses to enrich the content of the article. Guiding students to organize their writing ideas and form a clear and logical article structure. B. Difficult Points Helping students use vivid and accurate language to describe their hobbies, rather than just stating simple facts. Teaching students how to write a unique and attractive introduction and conclusion to make their articles stand out. Training students to effectively carry out self - editing and peer - editing, and make substantial improvements to their writing based on feedback. IV. Knowledge List A. Vocabulary Hobby - related words: hobby, passion, explore, creative, talent, inspire, curiosity, achieve, challenge, adventure, focus, practice, skill, imagination, goal, enthusiasm, success, failure, confidence, teamwork, journey, masterpiece Phrases: turn…into…, follow one’s interests, lead to, in the future, do sport, take photos (of…), keep pets, computer programming, play a musical instrument, travel around the world, hear of, get sth from sb, the beginning of…, used to do sth, on clear nights, look at…, look like, see/watch sb do sth//see/watch sb doing sth, get dark, across the sky, every time, look up, be curious about, a little, find out, more and more, all kinds of, be patient with sb, encourage sb to do sth, grow/get older, a TV programme called The Sky at Night, use sth to do sth, on a journey, teach sb about sth, in a lively way, more than, be proud of/take pride in, achieve one’s dreams/make one’s dreams come true, have to do sth, refer back to, keep doing sth, spend…doing sth, love/like/enjoy doing sth, be able to do sth, personal quality, be important for sth, one’s understanding of sth, far away, in the 20th century, a sailing teacher, at this moment, think of, next to the sea, take a training course, would like to do sth, used to do sth, from then on, go sailing, be happy with, leave one’s job, all over the world, be born in, start doing sth, think about, think of, work on…, work as, go to university, my dream job with a Formula 1 racing team, at least, a few, be ready to do sth, for the first time, turn out, in the past, on foot, by bike, join a basketball team, enter junior high, food writer, be good at doing sth, thanks for (doing) sth, by the way, make good progress, at the age of 4, express one’s feelings, get/be/become interested in, on weekdays, at weekends, feel bored with, one day, at the beginning/start, give up (doing) sth, from that day on, a 16 - year - old schoolgirl, dream of, work hard, from…to…, for a long time, one another/each other, compare…to…, at the time, in the end, human beings, have a lot in common, all over the world, give lectures about…, the world over, care for/care about, as well as, the same as, at the start/beginning of, head teacher, invite sb to do sth, decide to do sth, follow one’s example, in life, need to do sth, for example, play chess, hobbies and interests, prefer to do sth B. Grammar Time clauses: Examples: “Every time I see a beautiful sunset, I feel relaxed.”, “When I was young, I used to play football every day.”, “While I am listening to music, I can focus better on my homework.” Usage rules: Time clauses are used to show the relationship between two actions in terms of time. The main clause and the time clause can be arranged in different orders, and when the time clause comes first, a comma is usually used to separate it from the main clause. 教学过程 A. Warming - up (5 minutes) Greet the students and show some pictures of different hobbies on the PPT, such as painting, dancing, reading, etc. Ask students to quickly say out the hobbies they see in English. For example: T: What hobby is this? Ss: Painting. Then, randomly call some students to share their own hobbies briefly. This can quickly arouse students' interest and lead to the topic of this writing class. B. Pre - writing (10 minutes) Brainstorming Divide students into groups of four. Give each group a piece of paper and ask them to write down as many hobbies as they can think of within 3 minutes. After that, ask each group to report their results. The teacher writes down all the hobbies on the blackboard. Vocabulary review Point to some of the hobbies on the blackboard and review the relevant vocabulary and phrases with students. For example, if “playing the guitar” is on the list, review phrases like “play a musical instrument”, “practice playing the guitar”, “be good at playing the guitar”. Also, review some important words and phrases related to the development of hobbies, such as “turn my hobby of painting into a career”, “follow my interests in dancing”, “lead to my success in the field of singing”. Analyzing a sample article Show a sample article about a hobby on the PPT. The article can be about a student's hobby of reading. Analyze the structure of the article with students. Point out the introduction part where the student states the hobby and a general feeling about it, such as “Reading is my favourite hobby. It has accompanied me for many years and brought me a lot of joy.” In the body paragraphs, show how the student describes when and how he/she started reading, what kind of books he/she likes, and what benefits he/she has gained from reading. For example, “When I was in primary school, my mother bought me my first picture book. Since then, I have been attracted by the wonderful world in books.” Finally, analyze the conclusion part, like “In conclusion, reading is not only a hobby but also an important part of my life. I will keep reading and exploring more knowledge.” While analyzing, ask students to pay attention to the use of time clauses and key vocabulary. C. While - writing (20 minutes) Outline making Guide students to make an outline for their own articles about their hobbies. Give them the following framework: Introduction: State your hobby and a general impression or feeling about it. Body paragraphs: When and how you started this hobby. What you usually do related to this hobby (equipment used, places you go, etc.). What benefits or experiences you have gained from this hobby. Conclusion: Summarize your feelings about this hobby and your future plan related to it. Give students 3 - 4 minutes to make the outline. Walk around the classroom to offer help if necessary. Draft writing After students finish making the outline, ask them to start writing the first draft of their articles. Remind them to use the vocabulary, phrases, and time clauses they have reviewed, and to follow the outline. Students write for about 10 - 12 minutes. During this time, the teacher can move around the classroom, observing students' writing progress, answering their questions, and giving individual guidance, such as correcting obvious grammar mistakes or suggesting more vivid expressions. D. Post - writing (10 minutes) Self - editing Ask students to read their own articles carefully. Provide them with a self - editing checklist, such as: Check if all the sentences are complete. Check the spelling of words. Check the use of verb tenses, especially when using time clauses. Check if the vocabulary and phrases are used correctly. Let students spend about 2 - 3 minutes self - editing. Peer - editing Pair up the students. Ask them to exchange their articles and edit each other's work according to the self - editing checklist. They can also write down some suggestions for improvement on their partner's paper. After 3 - 4 minutes of peer - editing, ask students to get their own articles back and consider the suggestions from their partners. Sharing and presenting Select 2 - 3 students to come to the front of the class and read their final versions of the articles. The rest of the students listen carefully and can ask questions or give comments after the presentation. The teacher gives positive feedback and also points out some common problems that still exist in students' writing, emphasizing how to avoid them in the future. 教学反思 In this writing class, the use of pictures and group brainstorming in the warming - up and pre - writing stages effectively activated students' prior knowledge and inspired their thinking, making them more engaged in the subsequent writing process. However, in the future, more diverse ways of brainstorming, such as mind - mapping, can be tried to further expand students' creativity. The analysis of the sample article was helpful for students to understand the structure and writing techniques of this type of article. But next time, more sample articles with different hobbies can be provided to expose students to a wider range of writing styles and expressions. During the while - writing stage, most students were able to follow the outline and write a basic article. However, some students still had difficulties in using vivid language to describe their hobbies. In future teaching, more language input in the form of model sentences and descriptive words can be given before writing. The self - editing and peer - editing activities were beneficial for students to improve their writing. But some students did not take these activities seriously enough. In the future, more specific evaluation criteria and rewards can be set to encourage students to actively participate in these activities and truly improve their writing through self - reflection and peer - feedback. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $