Unit3 Racing together (writing)课件+教学设计 2025-2026学年外研版七年级英语上册

教学设计 课题名称 Racing Together 第二课时：AI在写作中的多维度辅助 教学目标 1. 语言能力： - 能理解并运用与家庭支持相关的核心词汇。 - 能借助思维导图梳理课文结构与情感脉络。 - 能仿照课文结构，完成一篇关于家人支持的短文，并运用AI工具进行修改与提升。 2. 文化意识： - 理解家庭支持的意义，学会感恩与表达。 3. 思维品质： - 通过分析文本结构、情感变化，培养逻辑与批判性思维。 4. 学习能力： - 能利用AI工具辅助学习、写作与评价，提升自主学习与迭代优化能力。 教学重点 理解课文内容与结构；运用AI工具辅助写作与评价。 教学难点 引导学生迁移文本结构至个人写作，并有效利用AI进行多轮修改。 教学准备 多媒体课件、AI生成课文歌曲与动画、AI生成情景动图、AI评价模板PPT、写作评分标准、AI工具（豆包）。 课堂教学流程 教学环节 教师活动 学生活动 设计目的与AI辅助体现 一、AI歌曲+动画导入，回顾课文（8分钟） 1. 播放AI生成的课文歌曲，搭配课文动画。 2. 引导学生回答三个核心问题： - Who supports Robert? - What does he do? - How does Robert feel? 3. 强调情感变化线索：lonely → happy。 1. 观看歌曲，回顾课文。 2. 回答问题，复述故事脉络。 AI辅助：歌曲与动画激发兴趣，直观复习内容与情感主线，为写作铺垫。 二、AI动图创设情景，激发写作灵感（7分钟） 1. 展示AI将课文关键图片转为动图或短视频，呈现“支持”场景。 2. 提问引导： - 你有过类似被家人帮助的经历吗？ - 他们具体做了什么？ - 你当时的感受如何？ 1. 观看动图，联想自身经历。 2. 小组讨论并分享故事。 AI辅助：动态情景帮助学生进入写作情境，激活真实经历与情感表达。 三、梳理写作框架，完成初稿（15分钟） 1. 展示课文思维导图（问题→支持→结果）。 2. 提供写作框架： - Beginning：谁帮助我？ - Body：具体事例 + 感受变化 - Ending：结果与感悟 3. 巡视指导，提示使用一般现在时。 1. 根据框架拟定写作内容。 2. 完成初稿（约60词）。 结构化写作指导，帮助学生搭建内容逻辑。 四、多维评价：自评、互评、AI评（10分钟） 1. 邀请1-2名学生朗读作文，引导自评。 2. 全班依据评分标准进行互评打分。 3. 指导学生使用“豆包”AI进行评价： - 输入作文，获取评分与建议。 - 将AI评价复制到PPT表格中，与原文并列展示。 4. 讲解AI评价要点，如内容、语法、连贯性等。 1. 朗读并自评。 2. 参与互评。 3. 使用AI获取评价，对比分析。 AI辅助：AI提供客观、结构化反馈，可视化对比帮助学生理解如何提升作文。 五、AI辅助修改与展示（7分钟） 1. 引导学生根据AI建议修改作文。 2. 再次提交AI评分，展示修改后获得满分的作文范例。 3. 总结：AI如何帮助我们提升写作。 1. 修改作文。 2. 观察评分变化，体会修改效果。 AI辅助：通过迭代修改展示AI辅助写作的有效性，增强学生信心与学习动机。 六、情感升华与作业布置（3分钟） 1. 回顾主题：家人的支持是战胜困难的力量。 2. 布置作业： - A（基础）：向家人复述课文故事。 - B（核心）：提交最终修改版作文。 - C（拓展）：向一位家人表达感谢。 记录作业，分享课堂收获。 巩固学习内容，延伸情感教育至家庭实践。 学科网（北京）股份有限公司 $ The meaning of family Important family moments Communication with family Family members’ support How do family members support each other? / səˈpɔːt / 支持 学习目标 1.借助思维导图回顾课文，梳理课文写作框架。 2. 仿照课文的写作框架，描写家人之间给予支持的片段，并通过AI的辅助完善写作内容。 3. 理解并认同家人的爱与支持能战胜困难。 Watch and review Who supports Robert? What does he do to support Robert? What does the writer think of his support? 1. Who supports Robert? _____. They are _______. They are always _________________. John brothers close to each other 2. What is Robert’s problem? He has a _______________ and cannot ______ at all. serious disease move 3. How does Robert feel? He feels _______ and wants to ___________________________. lonely go out and play with the other kids At first Then 4. What does John do to support Robert? He ______ Robert in a trailer and ______ it along with his bike. puts pulls 5. How does Robert feel? For the _____ time, Roberts feels like ____________. A big bright _______ appears on his face. first the other kids smile Now 6. What is the result? Now, the brothers often ________ bike races ________. take part in together 7. How does Robert feel? They ______ the time together. He feels ________. enjoys happy The _____ between them _______ their bike. And love _______ wins. love powers always Read the comment with emotion(感情) For the Taylor brothers, the result doesn’t really matter. The love between them powers their bike. And love always wins. _____. They are _______. They are always __________. 3. What does the writer think of his support? The _____ between them _______ their bike. And love always _____. 2. What does he do to support Robert? 1. Who supports Robert? Beginning Ending Body 1. Who supports you in your family? 2. What do they do to support you? (example / feelings) want to ride a bike 3. What do you think of their support? Beginning Body Ending have problems in study feel sad and need a talk My _______ and I are close to each other. When I meet problems in my _______, she/he is always there to support me. 在我们的成长路上总会遇到一些小小的困难或烦恼,每当这时，家人的陪伴与帮助就像一盏温暖的灯，为我们照亮前路。请以“My family support”为题写一篇短文，讲述一次家人帮助你的经历。使用一般现在时，字数60字左右。内容要求包括：1. 描述家人支持的具体事例；2. 我在家人支持下前后感受的变化；3. 我从事件中的感悟。 评价标准（Check list） 1. 内容要求 涵盖所有内容要点 5 2.语言准确性 句子结构正确，语法使用正确 4 3.词汇与表达 使用本节课学习的词汇与表达，丰富细节描写 3 4.篇章结构 逻辑清晰，段落结构合理，有开头、主体和结尾 2 5. 书写规范 书写工整，正确使用标点符号、大小写 1 书面表达评分标准：（其中书写1分）第一档 13-15 分完全符合题目要求，写出全部要点，内容具体、丰富，可以围绕要点适当发挥；应用多种语法结构和丰富的词汇，用词准确，句子通顺，行文连贯，表达清楚；具有逻辑性，具备较强的语言运用能力；基本没有语言错误，达到了预期写作目的。第二档 10-12 分符合题目要求，写出大部分要点，内容完整；语法结构和词汇基本满足文章要求，句子基本通顺，表达基本清楚；有少量语言错误，但不影响理解，基本达到了预期写作目的。第三档 7-9分符合题目要求，写出部分要点，内容较完整、具体，字数较少；句子基本通顺，语言表达过于简单，字数较少；句子基本通顺，语言表达过于简单，行文不够连贯；有些语法和词汇错误，有少量单词拼写及标点错误。第四档 4-6分内容不完整，写出少量要点，字数较少；句子不通顺，语言不规范，行文不连贯；语法、词汇、单词拼写、标点错误较多。第五档 0-3分内容严重不完整，基本没写出要点，只写出一些单词，内容杂乱，不知所云；句子很不通顺，用词很不准确，很难看出要表达的意思；语法、单词拼写错误过多。 The meaning of family Important family moments Communication with family Family members’ support How do family members support each other? Family support helps us get through hard times. Homework A: Retell the passage according to the mind map. B: Finish your composition and polish it with the help of an AI C: Say thank you to your family members because of their support during your hard times. $Yeah, okay, let's take IT. Good morning fast. Good morning. And many to do. Lar, unit three, five times first. What is? What is the team of this unit? I do this. The mean of, yes, are this. And there are three topics. Who are they? What are topics? See this moves, common communication with family. Family members? Yes, this would love me support. Let me support. So how do family members support each other? First, let's look at a learning object. We have been for us这个胡昕妍分析解析目标一，借助思维导图维护课文，梳理课文写作框架。2、仿照课文的写作框架，描写家人之间给予支持的片段，通过AI的辅助完善写作内容。3、理解并认同家人的爱与支持能战胜困难。Down the first as a watch and review, take up your your worship. We enjoyed . that song and you take notes, feel the workers, do you get me wash and feel ADAS in time. And a three questions are three questions. Who have you. Now let's enjoy and fill our legs. John and Robert Taylor, or brothers, they are always close to, but Robert cannot move at all, stay at home every day, and he often feel he wants to join the other kids, wants to go out and play. John sees Robert said face, he wants to help. One day he finds away, puts up in a trailer, pulls IT along with his bike for the first time. That feels like his. So here's on his face. No, the brothers often take part and buy things together, is hard for job trailer, but join, refuse to race without his brother. The brothers, some things are more important than we need. They enjoy the time together. We are family jobs for the table of brothers. The result does not really matter between them and go about with winds. Have two more minutes to feel your breath. Follow the. That's up here. Let's go together. 如果接着写B。Boys across your AR. Here's that this, there are always a close to each other. What is the Roberts problem? Fairy TD我看到ah yes that he had a serious CP and cannot move as how does really feel，how does rock you? I want to enjoy the other, yes, and he wants to join the other case. At this time, who suppose to about AI suppose you about what does he think because of这样会比普通的那。Oh, yes, that is so at this time, how does rover. Feels like the americans, oh yes, that this. He feels like the other keys. I know. What can we see on the face? I, yes, a big right smile. Appears on his face. And then what is the result? now? The brothers . often take part in by great together. Find . that this. And they also give the work to build that. He builds a relax, let's go on and a comment, have you made the park together? And fine, I was a comment. Yes, please get the person okay for a Peter brothers, not you. Thereby and love always with me. Yes, that this is a true story. You know, that form, I think . that he would walk and the doctors here said, good day, but today, if you want to tenth birthday, where you in our fifteen and trip altogether. I call that . person motion in a bike car during in a bike and I pushed in a running car there room. I want to do this because lucas can do things like we can. He can't. Reality form. So this is something we can do together. And before the right styling to where I think i'll ever get up in the don't I can winter . after washing, how do you feel. Oh, you feel touching. Do you feel touching? Yes, so let's try to read the comment with the feeding of touching. first. Let's listen . for the Taylor brothers. The result doesn't really matter. The love beast power is that by and love always wins. Okay, that is time. As we update . for the table brothers, the result doesn't really matter. Between the paris that . by not always with . I always please . try again for the Taylor . brothers. The result doesn't really matter. A love between the power is that body. always . with no. always have passion to the right work. The result doesn't really matter the love between the powers, thereby fe and love always wins. Reading with the touching, reading that this for the Taylor brothers doesn't really matter the love between them. How are thereby? And love always be very time. How was there and love always do? Yes of this. This has attract as really. The first one is the beginning. The second one is the body in this part. We can use at first, at first, then, and that now, to make our story clear and easy to understand. And the last part is that, and what do we say in the in the beginning we can say, who supports us, what we see the body, you can see how, what do they do to support us? What do you saying to andy? what? What do they think of their support? okay. So let's begin with the first part. Who who support sing you and there are some words help you that is nothing cares, just in pairs. Talk about what's across in your family as well. So he's not here. You want to share. Who just have a try那个something，please. About the way I need problems in my study is okay. How about others? My team, please? My dad and I are close to. Oh, yes, please. So they often help us in our study, right? why? Problems in your a mess, oh, you can help you with your mess. Oh yes, this so this is whose the process and what do they do to support us when they want to, by a, by when we are a child, or maybe when we have problem in our study, or when we feel sad. I need up, our family, always there, to support us. So we can use the words, use the worst protest to talk about how they support. Test this type discussing groups in for four, I talk about what do they do to support? Do you get me? Okay, let's go out here. Want to share how your family is. work. My mom says it's nothing. This will result. That's all okay. That is that's a touching story. But trying to use the words from the test, what can we how can we use the new story? Give me a sad and the was to talk to someone, and then his mother sees his surface and wants to help. And they take a walk, talk a lot, talk a lot. At this time, you can see a big round smile appears on my face. I feel Better. And now we often take up work together, and we enjoy our, you think so, so try to use the words research to tell our work. So it's good, but I can be Better. And others, what will have a five? No, check up your peace. No OK is that please? Yes, we, our family always there to love, support. Test this down. I was stories OK, we can read this. 请以my family house为其协议。你的经历使用现在时内容要求包括，一、描述家人身。2、我在家人支持下前后感。Oh, yes, that this and this is the traffic. How can we make a good writing? 第一个内容要点怎么了？要涵盖所有的内容要点包括哪几个？第一个、第二个第三个，第二个要注意我们语言的智准确性，包括句子结构和语言的语法。第三个要尽可能多的使用本节课学过的词汇与表达，不仅限于黑板，这些书上好的也可以用。第四个要篇章结构逻辑清晰，有什么开头是baby body and up ending，use the words to make your writing clear and easy to understand. And last one, to pay attention to your handwriting. And after writing well, ask the go on, do you in your life will use IT to make our writing Better? And this is中考作文标准。Try to reach the first OK. Now take hard work. How is SHE talks with me? And SHE also gives me a deep hub. I feel warm and. Yes, my life sports is like a flower in my. 这回咱们来一起给各部门打一个分。第一个内容完整，来看看有没有自己的事例，有吧？有没有感受的变化，有在哪写的？Feel之后怎么感受了？Feel I feel feel也有，最后有没有的感悟他们也有，对吧？那么一共五分给几分？第二个句子结构语法有没有错误。超级，这里应该是个单3，对吧？给你们一。还有一个give OK所以这个一共是几分四分给几分3分，给三分。第三个使用了咱们课文中的表达，在读的时候了用到了cloth for you，one two, 一共三个，有没有别的可以加上去的？百分可以有，这也可以有，然后这是不也可以对吧？这个一共是三分，给几分？给两分，给两分好吧。下一个结构有没有开头中间结尾有逻辑清不清晰比较清晰，两分给几分？分两分，然后书写怎么样？对，可以，一共是一分，一个人给一分。来加一下咱们打了几分？13分OK好的，咱们一共打了13分，我们来看一看，下面有请我们的好朋友周波，你还能给几分呢？我已经把我们的这个评分标准放上去了，我们的作文放上去了，扮演一个专业的英语老师，严格按照标准来告诉了作文题目、作文的要求、评价词汇、目标词汇我都放上去了。来看看他们以后要待几天。豆包儿正在深度思考。这个13分专题几分是啊跟咱们的是一样的。可见只要按照标准对吧？咱们就可以预测自己作文的分数了。好了，然后看看怎么说的，得到13分评价，那我把这个表格给它粘回来。噼里来，咱们对着这个作文一起来看。五分，然后他的话是更加比较。满足，看得到了AI的表扬和表扬，你包含了所有的内容，你要继续大家保持这一切。好的，第二个语言准确性的一共四分，他给了3，一个是如SHE涛SHE tell with me中talk应改为talks。加强第三人称单词变化的练习，多进行句子语法纠错训练。还有跟咱们一样对吧？这个应该是一个单三，包括其他几竖，建议怎么样要加强第三人称的变化和变下一个一会表达一个。没有了一分使用了部分标词汇单位。充分运用本科如a big cry smile years on her face，然后丰富表达复习racing together一课的核心词汇与表达，尝试在写作中多维度运用表达，提升表达丰富度。知道B这两天一个big right smile，here's on my face, 让我们做的更加出彩一些，建议你我们要充分的使用这些核心词汇语表达。下一个非常结构的分享，等下就给大家，但人为彼此表扬。增加过渡句，使逻辑衔接更自然。是的，他虽然有给建议的，什么建议要使用过渡句，让这个更加自然一些，怎么过渡呢？就是做一些动作的细节描写，让我们的整个一个文章内容更加大家更好的最后书写。一分AI也给他一分，要书写工整，要怎么样继续保持良好的书写习惯。有收获吗？This time revise your passage, 把你的作文跟在这个例子上面的一些要点。好的，你是否做到了呢？没不好的，你再修改一下来我们二次再来一。Writing and that getting before again to see how much Marks can you. 给的满分15分。所以说我们是不是可以对我们写作的标准让我们的作文更贴合题目要求，获得更高的分数？我们也可以利用豆包这样一个智能的工具。我们知道自己什么地方会提高，对吧，OK so at all you can also do you go out to make your right idea？Oh, yes, they give your hot to your support us, please. Oh yes, that is my love helped us get rule hard time. So this time your home work, we held up passing. Second one, make your writing Better with the help of AAI. And last one, also one, say thank you to your family members because of their support during your hard time. Okay, that is over 982BY。 教学反思：当AI走进写作课 ——一次关于“辅助”与“适配”的探索 作文教学，一直是初中英语教学中极具挑战的一环。学生面对题目时往往不知从何下笔，写出的文章也常常结构松散、语言贫乏，成为考试中的主要失分项。如何有效提升学生的写作能力，是我长期思考的教学难题。近年来，人工智能技术快速发展，尤其是在语言生成与文本分析方面展现出强大能力，让我萌生了借助AI辅助写作教学的念头。 一、初试AI：惊喜与困境并存 在设计本课之前，我尝试将学生的作文投放至AI工具进行评阅。AI迅速给出反馈，不仅指出了语法和拼写错误，还提供了详细的修改建议，甚至能生成语言流畅、结构完整的范文。初次接触时，我深感震撼——这不正是我期待的“个性化辅导”吗？ 然而，当我把AI反馈直接呈现给学生时，问题也随之浮现。首先，AI的修改建议往往篇幅较长、术语较多，学生阅读起来有负担，难以在短时间内理解并吸收。其次，AI生成的范文虽语言优美，但用词较难、句式复杂，超出了初一学生的语言认知水平，反而可能让他们产生挫败感，觉得“我写不出这样的句子”。 我意识到：AI虽强，但若不经教学化改造，其输出很可能与学情脱节，难以真正服务于课堂。 二、优化过程：从“AI输出”到“教学输入” 为了解决上述问题，我开始了持续的课堂实践、教研组研讨与教学设计调整。这个过程，本质上是对AI进行“教学驯化”： 1. 重构评价标准，让AI“看得懂”学生 我将课堂使用的“书面表达评分标准”细化为AI可理解的指令，强调“内容完整、语言简单、结构清晰”，避免要求过高或过抽象。AI据此给出的反馈更贴合初一学生的实际水平。 2. 优化提示指令，让AI“说人话” 我调整了向AI提问的方式，例如：“请用简短句子给出修改建议，适合初一学生理解”“请生成一篇60词左右、使用目标词汇的范文”。AI的输出因此变得更加简洁、易懂。 3. 设计可视化对比界面，让评价“看得见” 我尝试将AI评价内容整理为表格，与学生原文并列呈现在同一页PPT中。课堂上，我邀请学生朗读AI评语，同时用红笔圈画文中对应部分。这种“可视化对比”极大提高了学生的参与度与理解度，他们能直观看到“哪里可以改、为什么要改”。 三、课堂实践：从“修改”到“满分”的闭环 在本节课中，我特别设计了“写作—评价—修改—再评价”的教学闭环： 初稿写作：学生根据课文结构完成短文。 多维评价：包括自评、互评与AI评。AI评价以表格形式展示，清晰列出得分点与失分点。 二次修改：学生根据AI建议进行针对性修改。 再次投递：修改后的作文再次由AI评分。 最令人振奋的一幕发生在最后环节：当一位学生修改后的作文被AI评为“15分满分”，并展示在屏幕上时，教室里响起了一片惊叹声。学生们亲眼看到，通过合理利用AI反馈，自己的作文可以从“有缺陷”走向“符合标准”。这一刻，他们不仅信服了AI的辅助价值，更获得了写作的成就感与信心。 四、反思与展望：AI是“辅助”，教师是“引导者” 这节课让我深刻认识到：AI不是替代教师，而是延伸教师的教学能力。它能够提供即时、客观、个性化的反馈，缓解教师批改负担，让学生获得更多修改机会。然而，如何让AI的输出贴合学情、如何设计教学活动让学生理解并运用AI反馈——这些仍依赖于教师的专业判断与教学设计。 未来，我计划从以下几方面继续探索：建立校本AI写作辅助流程，将AI融入日常写作训练与复习课；开发分层AI指令库，针对不同水平学生提供差异化支持；引导学生学会向AI提问，培养其自主利用技术工具的学习习惯。 AI正在重新定义“教”与“学”的边界。作为一名教师，我愿持续学习、积极尝试，让技术真正成为学生写作之路上的“脚手架”，而非“替代品”。这条路刚刚开始，但我已看见光亮。 学科网（北京）股份有限公司 $