资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 7 Role models of our time-Section 3 Expressing and communicating ideas(Writing）
教学目标
Students will be able to identify the key elements for writing an article about a role model, such as the introduction of the person, their achievements, and the reasons for admiration. Students will master the use of relevant vocabulary and expressions learned in this unit, like “admire”, “inspire”, “look up to”, etc., and apply them correctly in their writing. Students will understand and be able to use proper sentence structures and tenses, especially the simple present tense to describe general facts and the simple past tense to introduce past achievements. Ability Aims Students will be able to organize their thoughts and create a clear and logical mind map as a guide for writing. Students will be able to write a well - structured and content - rich article of about 100 - 120 words to introduce their most admired role model, including the basic information, main contributions, and personal feelings. Through self - assessment and peer - assessment, students will improve their ability to revise and edit their own writing, and learn to give constructive feedback to their peers. Emotional Aims By learning about different role models, students will be inspired to develop positive values, such as perseverance, dedication, and innovation. Students will enhance their sense of social responsibility and be motivated to strive for self - improvement by following the examples of their role models.
重难点
Key Points Helping students to brainstorm and list the important information about their role models, and guiding them to transform these ideas into a written form. Teaching students how to use appropriate vocabulary, sentence structures, and logical connections to make their writing coherent and vivid. Training students in self - assessment and peer - assessment skills, so that they can effectively improve their writing quality. Difficult Points How to guide students to dig deeper into the qualities and spirits of their role models, and express their personal feelings and understandings in a sincere and profound way. How to help students with different English levels to complete the writing task with a certain degree of satisfaction, especially for those with relatively weak English foundations.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Activity: Show some pictures of well - known role models, such as Yuan Longping, Tu Youyou, and Jackie Chan, on the PPT. Ask students to quickly name these people and briefly describe what they know about them. Design Intent: This activity aims to arouse students' interest and activate their prior knowledge related to role models. By looking at the familiar pictures, students can quickly enter the learning context of this class and prepare for the subsequent writing task.
Knowledge Presentation (10 minutes) Activity: Divide students into groups of four. Give each group a piece of paper and ask them to brainstorm and write down as many aspects as possible that they can consider when writing about a role model. For example, name, appearance, occupation, achievements, personality, and the influence on them. Then, each group selects a representative to share their ideas with the whole class. Design Intent: Group brainstorming can stimulate students' thinking and encourage them to exchange ideas with their peers. Through this activity, students can get a comprehensive understanding of the content that can be included in the writing about role models, which helps them to organize their thoughts more effectively.
Practice (15 minutes) Activity: Based on the ideas shared by each group, the teacher demonstrates how to create a mind - map on the blackboard. Taking a well - known role model as an example, start from the central topic “Role Model”, and then branch out to sub - topics such as “Personal Information”, “Achievements”, “Qualities”, and “My Feelings”. Under each sub - topic, write down some key words or phrases. After that, ask students to create their own mind - maps on a new piece of paper according to the role model they have chosen. Design Intent: Mind - map construction can help students visually organize their ideas and establish the logical relationship between different parts of the article. It provides a clear framework for students' writing, making the writing process more structured and easier to start.
Production (10 minutes) Activity: Ask students to start writing their articles according to the mind - maps they have made. Remind them to use the vocabulary and sentence structures learned in this unit, and pay attention to grammar, spelling, and punctuation. Walk around the classroom to provide individual guidance, especially for students who have difficulties in writing. Design Intent: This is the core part of the writing class. By giving students enough time to write, they can put their thoughts into words. The teacher's on - site guidance can help students solve problems in time and ensure that they can complete the writing task as smoothly as possible. Self - assessment and Peer - assessment Activity: Provide students with a self - assessment and peer - assessment checklist. The checklist includes items such as whether the article has a clear structure, whether the content is complete, whether the language is accurate, and whether there are appropriate logical connections. First, ask students to self - assess their own writing according to the checklist and make some revisions. Then, exchange their articles with their deskmates and conduct peer - assessment. After the assessment, students need to give feedback to their partners and help them improve their writing. Design Intent: Self - assessment and peer - assessment can cultivate students' autonomous learning ability and critical thinking ability. By referring to the checklist, students can learn to evaluate their own and others' writing objectively, which is conducive to improving their writing skills.
Summary and Homework (5 minutes) Activity: Summarize the key points of this class, including the important elements of writing about a role model, the use of vocabulary and grammar, and the significance of self - assessment and peer - assessment. For homework, ask students to revise their articles based on the assessment results and hand them in next class. Design Intent: The summary at the end of the class can help students review and consolidate what they have learned. The homework assignment can further improve students' writing ability and ensure the effectiveness of the teaching.

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