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牛津译林版七上《Unit7 Be wise with money》
教学设计
一、课题：Integration(D—D3)
二、第 5 学时
三、教学内容分析
This lesson centers around the theme of "lucky money" and aims to train
students' abilities in writing and financial management cognition.
First, in the survey part (D1), students are guided to reflect on their own
experiences related to lucky money, including the timing of receiving it, spending
categories (such as school things, books, gifts, etc.), saving habits, and whether they
make a budget. This helps students organize their thoughts and collect materials for
writing.
Then, Millie's article (D2) is presented as a model. It clearly shows the structure
and content of an article about lucky money usage: when she gets lucky money (at the
Spring Festival), how she spends it (on books, food, music, helping others), her saving
behavior (putting the rest in the bank account), and her budgeting practice (making a
budget at the beginning of each year). The article also conveys the idea of saving for a
rainy day, which is a positive financial concept.
Next, for the writing task (D3), students are required to write their own articles
based on the information from the survey in Part D1, using Millie's article as a model.
A list of useful expressions is provided to assist students, such as "I usually spend
most/some of my lucky money on...", "I save... in my bank account", etc. These
expressions help students construct sentences and paragraphs more smoothly.
In addition, the "Assessment" section helps students self-evaluate their learning
outcomes in aspects like describing money management, using grammar (some/any,
there be), talking and writing about money and family budgets, pronunciation of
consonant groups, and ideas on money management. The "Further study" part
introduces sayings about money, enriching students' knowledge and encouraging
them to think more about money usage. Overall, the lesson integrates survey, reading
model articles, writing practice, and self-assessment, comprehensively improving
students' language skills and financial literacy.
四、学情分析
This writing lesson is about "lucky money," a topic that all seventh-grade
students know well and have personal experience with. While they have plenty of
ideas and stories to share, expressing them in English can be challenging. They often
use simple words and make mistakes with basic grammar like some and any. The
sample article and useful expressions in the textbook provide helpful examples and
sentence starters, making it easier for students to turn their ideas into a well-organized
paragraph. Beyond language practice, the lesson also introduces the idea of managing
1
money wisely, encouraging students to think about how they spend and save. It’s a
lesson that combines real-life experiences with English learning in a meaningful way.
五、教学目标
Teaching Objectives Analysis
This lesson aims to help students write a short passage about how they use their
lucky money. Based on the textbook materials, the learning objectives are:
1
.Language Skills: Students will learn to use key phrases like "spend on...",
save for a rainy day", and "make a budget" to write about their experiences. They
will practice using some/any and there is/are correctly.
.Writing Practice: Using Millie’s article as a model, students will learn to
"
2
organize their ideas into a simple paragraph (introduction, spending habits, saving
habits, conclusion).
3
.Thinking Skills: Students will reflect on their money habits, learning to
distinguish between needs and wants and understand the value of budgeting and
saving.
4
.Life Skills: The lesson encourages responsible money management, connecting
English learning to real-life situations.
In short, students will learn to write about a familiar topic in English while
gaining useful ideas for managing money wisely.
六、教学重点、难点
Teaching Key Points and Difficult Points
Key Points:
1
. Using the model text and useful expressions to write about personal lucky
money usage.
2
. Learning to use target phrases like "spend on," "save for a rainy day," and
"make a budget".
3
. Understanding the basic structure of a short paragraph (introduction, details,
conclusion).
Difficult Points:
1
2
3
4
.Helping students correctly use some/any and there is/are structures.
.Guiding students from simple word lists to complete sentences and paragraphs.
.Connecting language learning with money management concepts.
.Encouraging self-reflection on personal spending habits through English.
The lesson should provide clear examples and practice opportunities to help
students overcome these challenges while maintaining engagement with the familiar
topic.
七、评价设计
评
价
类
型
评价内容
评价方式
评价标准
评价目的
2
1
.学生对压岁钱话 1.问 卷 调 查 （ Lucky money 1.能说出 3 个以上相关 了解学生已
题的熟悉程度
survey）
词汇
有知识和兴
2
.相 关 词 汇 量 2. brainstorming：说出关 2.能写出基本正确的简 趣点，为教
诊
断
性
（ spend, save, 于钱的单词
单句
学提供依据
budget 等）
3. 写 2-3 个关于压岁钱的句
3.简单句写作能力
子
1
.范文理解程度
.目标句型运用能 钱？
2.句型操练：用 I spend.
3.写作提纲完成情 3.检查写作提纲（开头-中间 标句型
-结尾） 3 提纲结构完整
1.提问：Mike 如何管理压岁 1.能找出范文中的关键 及时发现问
信息 题，调整教
2.能正确运用 2-3 个目 学策略，确
2
过
程
性
力
保学生掌握
关键知识点
况
1
2
.最终作文质量
.口语表达能力
1.作文评分（内容、语言、 内容充实（3 分）
结构） 语言准确（3 分）
2.小组分享：我的压岁钱计 结构清晰（2 分）
综合评价学
生在真实情
境中运用知
识的能力和
核心素养达
成情况
表
现
性
3.理财观念体现
划
有反思（2 分）
3.展示找到的关于金钱的名
言 作文评分标准：
1
.学习进步程度
1 自我评估表
1.能说出自己的进步和 增强学习信
激
励
性
2.参与积极性
3.创意表达
2.教师口头表扬和鼓励
3.展示优秀作文
不足
心，培养元
认知能力，
激发持续学
习兴趣
2.积极参与课堂活动
3.作文有个人特色
八、教学过程活动设计
环节名称
教师活动
学生活动
设计意图
时间
1
.Use a guessing
通过猜词游戏自然引
出主题“lucky
game and watch a Activity
video to lead in.
2
some questions:
(1) When do we
get lucky money lessons.
(2) What does
lucky money
mean
1:Students
money”，激发兴趣。
随后播放关于“压岁
. Ask students
guess and watch
to get ready to
learn new
Step1
Lead-in
钱”起源与意义的视 3mins
频，创设文化语境，
帮助学生理解其象征
意义，为探讨如何明
智使用零花钱做好铺
垫。
Answer the
questions.
3
Activity 2:
1
.Show some
Learn about
通过提问与红包相关
的问题引导学生联系
真实生活经验，激活
背景知识。进而讨论
如何使用，自然导入
“明智消费”的单元
主题，为写作任务搜
集素材并引发思考。
pictures to present Lucky Money
some new words
and phrases.
2.Ask and answer money is and
questions to learn how to spend
how to manage
lucky money.
Students guess
what lucky
Step 2
Free talk
3
mins
their lucky
money.
Activity3 :
Students work
in pairs and
discuss their
lucky money
according to a
checklist,
该问卷调查作为“预
写作”活动，旨在引
导学生系统梳理压岁
including when 钱的获取时间、具体
Do a survey with they get it, 用途、储蓄频率及预
what they spend 算习惯，为写作提供
it on, 结构化的事实依据与
how often they 个人数据，从而降低
Step3
Pair work
4
mins
partners.
save
写作难度，确保内容
真实具体。
some of it and
whether they
make a budget
for it.
Activity 4:
Read about
通过分析范文 Millie
的文章结构，引导学
生掌握“总-分-总”
的写作框架。通过细
节理解，学习如何运
“spend...on...”、
“save for”等目标
句型进行具体阐述，
Task 1 : Read for
main idea.
Lucky Money
Students read
Millie's article
about what she
does with her
lucky money
and answer
Task 2: Read for
structure. Read
Millie’s article
and get the main
idea of each part.
Step4
10mins
Pre-writing Task 3 : Read and
answer
questions about 模仿其将消费类别、
the main idea
and the
structure
储蓄原因及理财观念
有机结合的写作方
法，为独立写作提供
清晰的语言和结构支
Read Millie’s
article and answer
3
questions.
Activity 5:
Write an outline 架。
like
4
Part 1: When
do we get lucky
money
Part 2: What I
do with my
lucky money
Part 3: Do I
make a budget
提供分层句型库（如
将“I usually spend
most of my lucky
when ...
because...
not only... but
also ...
spend ... (in)
buying ...
As a fan of ..., I
buy ...
sometimes.
so ...
动词不定式表
示目的
money on books.”
替换为“I usually
spend most of my
lucky money (in)
.
Make sentences
buying pens, books
and food.”），引导
学生在模仿基础上进 12mins
行个性化表达和词汇
替换，从而扎实训练
long and different
by using sentence
patterns.
Step5
While-writing
“
谈论金钱管理与预
算”的核心语言能
力，并培养理性的消
费观,为独立写作提
供清晰的语言和结构
支架。
sb think it ＋
adj＋to do
sth ...
by doing...
在前期完成词汇、句
型及范文结构输入的
基础上，通过小组合
作写作，引导学生综
合运用本单元所学语
言
知
识
（
如
Work in groups
and write each
part by using
some sentence
patterns.
Ask students to
work in groups to
Group work write an article.
spend...on...,
save for
Step 6
a
rainy
10mins
day）和文本结构进行
实践创作。旨在促进
知识内化，通过同伴
互助降低写作焦虑，
提升语言输出的准确
性与逻辑性，共同构
建完整的语篇内容。
5
总结部分旨在回顾和
强化本课核心语言点
与“明智理财”的主
题思想，通过分享与
点评引导学生反思自
己的消费行为，内化
“save for a rainy day”
等良好理财观念，使
知识升华为积极的价
值观和生活态度。
1
.Invite some
1
.Summarize
students to
summarize what
what students
have learned in
this lesson:
Step 7
Summary & students have
3mins
Homework
learned in this
lesson.
2
2
.Finish the
homework.
.Assign
some
homework
九、板书设计
Unit7 Be wise with money
Useful Words & Phrases
My lucky money
Para.1: How to get it
Spring Festival
lucky money
spend on
save
Para.2: How to spend it
bank account
for a rainy day (未雨绸缪)
manage money
make a budget
spending habits
How to save it
on... (books, food, gifts)·
I spend most/some on...
save the rest for a rainy day
Para.3: How to manage it
make a budget
manage money well
十、作业设计
必做题：
Finish your writing based on teacher’s advice.
选做题：
Find some sayings or quotes about money. Share them with us the next class.
十一、教学反思和改进
本节课以“压岁钱的使用”为主题，旨在帮助学生通过英语写作表达个人经
历，并渗透理财意识的培养。结合教学实践，我从以下几个方面进行反思：
一、成功之处
1
.真实情境激发表达欲望
以“压岁钱调查”为导入，迅速激活学生的生活经验。学生积极参与讨论，
6
分享自己获得压岁钱的时间、用途和储蓄习惯。这种基于真实生活的语境设计，
有效降低了写作焦虑，让每个学生都有话可说。
2
.范文支架降低写作难度
Millie 的范文结构清晰，为学生提供了可模仿的框架。学生通过分析范文，
初步掌握了“引言-细节-结论”的段落组织方式。提供的“有用表达”句式（如
I usually spend...on..."）成为学生的语言工具箱，帮助他们从单词层面提
升到句子表达。
"
3
.跨学科融合体现育人价值
本节课不仅教授语言知识，更引导学生思考如何明智管理金钱。通过讨论
“
save for a rainy day”的含义，学生理解了储蓄的重要性；通过制定“action
plan”，初步建立了规划意识。将语言学习与财商教育相结合，体现了学科育人
的理念。
二、待改进之处
1
.语法难点需强化训练
学生在练习中频繁出现“some/any”的混用错误（如教材中“some/fany”
的笔误恰恰反映了这一普遍问题）。下次教学应增加专项对比练习，如通过“I
have some money”和“I don't have any money”的句型操练，帮助学生理解
用法差异。
2
.写作层次有待提升
多数学生能够模仿范文结构，但内容仍停留在“购物清单”式罗列（如“I
buy books, food and clothes”），缺乏深度的反思和个性化的表达。今后可以
引导学生思考“为什么选择这些物品”以及“消费后的感受”，让写作更具思想
性。
3
.评估机制可更加细化
教材中的三档评价（Weak/Good/Wonderful）较为主观。可以制定更具体的
评分标准，如：内容完整性（3 分）、语言准确性（3 分）、结构逻辑性（2 分）、
创意反思（2 分），让学生更清楚自己的优势与不足。
三、教学启示
1
.生活化是写作教学的有效路径
当写作主题与学生的生活经验紧密结合时，他们更容易产生表达动机。未来
可以挖掘更多贴近学生生活的主题，如“我的周末计划”、“最喜欢的节日”等。
2
.支架式教学需循序渐进
从调查讨论到范文分析，从句式练习到独立写作，本节课搭建了多级支架。
后续教学中应更注重支架的逐步撤离，培养学生独立写作的能力。
3
.价值观培养应潜移默化
通过寻找和分享关于金钱的名言（如“If you buy things you do not
need...”），学生在学习语言的同时自然接受了勤俭节约的价值观。这种“润物
细无声”的德育方式值得推广。
本节课通过精心设计的教学环节，实现了语言能力与综合素养的同步提升。未来
将继续探索如何让写作教学更贴近学生、更具思维深度、更富有育人价值。
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