资源简介

/ 教学评一体化 高效备课 | 英语学科
Unit 3 Be healthy, be happy第5课时 Writing课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we write about healthy habits and describe changes in our lives Main content: This lesson focuses on writing a passage about Billy's healthy life by comparing his past bad habits with his present good habits. It begins with a model study, where students observe the example sentences for pictures 1 and 4 and find out the key details (habits and results). Students then work individually to write sentences for the other pictures (2, 3, 5, 6). Next, they learn a subskill: using linking words (and, because, so) to connect short sentences into longer ones. After that, students write a complete passage titled "Billy's Healthy Life" using the sentences they have made. Finally, they check their own writing and exchange it with a partner for peer review, focusing on proper words, tenses, and linking words. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding healthy habits — Students learn to identify the differences between bad habits (e.g., playing computer games late, skipping breakfast) and good habits (e.g., going to bed early, eating healthy food, doing exercise). 2. Cause-and-effect thinking — Students learn to connect habits with their results (e.g., He felt sleepy in class because he played computer games late at night.), developing their logical thinking ability. 3. Self-reflection and improvement — Students understand that people can change their bad habits and live a healthier life, encouraging them to reflect on their own daily habits. 4. Using language in real situations — Students practice using English to describe personal habits, express cause-and-effect relationships, and write about their own healthy life in a meaningful context. 5. Cooperative learning — Students learn to check their own writing and give constructive feedback to their peers through peer review. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear five-step structure. First, students study a model and find out the details of the pictures (Step 1). Next, they think about the results of the habits and make long sentences using linking words (Step 2). Then, they write a complete passage titled "Billy's Healthy Life" using the sentences above (Step 3). After that, they check their own writing by answering three questions about words, tenses, and linking words (Step 4). Finally, they exchange their writing with a partner for peer review (Step 5). 2. Language features The lesson uses the simple past tense to describe past bad habits (e.g., Billy played computer games late at night.) and the simple present tense to describe present good habits (e.g., He goes to bed early and gets enough sleep.). It also uses linking words such as and, because, and so to connect sentences and make the writing easy to follow. 3. Language functions Students are able to describe past and present habits using the correct tenses, use linking words to connect sentences logically, write a well-organized passage about a healthy life, and check their own and their partner's writing for proper words, tenses, and linking words.
学情分析
【已知】Students have learned basic vocabulary about daily habits and health in primary school, such as play computer games, eat breakfast, sleep, and healthy. They can understand and use simple sentences to describe their daily routines. They are familiar with the simple present tense and can talk about their habits using simple sentences. They also have basic writing skills and can write a few simple sentences about themselves with the help of pictures. Most students can work in pairs to talk about their daily lives. 【未知】Students do not know how to describe past habits using the simple past tense. They cannot yet distinguish between past and present habits in a written passage. They may struggle to think about the results of habits and make long sentences. Additionally, they lack the ability to use linking words (and, because, so) to connect short sentences into a logical passage. They also need practice checking their own writing and giving peer feedback. 【能知】 Through model study, picture description, sentence-making, and writing practice, students will be able to describe past and present habits using the correct tenses (simple past and simple present). They will be able to use linking words (and, because, so) to connect short sentences into longer ones and make their writing easy to follow. They will also be able to write a well-organized passage titled "Billy's Healthy Life" by following the writing framework. Furthermore, they will be able to check their own writing and exchange it with a partner for peer review, focusing on proper words, tenses, and linking words.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe past and present habits. Understand and use the simple past tense and the simple present tense correctly to describe past and present habits. Use linking words (and, because, so) to connect short sentences into longer ones. Write a well-organized passage titled "Billy's Healthy Life" using the sentences above. 2.学习能力：Apply the subskill of "Connecting sentences" by using and, because, and so to make the writing easy to follow. Study a model and find out which details of the pictures are included in the writing (Step 1). Check their own writing by answering questions about proper words, tenses, and linking words (Step 4). Exchange their writing with a partner for peer review and give constructive feedback (Step 5). 3.思维品质：Develop logical thinking by analyzing the results of different habits (e.g., He felt sleepy in class because he played computer games late at night.). Understand cause-and-effect relationships between habits and pare past bad habits with present good habits and draw conclusions about healthy living. 4.文化意识：Understand the importance of developing good daily habits for a healthy life. Learn to reflect on their own daily habits and make positive changes. Realize the value of sharing and discussing healthy habits with peers to build a supportive learning environment.
教学重难点
教学重点： 1. Master the key vocabulary for describing healthy and unhealthy habits: Acquire the vocabulary to describe past bad habits and present good habits. 2. Understand and use the simple past tense and the simple present tense correctly: Recognize the difference between past and present habits and apply the correct tenses to describe them. 3. Use linking words (and, because, so) to connect sentences: Accurately use and (parallel), because (reason), and so (result) to connect short sentences into longer ones and make the writing easy to follow. 4. Write a well-organized passage about a healthy life: Write a complete passage titled "Billy's Healthy Life" by following the writing framework and using the sentences above. 教学难点： 1. Accurately distinguishing and applying the simple past tense and the simple present tense: Students may confuse past and present habits and use the wrong tense when describing pictures. 2. Using linking words correctly to express logical relationships: Students may struggle to choose the correct linking word (and, because, so) based on the logical relationship between sentences, and they may make mistakes such as using because and so together in one sentence. 3. Checking and improving their own writing through self-assessment and peer review: Students may find it difficult to identify mistakes in their own writing and give constructive feedback to their peers based on the three check questions (proper words, tenses, and linking words).
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Play a short video about healthy habits to introduce the topic. 2. Present two contrasting pictures (a boy playing computer games late at night vs. a boy running in the morning) and ask: "What is the boy doing in the first/second picture " and "What are good habits What are bad habits " 3. Guide students to brainstorm more good and bad habits by showing pictures of eating healthy food, eating too much junk food, doing exercise, and staying up late. 1. Watch the video and focus on the topic of healthy habits. 2. Look at the pictures and answer the teacher's questions using simple sentences. 3. Brainstorm and share more examples of good habits (e.g., eat healthy food, do exercise) and bad habits (e.g., eat too much junk food, stay up late). 1. To activate students' prior knowledge about healthy and unhealthy habits through visual aids and a video. 2. To introduce the target vocabulary and sentence patterns naturally through picture observation and guided questions. 3. To prepare students for the subsequent writing task by helping them distinguish between good and bad habits and build a vocabulary base.
Presentation 学习理解 1. Guide students to study the model sentences for pictures 1 and 4, and analyze the key details (tense, time, and actions). 2. Present a summary table clarifying the rules: In the past uses the simple past tense, while Now uses the simple present tense. 3. Lead students to complete the sentences for pictures 2, 3, 5, and 6, and help them think about the results of these habits. 4. Introduce the subskill of connecting sentences: explain how to use linking words (and, because, so) to join short sentences into longer ones. 5. Present the writing framework for "Billy's Healthy Life" and guide students to write a complete passage. 6. Explain the language points, including the contrast between the simple past and simple present tenses, and the logical relationships expressed by and, because, and so. 1. Observe the model sentences and identify the different tenses, time expressions, and action phrases used for past and present habits. 2. Fill in the sentences for the remaining pictures based on the rules they have discovered. 3. Think about the results of each habit and practice making long sentences with linking words. 4. Write a complete passage titled "Billy's Healthy Life" following the provided structure. 5. Take notes on the language points and practice using the target tenses and linking words in their own sentences. 1. To help students discover the grammar rules inductively by studying models and analyzing picture details. 2. To build a clear conceptual framework for describing past and present habits with correct tenses. 3. To develop students' logical thinking and writing skills by practicing sentence connection and structured writing. 4. To provide explicit grammar instruction and writing support, laying a solid foundation for students' independent writing and peer review.
Practice 探究应用 1. Present the grammar exercises (Task 1 and Task 2) on the slide and explain the requirements clearly. 2. Guide students to review the rules for the simple past tense vs. the simple present tense before they start Task 1. 3. Remind students of the logical relationships expressed by the linking words and, so, and because before they start Task 2. 4. Check the answers together and provide immediate feedback, clarifying any common mistakes. 1. Complete Task 1 by filling in the blanks with the correct tense of the given verbs. 2. Complete Task 2 by choosing the correct linking word based on the logical relationship in each sentence. 3. Check their answers with the teacher and correct any mistakes they have made. 4. Explain their reasoning for choosing a particular tense or linking word. 1. To consolidate the target grammar (tense contrast) and linking words through controlled practice. 2. To check students' understanding of the rules and identify any remaining difficulties. 3. To prepare students for the subsequent writing task by ensuring they can use the target language accurately.
Production 迁移创新 1. Guide students to read their own writing and check it against the three questions in Step 4 (proper words, proper tenses, and linking words). 2. Organize peer review by asking students to exchange their writing with a partner. 3. Provide clear instructions for peer review (Step 5), asking students to evaluate their partner's writing based on the same three criteria. 4. Monitor the peer review process and offer support where needed. 1. Read their own passage carefully and answer the self-check questions (Step 4), identifying any mistakes in words, tenses, or linking words. 2. Exchange their writing with a partner and read their partner's passage carefully. 3. Answer the peer review questions (Step 5) about their partner's writing, focusing on proper words, correct tenses, and logical linking words. 4. Give constructive feedback to their partner and revise their own writing based on the feedback received. 1. To develop students' self-assessment skills by guiding them to check their own writing systematically. 2. To foster cooperative learning and communication skills through peer review and constructive feedback. 3. To help students improve their writing by identifying strengths and areas for improvement in both their own and their partner's work.
Summary 归纳总结 1. Guide students to review the key vocabulary through English-Chinese translation. 2. Lead students to complete the phrases by filling in the blanks with the correct expressions from the box. 3. Present the grammar exercises and ask students to fill in the blanks with the correct linking words (and, because, or so). 4. Check the answers together and clarify any remaining questions about the target vocabulary and grammar. 1. Review the key vocabulary by translating between English and Chinese. 2. Complete the phrases by choosing the correct expressions from the box. 3. Complete the grammar exercises by filling in the blanks with and, because, or so based on the logical relationship in each sentence. 4. Check their answers with the teacher and correct any mistakes. 1. To consolidate the key vocabulary, phrases, and grammar learned in this lesson through systematic review. 2. To help students build a clear knowledge framework and prepare for future writing tasks. 3. To check students' mastery of the target language, including tense contrast and linking words, and provide immediate feedback.
Language points 知识梳理 1. Present a structured writing framework on the blackboard, outlining the four paragraphs (Opening, Body 1, Body 2, Closing) and the key points for each. 2. Introduce useful expressions for describing past and present habits (e.g., In the past, Billy... / But now Billy has changed his bad habits...). 3. Explain the "Quick Checklist" to guide students in self-checking their writing (covering past/present habits, correct tenses, linking words, and clear results). 1. Observe the writing framework and take notes on the structure and key points for each paragraph. 2. Review and practice the useful expressions to support their own writing. 3. Use the "Quick Checklist" to plan and check their writing, ensuring they have included past and present habits, correct tenses, linking words, and clear results. 1. To provide a clear and structured writing framework, helping students organize their ideas logically. 2. To offer useful expressions as language support, enabling students to write more fluently and accurately. 3. To promote self-assessment through the checklist, helping students identify strengths and areas for improvement in their writing.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to meet the needs of students at different levels. 2. Explain the requirements clearly: Basic tasks focus on writing simple sentences about personal healthy habits; Improving tasks require a complete passage with linking words; Extending tasks involve creating a poster or video and presenting it to the class. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary, tenses, and linking words accurately. 1. Complete the Basic task by writing 5–8 sentences about their healthy life using the sentence patterns learned. 2. For the Improving task, write a complete passage (80–100 words) titled "My Healthy Life," using at least two different linking words (and, because, so). 3. For the Extending task, make a "Healthy Life" poster or short video, describing past and present habits, results, and feelings, and present it to the class. 1. To consolidate the target vocabulary, tenses, and linking words through varied and leveled practice tasks. 2. To encourage students to apply the target language to describe their own lives, promoting language transfer and personal reflection. 3. To develop students' comprehensive language skills, including writing, creative expression, and oral presentation, while reinforcing the importance of healthy living.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of healthy habits through the video and picture observation. Most students could understand and use the target vocabulary to describe past and present habits. The step-by-step writing design (study a model → make long sentences → write a passage → check → peer review) helped students grasp the writing process smoothly. The subskill "Connecting sentences" provided solid support for students' writing, helping them use linking words to connect short sentences into longer ones. Students learned to use the simple past tense and the simple present tense correctly to describe past and present habits. The self-check and peer review activities successfully integrated writing practice with self-reflection and cooperative learning, helping students improve their writing and learn from each other. 不足：Some weak students could not use the linking words flexibly in their writing and made mistakes such as using because and so together in one sentence. Limited class time left insufficient time for students to present their writing and share their peer review results. A few students failed to use the correct tenses consistently when describing past and present habits. Individual students made mistakes in spelling and sentence structure when writing their passages. 改进：Offer more sentence frames and visual aids as learning support for low-level students before the writing task. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students distinguish between the simple past tense and the simple present tense in different contexts. Provide more opportunities for students to practice using linking words correctly and to check their own writing with the "Quick Checklist."
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

展开更多......

收起↑