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/ 教学评一体化 高效备课 | 英语学科
Unit 4 Ready, steady, go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 a self-introduction about our favourite sport Main content: This lesson focuses on writing a self-introduction about a favourite sport for a sports club. It begins with students studying a model passage and completing questions about the information in each paragraph (Step 1). Next, students think about the same questions and write down their own answers (Step 2). Then, they put their answers together to write a complete passage, using conjunctions like and, but, or, and so (Step 3). After that, they check their own writing by answering questions about paragraph structure, conjunctions, and benefits (Step 4). Finally, they exchange their writing with a partner for peer review (Step 5). Why---语篇传递的主题意义 Core values conveyed: 1. Understanding the structure of a self-introduction — Students learn how to organize a passage into clear paragraphs: beginning, favourite sport, details (when, how often, where), benefits, and ending. 2. Developing writing skills — Students learn to plan their writing by asking themselves questions, which helps them organize and focus their thoughts. 3. Using conjunctions for coherence — Students learn to use and, but, or, and so to connect sentences and make their writing smoother and more logical. 4. Building confidence and self-expression — Students learn to express their own interests, experiences, and feelings in English, which builds confidence in writing. 5. Learning through peer review — Students learn to read and evaluate their partner's writing, give constructive feedback, and learn from each other. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear writing process. First, students study a model passage and identify the key information in each paragraph (Step 1). Next, they answer the same questions about their own favourite sport (Step 2). Then, they put their answers together into a complete passage using conjunctions (Step 3). After that, they check their own writing (Step 4). Finally, they exchange writing with a partner for peer review (Step 5). 2. Language features The lesson uses the simple present tense to describe current habits and the simple past tense to describe when they started. It uses conjunctions to connect sentences. Key phrases include best of all, spare time, work in a team, become a member of, and have a great time. 3. Language functions Students are able to introduce their favourite sport, describe when they started, how often and where they play, explain the benefits they get from the sport, use conjunctions to connect sentences, write a well-organized self-introduction, and give peer feedback on their partner's writing.
学情分析
【已知】Students have learned basic vocabulary about sports and daily activities in primary school, such as swimming, running, basketball, and ping-pong. They can understand and use simple sentences to describe their daily routines and hobbies. They are familiar with the simple present tense and can talk about their habits using simple sentences. They also have basic reading skills and can understand short, simple passages about sports. 【未知】Students do not know how to organize a self-introduction into clear paragraphs (beginning, favourite sport, details, benefits, ending). They cannot yet use the simple past tense to describe when they started a sport. They may struggle to use conjunctions (and, but, or, so) to connect sentences and make their writing smoother. Additionally, they lack the ability to plan their writing by asking themselves questions before writing, and they need practice checking their own writing and giving peer feedback. 【能知】 Through studying a model passage, answering guided questions, and writing a complete passage, students will be able to organize a self-introduction about their favourite sport into clear paragraphs. They will be able to use the simple past tense to describe when they started and the simple present tense to describe how often and where they play. They will also be able to use conjunctions (and, but, or, so) to connect sentences and explain the benefits they get from the sport. Furthermore, they will be able to check their own writing and give constructive feedback to their peers.
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 a favourite sport. Understand and use the simple past tense to describe when they started a sport. Use the simple present tense to describe how often and where they play. Use conjunctions to connect sentences and make the writing smoother. Write a well-organized self-introduction about their favourite sport. 2.学习能力：Apply the subskill of "Planning our writing" by asking themselves questions before writing. Study a model passage and find out the key information in each paragraph (Step 1). Work individually to answer the guided questions and organize their own ideas (Step 2). Check their own writing by answering questions about paragraph structure, conjunctions, and benefits (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 organizing ideas into clear paragraphs (beginning, details, benefits, ending). Understand cause-and-effect relationships between sports and their benefits (e.g., It makes me strong and teaches me teamwork.). Compare their own writing with the model and draw conclusions about how to improve their writing. 4.文化意识：Understand the importance of sports and exercise for a healthy life. Learn to express personal interests and experiences in English, building confidence in self-expression. Realize the value of sharing and giving feedback to peers in a supportive learning environment.
教学重难点
教学重点： 1. Master the key vocabulary for describing a favourite sport: Acquire the vocabulary to name sports and describe related details. 2. Understand and use the structure of a self-introduction: Recognize the five-paragraph structure: beginning, favourite sport, details, benefits, and ending. 3. Use the simple past tense and the simple present tense correctly: Accurately use the simple past tense to describe when they started a sport and the simple present tense to describe current habits. 4. Use conjunctions (and, but, or, so) to connect sentences: Accurately use and (parallel), but (contrast), or (choice), and so (result) to connect short sentences and make the writing smoother. 教学难点： 1. Organizing ideas into clear paragraphs: Students may struggle to organize their ideas into a well-structured passage with clear paragraphs (beginning, details, benefits, ending). 2. Using the correct tenses in writing: Students may confuse the simple past tense (for when they started) with the simple present tense (for current habits), leading to tense errors in their writing. 3. Applying conjunctions appropriately in writing: Students may overuse and or misuse but, or, and so, making their writing less coherent and logical. 4. Checking and improving their own writing: Students may find it difficult to identify mistakes in their own writing and give constructive feedback to their peers based on the check questions.
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 joining a sports club to introduce the topic and capture students' attention. 2. Present the sports vocabulary pictures and guide students to brainstorm: "What sports do you know What sports do you like doing Do you have a favourite sport " 3. Present the model passage and guide students to make quick predictions: "Who is the writer What sport does she like best When did she start playing it How often does she have training " 1. Watch the video and focus on the topic of joining a sports club. 2. Look at the sports pictures and answer the brainstorming questions, sharing their own sports preferences. 3. Read the model passage and make predictions about the writer and her favourite sport, then check their predictions while reading. 1. To activate students' prior knowledge about sports through visual aids and a video. 2. To introduce the writing task naturally by connecting it to the real-life context of signing up for a sports club. 3. To prepare students for the writing task by helping them predict the content and structure of a self-introduction.
Presentation 学习理解 1. Guide students to study the model passage and complete the questions about the information in each paragraph (Step 1). 2. Lead students to think about the same questions and write down their own answers about their favourite sport (Step 2). 3. Present the writing task (Step 3) and guide students to put their answers together into a complete passage using conjunctions (and, but, or, so). 4. Present the example passage and explain the structure: beginning, favourite sport, details, benefits, and ending. 5. Explain the language points, including key sentence patterns, the use of conjunctions, and grammar points. 1. Read the model passage and complete the questions about each paragraph's key information. 2. Answer the guided questions about their own favourite sport. 3. Write a complete self-introduction by putting their answers together, using conjunctions to connect sentences. 4. Study the example passage and identify the structure and key language points. 5. Take notes on the language points and practice using the target sentence patterns and conjunctions in their own writing. 1. To help students understand the structure of a self-introduction by analyzing a model passage. 2. To guide students to plan their writing by answering guided questions. 3. To develop students' writing skills by practicing organizing ideas into clear paragraphs and using conjunctions for coherence. 4. To provide explicit instruction on key sentence patterns and grammar points, laying a solid foundation for students' independent writing.
Practice 探究应用 1. Present Task 1 and guide students to fill in the blanks with the correct forms of the given words. 2. Present Task 2 and guide students to use and, but, or, so to fill in the blanks based on the logical relationships between sentences. 3. Check the answers together and clarify any remaining questions about grammar and conjunction usage. 1. Complete Task 1 by changing the given words into the correct forms based on the grammar rules. 2. Complete Task 2 by choosing the correct conjunction according to the logical relationship in each sentence. 3. Check their answers with the teacher and correct any mistakes. 1. To consolidate the target grammar points through controlled practice, including verb forms, tenses, and conjunctions. 2. To develop students' ability to apply the grammar rules in sentence-level exercises. 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 check their own writing by answering the three questions in Step 4. 2. Organize peer review by asking students to exchange their writing with a partner. 3. Provide clear instructions for peer review, asking students to evaluate their partner's writing based on the three questions. 4. Monitor the peer review process and offer support where needed. 1. Read their own passage carefully and answer the self-check questions in Step 4, identifying any mistakes in paragraphing, conjunctions, or missing benefits. 2. Exchange their writing with a partner and read their partner's passage carefully. 3. Answer the peer review questions in Step 5, focusing on whether the writer uses conjunctions, describes the details of the sport, and mentions the benefits. 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 words by translating between English and Chinese. 2. Lead students to complete the phrases by choosing the correct expressions from the box. 3. Ask students to translate the target sentences into English using the key sentence patterns from the passage. 4. Present the grammar exercise and guide students to fill in the blanks with and, but, or, or so based on the logical relationships. 5. Check the answers together and clarify any remaining questions. 1. Review the key words by translating them between English and Chinese. 2. Complete the phrases by choosing the correct expressions from the box. 3. Translate the Chinese sentences into English using the target sentence patterns. 4. Fill in the blanks with the correct conjunctions based on the logical relationship in each sentence. 5. Check their answers with the teacher and correct any mistakes. 1. To consolidate the key vocabulary, phrases, and sentence patterns learned in this lesson through systematic review. 2. To check students' mastery of the target grammar, including the use of conjunctions (and, but, or, so) and the target sentence patterns. 3. To help students build a clear knowledge framework and prepare for future writing and real-life application.
Language points 知识梳理 1. Present a summary chart on the blackboard covering the paragraph structure (Opening, Body 1, Body 2, Closing), useful expressions, and a quick checklist. 2. Guide students to review the key points of each paragraph: introducing the favourite sport, describing when and how often they play, where they play and the benefits, and sharing their hope for the sports club. 3. Review the useful expressions. 4. Use the quick checklist to guide students to check their own writing. 1. Review the paragraph structure and recall what each paragraph should include. 2. Practice using the useful expressions to make sentences about their own favourite sport. 3. Use the quick checklist to check their own writing and identify areas for improvement. 4. Work in pairs to share their writing and give each other feedback based on the checklist. 1. To provide a clear and structured visual summary of the writing framework, helping students build a systematic knowledge structure. 2. To reinforce students' understanding of the paragraph structure and useful expressions through review and practice. 3. To develop students' self-assessment and peer review skills by using the quick checklist.
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 5–8 sentences using the target sentence patterns; Improving tasks require a complete passage with linking words; Extending tasks involve making a poster and presenting it to the class. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic task by writing 5–8 sentences about their favourite sport using the sentence patterns they have learned. 2. For the Improving task, write a complete passage (80–100 words) about "My Favourite Sport," using at least two different linking words. 3. For the Extending task, make a "My Favourite Sport" poster and present it to the class, describing their favourite sport, when they started, how often they play, where they play, the benefits, and their hope for the sports club. 1. To consolidate the target vocabulary and sentence patterns through varied and leveled practice tasks. 2. To encourage students to apply the target language to describe their own favourite sport and personal experiences. 3. To develop students' comprehensive language skills, including writing, creative expression, and oral presentation.
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 sports through the video and picture observation. Most students could understand and use the target vocabulary to describe their favourite sport. The step-by-step writing design (study a model → answer questions → write a passage → check → peer review) helped students grasp the writing process smoothly. The subskill "Planning our writing" provided solid support for students' writing, helping them organize their ideas by answering guided questions. Students learned to use the simple past tense and the simple present tense correctly to describe when they started and how often they play. 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 conjunctions (and, but, or, so) flexibly in their writing and made mistakes such as overusing and. Limited class time left insufficient time for students to present their writing and share their peer review results. A few students failed to organize their ideas into clear paragraphs (beginning, details, benefits, ending). 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 organize their ideas into clear paragraphs and use conjunctions correctly. Provide more opportunities for students to practice using the target sentence patterns and check their own writing with the quick checklist.
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