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2025新外研版七年級英語下冊Unit1 writing教學設計
課題 7BU1 The secrets of happiness 課時 writing
學習目標（目標類型/目標行為）
After the class, students will be able to: 【學習理解】 1. get the key information like setting, character, problem and solution from the passage; 【應用實踐】 2. introduce setting and characters of a story; 3. summarize the writing structure from passages with the similar topic; 【遷移創新】 4. describe problems, solutions and feelings according to their own experiences.
學情分析
【語言能力】 學生能夠運用閱讀策略獲取故事背景、人物等關鍵信息，但在續寫結尾時可能遇到困難，需要教師給予語言支架和指導。 【文化意識】 初一學生開始對不同文化背景下的行為和價值觀產生興趣，能夠感知不同文化中幫助他人和善意的價值與重要性，但在理解和闡釋多元文化中的善行時缺乏思考和比較。 【思維品質】 初一學生的邏輯思維和批判性思維正在發展，他們能夠根據文章總結寫作結構但不能主動反思并遷移自己的經驗。 【學習能力】 初一學生的學習策略和自主學習能力正在形成，在教師的引導和幫助下能夠簡單介紹并描述自己的經歷。
課程內容分析（課標解讀/教材分析/支持性材料）
What The discourse includes three stories where strangers offer help when people in need. in the first story, a girl helped Sarah when she almost fainted. In the second story, a lovely boy picked Danny's wallet and returned it on a busy street. In the last story, an old man shared David his umbrella when it was raining heavily. Why The purpose of the discourse is to stress the importance of kindness through examples and encourage readers to help others in daily life. The passage also shows how a simple action can affect people. How The text follow a clear "introduction-body-conclusion" structure. The language used is simple and clear, making it suitable for middle school students to understand and imitate.
教學過程
學習任務 ①
學習活動 Free talk 學生觀察圖片，結合自身經驗，回答問題： 1. Yes, I have. / No, I haven't. 2. I... 3. I felt... 教學活動 Free talk 教師呈現圖片，引導學生回答問題： 1. Have you ever helped others 2. What did you do to help others 3. How did you feel when you helped others 引導學生關注動詞的正確時態。
過程診斷
教師根據學生的回答，評估學生對該主題的思考和語言表達能力。
學習任務 ②
學習活動 Think and answer 學生根據文章內容回答問題，完成學案： 1. Mr Zhou 2. He kept for over two years. He went to a barber's shop to cut it short. He posted his hair to the City Children's Hospital. 3. People often talked about his long hair behind his back. They laughed at him. 4. He never felt any shame. 5. He wanted to help kids with cancer. 6. He remembered the words of Plato: Happiness springs from doing good and helping others. Read and choose 學生根據文章內容選擇合適的詞。 1. ③ But 2. ④ One day 3. ① Then/⑤ And 4. ② Because 教學活動 Think and answer 教師呈現growing happiness文章內容， 1. Who is the main character of the story 2. What did he do (with his hair) 3. What challenge(s) did he face 4. How did he react to the challenge(s) 5. Why did he do so 6. What did he feel when he helped others Read and choose 教師提供選項幫助學生將回答的句子組織成小短文。 Now organize the sentences into a short passage using words in the box. Writing tip 1: Use conjunctions to link your sentences in a more logical way. Writing tip 2: Add more details for your writing, such as words about time or places.
過程診斷 教師根據學生的回答，判斷學生對閱讀語篇的掌握情況以及學生對文章主旨的理解程度、學生是否能用自己的語言概括總結作者助人的心情。
學習任務 ③
學習活動 Practice 學生賞析佳句，在學案上進行仿寫。 1. I kept the secret for several months. 2. Thank you for helping me English. 3. He has no enough money for toys. 教學活動 Practice 教師呈現文章佳句，提供仿句，引導學生仿寫。 1. Zhou Jian kept his hair long for over two years. 仿寫：我把這個秘密保守了好幾個月。 2. Thank you for helping kids with cancer. 仿寫：謝謝你幫助我學英語。 3. This is enough hair for three wigs! 仿寫：他沒有足夠的錢買玩具。
過程診斷 教師根據學生的答案評估學生在該主題寫作的詞匯積累并提供語言支持。
學習任務 ④
學習活動 Think and write 學生在教師的引導下分析問題，根據自身經歷完成問題。 Write your story 學生在規定時間內完成作文。 Share your story 學生分享作文，并自評。 教學活動 Think and write 教師呈現P15的step 1，分析每個問題屬于哪個板塊后設定一定時間供學生回答問題。 Write your story 教師設定時間供學生組織文章 Share your story 教師分享學生文章并賞析，若時間有限也可選擇分享學生step 1的答案并賞析。
過程診斷
根據學生的書面輸出，評價學生的語言運用能力和評估學生的寫作情況。
反思改進 本節課作業 Must do 1. Finish your writing after class. Choose to do 2. Polish (修改) your writing and share it online.
如果再上這節課，我會這樣設計： 板書設計

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