鲁教版英语教材go for it!（五四制）
（2013版）七年级下册
Unit 6 If you go to the party, you’ll have a great time.
Period Five (writing)
学情分析
本单元教材面对的是七年级学生，他们的听说读写已有一定的基础，能够用英语表达简单的句子。本节课之前的三课时学生已重点练习过if引导的条件状语从句，熟知其主将从现的句式结构。但在写作的过程中仍然会出现一些小的错误，如从句没有注意第三人称单数形式，或是will后面没接动词原形。还有个别学生should后面的动词加s，等等。这都是因为这个阶段的学生心智不够完全，自查能力较差造成的。21世纪教育网版权所有
本节课属于写作课，学生除了需要丰富的词汇量，更多的是理解能力，归纳能力，认知能力的综合运用，因此，相对于前几课时来说，本节课内容相对学生来说较难。导致学生的参与面不是太大，部分学生表现的不够自信，优秀自信的学生回答的较多，中等偏下的学生可能掌握的不够熟练，举手次数较少。70%的同学有上进心，学习积极性高，能主动的回答问题，但也有10%左右的学生学习目的不明确。21教育网
本节课在老师的引导下，同桌的帮助下，小组的合作下，大多数学生基本能达到学习目标，掌握写作技巧。
鲁教版英语教材go for it!（五四制）
七年级下册
Unit 6 If you go to the party, you’ll have a great time.
Period Five (writing)
教学设计
【课前活动设计】
1. 复习巩固If引导的条件状语从句。
2. 想想自己生活或学习中都有什么困难或难题。
【教学目标】
1. 通过图片展示，在同桌的互相帮助下体会篇章结构，能写出对简单问题的解决方法及想象效果，实现初写。21·cn·jy·com
2. 通过队小组成员的困难调查，能表达出自己的看法，完成二次书写。
3. 通过外来学生的求助，了解现代学生所面临的困难，能想出不同种解决的方法，及预想出效果，达到三次书写的要求。【出处：21教育名师】
4. 通过这节课的中心——We can help! 让学生感受到助人为快乐之本，从而提升情感，进行教育。【版权所有：21教育】
【教学重难点】
重点：用If 引导的条件状语从句连词造句。
难点：理解篇章结构，灵活运用句型，准确运用连词，书写篇章。
【教学过程设计】
Step I．Lead in:
T: Play a video.
S: Watch the video.
设计意图
通过观看视频，学生不难明白本节课主要是与help有关，导入本节课主线-------We can help. 并且可以在课前活跃课堂气氛，激发学生的学习兴趣，为这节课帮助别人摩拳擦掌。
Step II．Pre-writing:
1. Problem
T: Show a photo of the teacher’s. In the photo the teacher feels very worried.
I have a problem. I ____________
S: Guess the teacher’s problem.
T: Praise and give a point for the team.
Show a photo of Kevin’s. In the photo Kevin feels very worried.
Kevin has a problem. He ____________________
S: Guess Kevin’s problem.
T: Praise and give a point for the team.
Ask the students to tell a problem to the partner.2-1-c-n-j-y
S: Say out a problem in the daily life or in the school life.21*cnjy*com
Name
Problem
_____ has a problem. He/She ______________________
T: Ask some students to report his/her partner’s problem.
S: Tell his/her partner’s problem to the whole class.
T: Praise and give a point for the team.
设计意图
本环节目的在于通过小队竞争来活跃课堂气氛，培养学生团队合作及大胆说的好习惯，更实现了写作的第一步------呈现人物、困难。
2. List the problems.
T: Show the problems about students, and ask students to read them.
play computer games, can’t speak English well, eat junk food, can’t get on well with others, can’t study math well, want to play, be angry with a friend, don’t like doing homework ……
S: Read by themselves.
设计意图
对各种困难进行汇总，目的是为下面的问题解决提供充足素材，让学生的话题
不单调，有话可说，有忙可帮。
3. Advice
T: Ask students for some advice to help the teacher.
I think you should ___________________.
S: Give some advice to the teacher.
T: Praise and give a point for the team.
Ask the students to give Kevin some advice to help solve his problem..
I think Kevin should__________
S: Give some advice to Kevin.
T: Praise and give a point for the team.
Ask students to give some advice to his/her partner.
Name
Problem
Advice
____ have/has a problem.
I/He/She_______________
I think he/she should_____________
S: Tell the partner about his/her advice.
T: Ask students to volunteer to show his/her advice for his/her partner.
S: Volunteer to show.
T: Correct some mistakes and give a point for each team.21·世纪*教育网
设计意图
本环节目的是练习should + v.，为写作的第二步——帮忙想出行之有效的解决问题的方法，打下基础。
4. Result
T: Show the photo of the teacher, in the photo the teacher has found her keys and feel happy.
If I find my key, I will be happy.
T: Ask the students to guess what will happen to Kevin with their help.
S: Show their own thoughts.
If he ____________, He will _______________.
T: Praise and give a point for the team.
Ask the students to help his/her partner to solve the problem according to the form.
Name
Problem
Advice
Result
____ have/has a problem.
I/He/She_______________
I think he/she should_____________
If he/she _________________, he/she will _______________
S: Work with partners.
T: Ask some students to show his/her pair work.
S: Show their work.
T: Correct some mistakes and give a point for each team.【来源：21·世纪·教育·网】
设计意图
本环节目的是练习If引导的条件状语从句，为练习写作的第三步 —— 设想出你所提供的建议所产生的效果或你所希望的结果做准备。【来源：21cnj*y.co*m】
Step III．While-writing:
1. First writing
T: Ask students to fill in the blanks including problem, advice and possible result.
And ask to read the writing tips before writing.
S: Read together.
Then fill in the blanks by themselves.
____ have/has a problem.
I/He/She_______________
I think you/he/she should_____________
If you/he/she___________, you/he/she will___________
T: Walk around to help and guide.
Invite one student to show his/her writing on the screen.
S: The student in front of the class to read his/her writing on the screen.
T: Ask students to point out the student’s mistakes or ask the student to find mistakes for himself/herself.
S: Say out the mistakes in the writing.
T: Praise and give a point for the team.
Ask students to correct their own writing.
S: Volunteer to read the writing after correcting.
T: Praise and give a point for the team.
设计意图
本环节目的是对写作的第一、第二、第三步的汇总，进行初次写作的尝试，了解写作的过程就像小树的生长过程，现在长成的是树干，即写作的初期。
成果展示。
2. Second writing
1）Group work
T: Ask students to share their own problems and complete the form in groups.
S: One student writes and others talk in groups.
Name
Problem
Advice
Possible result
T: Walk around to help.
After filling in the form, ask students to show group work.21世纪教育网版权所有
S: Volunteer to stand up to show the work.
T: Correct and give a point for each team.
设计意图
本环节增加了problem的种类，扩大了讨论范围，提升了难度，丰富了学生的表达素材，为下面的再次写作打基础。www.21-cn-jy.com
2) Second writing
T: Ask students to choose one problem that they are interested in groups.
And ask them to read the writing tips , then have the second writing.
My friend _______ has a problem. He/She ______________. His/Her mother _________________________. If he/she ___________________________, I think ____________________. If he/she ____________________________, his/her mother _____________________.21教育网
S: Read the tips together and have the writing.
T: Walk around to help and guide.
Invite one student to show his/her writing on the screen.2·1·c·n·j·y
S: The student in front of the class to read his/her writing on the screen.
T: Ask students to point out the student’s mistakes or ask the student to find mistakes for himself/herself.www-2-1-cnjy-com
S: Say out the mistakes in the writing.
T: Praise and give a point for the team.
Ask students to correct their writing with their partners.
S: Volunteer to read the writing after correcting.
T: Praise and give a point for the team.
设计意图
本环节将说转换成写，重点是评价学生简单句的表述，并在第一次写作的基础上添枝加叶，即让写作之树枝繁叶茂。在篇章结构上完成了由介绍困难到提供解决方法，最后到解决效果的过程，达到了写作技能提高的目的。
3. Third writing
1）Show our help.
T: Show the student’s letter and his three problems on the screen.
Guide to solve the first problem.
S: With the teacher’s help, guess his first problem, give him advice and imagine the result.
T: Show the writing about the student’s first problem.
Dear,
I know you will go to the party in your school, and you don’t know what to wear. If you want to look smart, I think you should wear a shirt. But if you do that, you may have a cold. So you can wear jeans. You must be pretty! Have a great time!
Miss Helper
T: Ask the student to read the writing.
S: Read by themselves.
设计意图
本环节结合课外生活经历，扩展写作范围，加深写作难度。在老师的帮助下，写出条理清晰，内容丰富的文章。写后的读，让学生进一步感受篇章结构，把握写作技巧。
2）Writing competition
T: Show four cards in the teacher’s hand.
Ask the team leader to choose the card about his team’s topic to write.
S: Each team leader to choose one and read it to his teammates.
T: Ask students to talk about their topic in groups or teams.
S: Talk about the problem about the student’s another two problems.
T: Ask students to read the tips before writing.
S: Start the third writing
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________21cnjy.com
T: Walk around to help and guide.
Invite one student to show his/her writing on the screen.
S: The student in front of the class to read his/her writing on the screen.
T: Ask students to point out the student’s mistakes or ask the student to find mistakes for himself/herself.
S: Say out the mistakes in the writing.
T: Praise and give a point for the team.
Ask students to correct their writing in groups or teams.
And choose the best writing to take part in the competition.
S: Read the best writing for class after correcting.
T: Praise and give two points for each team.
设计意图
采用比赛的形式展示本节课的成果，此时写作之树已开花结果，也达到了情感升华的效果。学生们在竞争中进行了愉快的学习，使写作课堂充满了活力，充分发挥学生的集体荣誉感，淋漓尽致地发挥自己的才能。同时，展示的过程还检验了学生写的能力和纠错能力，全班同学的积极性再次被调动起来。优秀作品的展示，促进了同学间相互学习，取长补短，顺利的完成三次写作的目标。21教育名师原创作品
Step IV. Post-writing:
T: Compare the best team in class. Clap hands to show the congratulations.
Sum up
Whenever we go and whatever we do, --------we can help!
S: Clap their hands
Listen to the teacher carefully in agreement.
设计意图
本环节体现了任务的有效性，通过教师的总结性语言，体现本节课的主线，首尾呼应，同时也提升了情感，对学生进行了教育。21*cnjy*com
Step V. Homework：
T: Read today’s homework for class.
Write an e-mail to your friend about his or her problem.
S: Listen carefully.
设计意图
通过本节课掌握的写作技巧进行课后练习，达到学以致用，理论联系实际的效果，为身边的人分忧解难，让身边的人感受到你的温暖。不但完成了知识目标，能力目标，也达成了情感目标。
【学生学习评测】
评价环节
评价活动
评价标准
First writing
展示自己丢钥匙的烦心照片。
展示Kevin为考试得低分而苦恼的照片。
同桌之间对自己的烦心事进行讨论。
依次进行简单描述：烦恼、解决方法、解决效果。最后进行概括性的书写。
通过投影展示一篇例文找
出错误并订正。
订正自己的写作并全班交
流。教师及同学进行评价。
正确运用第一人称、第三人称、时态及句型对烦恼、解决方法、解决效果进行表述。
能够用简短语句进行表述，内容基本正确。
在老师的提示下，同学的帮助下进
行表述，内容还算完整。
Second writing
小组调查，互助分享自己
的困难，并且讨论可行的解决方法和效果。
2. 从小组成员的问题中选择一个自己感兴趣的话题进行帮忙，对写作添枝加叶。
3. 投影例文并订正。
4. 在同伴的帮助下订正写作中出现的错误。
5. 全班交流，教师及同学进行评价。
1. 能在一次写作的基础上，顺利的完成讨论并进行书写。有个别语言错误，但不影响交际。并能熟练掌握篇章结构。
2. 能基本掌握篇章结构，比较顺利的完成任务。有一些语言错误，但不影响整个结构。
3. 在同伴帮助下完成任务，语言错误较多，对如何帮助别人只能找出困难，对篇章结构不能熟练掌握。
Third writing
展示学生来信的三幅关于困难的图片，
1. 在教师的指引下，解决第一个问题，即第一幅图。
2. 全班分成两队，每队分四组，对图片进行抽签，进行书写比赛。
4. 投影两个有针对性的作品，集体纠错。
5. 小组间找错，并选出最好的作品进行展示，学生评价。
1. 在前两次的写作基础上，能根据图片内容和总结内容，顺利完成书写，从篇章到语言表达基本没错误，并能进行写作的提升及美化。
2. 能根据图片提示，总结内容和小组帮忙完成书写，有个别语言错误，但不影响理解，能在原有的基础上添词加句。
3. 能根据图片的提示，在同伴帮助下完成任务，有一些错误，但写作结构正确。
鲁教版英语教材go for it!（五四制）
七年级下册
Unit 6 If you go to the party, you’ll have a great time.
Period Five (writing)
教材内容分析
本部分在Section A的基础上，围绕着青少年生活中的问题，进一步谈论对事情结果的预测。本部分通过听、说、读、写活动拓展相关语言表达，巩固If引导的第一条件句，并引导学生正视困难，学会与人沟通，寻求帮助，解决问题。21世纪教育网版权所有
课本中活动3a-3c一步一步的为写作任务搭建支架，3a让学生讨论朋友遇到的三个问题并给出建议，并通过填表整理信息。3b给出了段落的框架，让写生用前面的信息填空，完成文章的第一段。3c让学生仿照第一段的框架继续完成文章的第二段和第三段。
对本环节活动，我根据实际需要，对其进行了改进和扩充。分别让学生给我遇到的困难和假设人物Kevin遇到的困难给出建议，让学生体会第一二人称和大三人称的变化。通过提供更多的语言输入，让学生尽可能多的输出语言，促进更多信息生成，最后把三部分连起来，进一步构成篇章，让学生在潜移默化中更有效地掌握目标语言。21教育网
课本中活动4为学生创设了新的话题，让他们综合运用所学语言，自己参与志愿者活动的计划。
对本环节我也进行了改变，教师淡如活动的主题：We can help！让学生进行互相帮忙，帮同桌解决困难，提出建议，完成第一次写作。能够帮忙，互相提建议，提升一次写作完成二次写作。利用小对竞赛活动，帮助现今学生面对的普遍困难，进行三次写作。
Section B 的重点是通过更多的听、说、读、写活动，结合更丰富的语言输入，让学生自如的对不同事物的结果进行预测，巩固第一条件句If…will…的使用。本部分的难点是让学生在教材所提供的支架的帮助下，合理的布局谋篇，正确使用所学语言谈论别人遇到的问题，并用If条件句给朋友提出建议，写出一篇语言流畅、内容充实的短文。21cnjy.com
鲁教版英语教材go for it!（五四制）
七年级下册
Unit 6 If you go to the party, you’ll have a great time.
Period Five (writing)
评测练习
I have a problem. I ____________
Kevin has a problem. He ____________________
Name
Problem
_____ has a problem. He/She ______________________21cnjy.com
I think you should ___________________.
I think Kevin should__________
Name
Problem
Advice
____ have/has a problem.
I think he/she should_____________
If I find my key, I will be happy.
If he ____________, He will _______________.
Name
Problem
Advice
Result
____ have/has a problem.
I/He/She_______________
I think he/she should_____________
If he/she _________________, he/she will _______________21·cn·jy·com
Group work
在小组内分享自己的烦恼或生活学习中所遇到的烦心事，按照表格的方式进行讨论并记录。
Name
Problem
Advice
Possible result
My friend _____ has a problem. He/She____________. His/Her mother _____________. If he/she ___________________, I think ____________________.If he/she _______________, his/her mother _____________________.21世纪教育网版权所有
根据例文，写出其他无问题的解决方法和建议。
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________21教育网
