人教版七年级上册英语第三单元作文教学设计全文共6篇示例，供读者参考篇1Unit 3 Lesson Plan (A Student's Perspective)Oh boy, we just started a new unit in English class - Unit 3! I'm super excited because the topic is all about food, and you know how much I love snacks and tasty treats. This unit is gonna be a piece of cake (get it? Haha!).Our teacher, Ms. Johnson, started off by showing us pictures of all kinds of mouth-watering dishes from around the world. There were pizzas, burgers, noodles, curries - you name it! She asked us to name the foods we recognized and rate how much we liked them on a scale of 1 to 5. Of course, I gave a huge thumbs up to anything with chocolate!Next, we learned some really useful vocabulary words related to food and eating. Words like "appetizer", "entrée", "cuisine", and "palate". I tried my best to remember them all, but I have to admit, some of those fancy words made my head spin a little. Thank goodness for vocabulary lists!Then came the fun part - learning about different cultures and their traditional foods. We watched videos about Italian pasta-making, Indian spice markets, and even how chocolate is made (my favorite!). It was so cool to see how people from different parts of the world eat such diverse foods.For homework, Ms. Johnson asked us to interview our parents or grandparents about their favorite childhood dishes and cultural food traditions. I can't wait to ask my grandma about all the yummy Puerto Rican foods she used to make when she was a kid. Maybe she'll even share a recipe with me!In the next few lessons, we're going to practice ordering food at a restaurant using proper English phrases. We'll learn how to politely ask for refills, additions or substitutions to our order. I just hope nobody orders anything too stinky like durian fruit - yuck!We'll also spend some time comparing fast food tohome-cooked meals. I know fast food isn't the healthiest, but a kid can dream of unlimited fries and milkshakes, right? Ms. Johnson said we'll do activities analyzing nutrition facts and learning about balanced diets. As long as she doesn't take away my weekly pizza day, I'm cool with that.Later in the unit, we'll get to do fun food-related projects like designing our own restaurant menus and writing reviews of our favorite local eateries. I can't wait to write a scathing review of that new place that messed up my cheeseburger order. Revenge, through the power of essays!To wrap things up, our big final assessment will be giving an oral presentation about a special cultural dish or food tradition. We'll have to research the history, ingredients, and significance of the dish. I'm thinking of doing mine on s'mores because they're an amazing American camping tradition. Who doesn't love roasting marshmallows over a fire?Overall, I'm really looking forward to this delicious unit. We'll get to explore the world through food while practicing our English reading, writing, listening and speaking skills. And ifwe're lucky, maybe Ms. Johnson will even let us have a cultural food-tasting party at the end. A girl can dream, right? Now if you'll excuse me, I have to go polish off these chips before class...篇2Unit 3 - My ClassroomI can't wait to tell you about our latest English lessons! We've been learning all about describing our classroom and thedifferent objects we can find there. It's been so much fun and really helpful for improving my English skills.First up, Miss Li introduced lots of new vocabulary words related to the classroom. There were words like "desk", "chair", "blackboard", "chalk", "eraser" and so many more. We had to repeat them over and over, which was a little boring at first. But then Miss Li brought in real objects from our classroom and had us identify them using the new words. That made it way more interesting and memorable!After we learned the basic vocabulary, Miss Li taught us how to make simple sentences describing the location of different objects. We learned phrases like "next to", "in front of", "behind", "on the left/right", and "between". Then we did an activity where we had to give our classmates instructions to find specific items based on their location. It was like a treasure hunt game and we all got super competitive trying to be the first to find everything!Next up was learning adjectives to describe the characteristics of classroom objects. Words like "big", "small", "new", "old", "wooden", "metal", etc. Miss Li brought in a bunch of different desks, chairs and other things and we had to describe them using the right adjectives. There was this reallycool antique desk that must have been 100 years old! Describing that one was tough.Then we combined everything we had learned so far to create complete sentences about our classroom. Stuff like "The new metal chairs are next to the old wooden desks" or "The small green eraser is between the big books on the shelf". Writing out these descriptions was great practice for improving my English skills.But my favorite part was our final speaking activity. Miss Li put us into small groups and gave each group a different "dream classroom" scenario. My group's scenario was a classroom...in space! On a spaceship! How cool is that? We had to describe what our space classroom would look like, using all the vocabulary and grammar we had learned.My group had so much fun coming up with creative ideas. We decided our classroom would be in a big dome with a transparent ceiling so we could look at the stars during lessons. Instead of normal desks, we'd have these high-tech floating desk pads. And of course we'd have all the latest space-age teaching tools like holographic projectors and virtual reality headsets for field trips to other planets!When it was time to present our space classroom to the rest of the class, I was a little nervous. But I just imagined I was an astronaut teacher describing my futuristic classroom to the rookies. I think I did a pretty good job explaining all the awesome features, though I did mix up "left" and "right" a couple times. Whoops!Overall, this unit on describing classrooms has been excellent for building up my English skills, especially vocabulary and using adjectives correctly. I feel much more confident now giving descriptions and instructions in English. And learning all the space-related words was great preparation for my future career...as an astronaut teacher! Just kidding, but exploring other planets would be pretty cool.Up next is a unit on daily routines and schedules. I have a feeling there will be lots of useful phrases for talking about my day and the things I do at certain times. I'm already brushing up on vocabulary words like "wake up", "get dressed", "have breakfast", and so on. Cant' wait to see what fun activities Miss Li has planned! Learning English is awesome.篇3Unit 3 Writing Lesson PlanHey guys! Today I wanted to share with you the writing lesson we did in English class for Unit 3. Our teacher Ms. Wang had us work on writing a story and I thought it was really fun and helpful, so I'll explain how she taught it.First, she had us read this funny story in our textbooks about a kid who was always late for school. It was about how he overslept one morning because his alarm clock broke, and then he had all these crazy things happen to him on his way to school that made him later and later. At the end, he finally made it but was like 2 hours late! We talked about the story and answered some questions to make sure we understood everything that happened.Then Ms. Wang told us we were going to practice writing our own stories like that, with a main character and a sequence of events that leads to a conclusion or outcome at the end. She said this type of story is called a "narrative" and the important things are:Having a clear main character that the story focuses onSetting up the situation at the beginningDescribing the events that happen in a logical sequenceAdding lots of details to make it more interesting and vividBringing it to a resolution or conclusion at the endShe had us start by choosing who our main character would be - it could be ourselves or just a made-up person. I decided to make my character a kid named Mike who is always playing video games. Then we had to set up the situation, like what is Mike's regular routine and what will the initiating event be that starts getting him into trouble? I wrote that Mike's parents were going out of town and leaving him home alone for the weekend, and he got so into playing games that he made a huge mess and didn't do any of his chores.Next was the fun part - coming up with a chain of events that makes the situation worse and worse! Ms. Wang said to think of at least 4-5 major events and write them in chronological order. I had Mike first getting yelled at by his parents on a video call for not cleaning, then trying to quickly do chores but making more messes, then having to hide messes from a neighbor who stopped by, etc. For each event, Ms. Wang reminded us to add lots of descriptive details about what exactly was happening, how Mike was reacting and feeling, descriptions of the messy house, dialogue if relevant, etc.Finally, we had to come up with how the story would be resolved at the end and what the outcome was after that wholecrazy series of events. I wrote that Mike's parents ended up coming home early and he got in huge trouble, but also had a funny scene where they slip on something and make another mess, then they all have to clean together. The conclusion was Mike learning his lesson about procrastinating and making messes.After we finished drafting our narrative stories, Ms. Wang had us trade with partners and provide feedback on things like:Making sure the story events make logical sense and follow a sequenceChecking for grammar/spelling mistakesSuggesting more vivid word choices for descriptionsGiving ideas for adding more details or dialogue in certain partsThen we revised our stories based on the feedback and wrote up final drafts. On the last day, some of us got to share our stories out loud with the class!Overall, I felt like I really leveled up my narrative writing skills and made my story way more engaging and descriptive than it started. Shoutout to Ms. Wang for showing us how it's done!Writing can be hard work but it's rewarding when you craft a good story. Let me know if you have any other questions!篇4Unit 3 - Having FunHey there! It's me again, your friendly neighborhood 7th grader. Today I'm going to share my thoughts on Unit 3 from our English textbook. The unit is called "Having Fun" and boy, did we have a blast learning about it!The unit started off with a really cool text about a family visiting an amusement park. I loved reading about all the exciting rides and games they got to experience. The roller coaster sounded like an absolute thrill! I could picture myself screaming at the top of my lungs as the coaster went upside down. Though, I have to admit, I'd probably be terrified out of my mind too!After the reading, our teacher had us practice some useful sentences and vocabulary words related to amusement parks and fun activities. We learned how to express enjoyment, fear, and other emotions through simple phrases like "I'm having a great time!" and "That was scary but fun!" It's amazing how a few words can capture so much feeling.Then came my favorite part - listening to some conversations about planning a fun weekend. I really enjoyed eavesdropping on the different friend groups deciding what activities to do together. Some wanted to go to the movies, others preferred hiking or playing sports. There were so many entertaining options to choose from! It made me wish I could join in and make plans with them.Speaking activities are always a blast too. We did some fun role-plays where we had to act out making weekend plans with friends and family members. I'm a bit of a shy guy, so public speaking isn't my strong suit. But I have to admit, once I got into character, I didn't want the scene to end! It felt like I was living out my fictional weekend for real.Towards the end of the unit, we did a really cool project in groups. We had to design and pitch our own amusement park to the class, complete with ride ideas, food options, souvenirs, you name it. My group went all out with a massive indoor water park themed to an ancient civilization. We had everything from towering waterslide ruins to a lazy river representing the Nile. Maybe I have a future in amusement park design?Overall, I'd say Unit 3 was one of the most enjoyable units we've covered so far. Learning about fun activities and makingweekend plans was right up my alley as a kid. Plus, all the projects, role-plays and creative writing assignments made it so engaging. I hadn't realized how much you could cover in an English unit just from the concept of "having fun."I'm already looking forward to the next unit. Though, with my luck, it'll probably be something weird like the importance of eating your vegetables or something. A kid can dream of anall-amusement park curriculum, right? Maybe next year...篇5Here's a 2000-word lesson plan for teaching the writing section of Unit 3 in the 7th grade English textbook (PEP Edition), written from a student's perspective:Unit 3 Writing Lesson PlanHi there! Today, I'm going to share with you how our English teacher taught us to write compositions for Unit 3 in our 7th grade textbook. It was a really fun and engaging process, and by the end, I felt much more confident in my writing abilities.To start off, our teacher explained that the writing section for this unit focused on descriptive writing. She said descriptive writing is all about using vivid details to paint a picture in thereader's mind, making them feel like they're right there experiencing whatever you're describing.The first thing we did was a group brainstorming activity. Our teacher put us into small groups and gave each group a different object, like a seashell, a teddy bear, or a beautiful flower. We had to come up with as many descriptive words and phrases as we could to describe the object's appearance, texture, smell, and any other sensory details.After a few minutes, each group shared their descriptions with the class. It was really interesting to hear the different ways everyone described the same object! Our teacher praised the most creative and vivid descriptions, explaining why they were so effective.Next, our teacher did a short lesson on using descriptive language techniques like similes, metaphors, sensory details, and adjectives/adverbs. She gave examples of each technique and had us practice identifying them in sample paragraphs.Then came the fun part - we got to go outside and find something in nature to describe through writing. I chose a tall oak tree in the schoolyard. We spent about 20 minutes quietly observing our chosen subjects, jotting down notes on all the details we noticed.Back in the classroom, our teacher guided us through the process of turning our notes into complete descriptive paragraphs. We had to organize our details into an intro, body paragraphs, and a conclusion. The intro had to capture the reader's interest, the body gave vivid descriptive details, and the conclusion wrapped things up nicely.As we were writing, our teacher circulated and gave us personalized feedback. She reminded us to "show, not tell" by using lots of sensory descriptions instead of bland statements. She also encouraged us to use figurative language like similes and metaphors.Once we had a draft done, we did a "peer review" where we swapped papers with classmates and gave each other constructive criticism. I got some great suggestions for improving my descriptive language and fixing some grammatical errors.After revising our drafts based on the feedback, we handed them in to our teacher to get a grade and final comments. I was really proud of my descriptive paragraph about the oak tree!A week later, our teacher returned our graded papers. She went over some of the highest-scoring examples, explainingwhat made them so effective. Hearing the awesome descriptions my classmates wrote was really inspirational.For the final assignment, our teacher told us to write a descriptive essay of 3-5 paragraphs about a person, place, or object that was special or meaningful to us. We could choose anything, as long as we used plenty of descriptive language to make it come alive.I decided to write about my grandma's cozy living room, describing all the sights, smells, textures, and feelings of warmth and comfort I experience when I visit her. Using all the techniques we'd learned, I tried to transport the reader right into that special place.After turning in our essays, some students even volunteered to read theirs aloud to the class. It was amazing hearing the variety of perspectives and the levels of detail everyone included.Overall, this descriptive writing unit helped me improve my observation skills, vocabulary, and ability to craft vivid imagery with words. Our teacher made the lessons interactive and fun. I can't wait to continue developing as a writer!Well, that's a wrap on my behind-the-scenes look at our Unit 3 writing lessons! Let me know if you have any other questions.Writing may seem intimidating at first, but breaking it down into manageable steps makes it so much easier. Just look around you, observe closely, and let your words paint a picture. Happy writing!篇6Teaching Essay Writing in Unit 3 (A Student's Perspective)Wow, Unit 3 is all about writing essays! I was kinda nervous at first, but Miss Lee made it really fun and easy to understand. She started by explaining why essays are important. Turns out, being able to write good essays helps us share our thoughts and ideas clearly with others. It's a super useful skill for school, work, and life in general.The first thing we learned was the basic structure of an essay. Miss Lee said every essay needs to have three main parts: an introduction, body paragraphs, and a conclusion. She compared it to a burger - the introduction is the top bun, the body paragraphs are the patties and fillings, and the conclusion is the bottom bun. Cute analogy, right?For the introduction, Miss Lee taught us to start with a hook to grab the reader's attention. It could be an interesting question, fact, or quote related to the essay topic. Then we need to givesome background information to set the context. Finally, the introduction should end with a clear thesis statement that tells the reader what the essay will be about.Next up were the body paragraphs, which Miss Lee called the "meat" of the essay. Each body paragraph should focus on one main idea that supports the thesis statement. We learned to start with a topic sentence that introduces the main point, then give supporting details and examples to back it up. Miss Lee emphasized using transition words like "firstly", "additionally", and "moreover" to link our ideas smoothly.The conclusion is the last bite of the burger, wrapping everything up nicely. Here we need to restate the thesis in different words and summarize the key points from the body paragraphs. Miss Lee also suggested ending with athought-provoking question or call to action to leave a lasting impression on the reader.But writing isn't just about following a formula. Miss Lee made sure we understood the importance of having a clear purpose, organizing our thoughts logically, and using vivid examples to support our arguments. She taught us brainstorming techniques like mindmapping and freewriting to explore our ideas before drafting the essay.We also learned about different types of essays, like argumentative, descriptive, and narrative essays. Each type has its own strengths and purposes. For example, argumentative essays aim to convince the reader of a particular viewpoint, while descriptive essays paint a vivid picture using sensory details.Once we had the basics down, it was time to practice! Miss Lee gave us lots of fun prompts and topics to write about, like "Describe your dream school" or "Should kids have a longer summer break?" I really enjoyed the creative writing exercises where we got to use our imagination.My favorite part was the peer review sessions. We formed small groups and took turns sharing our drafts, giving feedback on clarity, structure, and ideas. I found it super helpful to get different perspectives from my classmates. It helped me see areas I could improve and gave me confidence in my writing abilities.Towards the end of the unit, Miss Lee taught us about editing and revising our work. We learned to watch out for common errors like spelling mistakes, run-on sentences, and passive voice. She emphasized the importance of proofreading carefully and making sure our essays flowed logically and naturally.On the last day, we had an "essay cafe" where we could dress up, sip juice boxes, and share our polished essays with the class. It was so much fun to see everyone's creativity and hard work on display! I felt really proud of the descriptive essay I wrote about my awesome summer camping trip.Overall, I'm so glad we covered essay writing in Unit 3. Miss Lee made it interesting and practical, breaking down the process into easy-to-follow steps. I used to find essays intimidating, but now I feel confident in my ability to express my thoughts and ideas clearly in writing. Bring on those college application essays - I'm ready!。
