Unit 5 Culture and customs E Writing 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

Unit 5 Culture and customs E Writing 教学设计 I. Teaching Objectives Guide students to master writing an opinion essay on preserving traditional Chinese cultural practices, using diverse opinion - expressing structures and object clauses to present clear viewpoints and detailed supports. Develop students’ writing skills in analyzing model essays, planning content with structured opinions, drafting coherently, and revising through self - check, peer review, and reflection. Enhance students’ awareness of the importance of traditional Chinese cultural preservation in education, fostering cultural pride and the ability to advocate for cultural heritage via persuasive writing. II. Language Knowledge 1. Key words & phrases Opinion - expressing structures: I think..., In my opinion..., I strongly believe..., I totally agree that..., As far as I’m concerned... Traditional Chinese cultural practices: Beijing Opera, Chinese calligraphy, paper - cutting, dragon boat racing, traditional festivals (e.g., Mid - Autumn Festival) Supporting details: historical origins, cultural values (bravery, honesty, creativity, harmony), educational significance (connecting to history, cultivating virtues) Object clauses: that - clauses (e.g., I believe that calligraphy should be taught at school)，wh- clauses (e.g., What makes paper - cutting unique is its cultural symbolism) 2. Key sentences Model essay: “As a teenager, I used to dislike opera. But since my friend introduced Beijing Opera to me, I’ve become a huge fan of it and I totally agree that it should be taught at school.” “In my view, Beijing Opera teaches important values such as bravery and honesty.” Student - generated sentences: “I strongly believe that Chinese calligraphy preserves our cultural roots, as it carries thousands of years of history.” “What makes the Mid - Autumn Festival worth teaching is that it strengthens family bonds and spreads traditional values.” 3. Key and challenging points Key Points Using diverse opinion structures to make writing persuasive and engaging. Providing specific, relevant supporting details (historical, cultural, educational) to back up opinions. Correctly integrating object clauses to express complex ideas about cultural practices. Challenging Points Naturally embedding diverse opinion structures without making the writing seem forced. Linking supporting details closely to the educational significance of cultural practices. Ensuring object clauses are grammatically correct and enhance the clarity of ideas. III. Teaching Procedures Step 1: Model Analysis — Unpacking the Essay (12 minutes) Structure Identification (6 minutes): Students read the model essay Why should we learn Beijing Opera? and complete the Step 1 table. Identify: Paragraph 1: Opinion = Beijing Opera should be taught at school; Supporting detail = personal experience (becoming a fan); Structure = ... I totally agree that... Paragraph 2: Opinions = Beijing Opera is amazing art (special dances, costumes); connects youth to tradition; teaches values (bravery, honesty); Structures = To begin with, Besides, In my view Paragraph 3: Opinion = Learning Beijing Opera preserves traditions; Structure = All in all, I believe that... Discuss how each structure serves a purpose: To begin with introduces the first reason, Besides adds another, and In my view emphasizes a personal belief. Language Features (6 minutes): Highlight opinion - expressing structures and object clauses in the model. For example: Opinion structure: I totally agree that... (strong conviction) Object clause: I believe that learning Beijing Opera at school is important... (states a belief as the object of the verb believe). Ask students to rewrite simple statements using these features. E.g., “Beijing Opera is important. → I strongly believe that Beijing Opera is important for cultural heritage.” Step 2: Pre - writing — Planning the Essay (15 minutes) Choosing a Cultural Practice (5 minutes): Students select a traditional Chinese cultural practice from Step 2 (e.g., calligraphy, paper - cutting, dragon boat racing) or propose their own. Encourage them to pick one they feel passionate about or have prior knowledge of. Outline Development (10 minutes): Using the Step 2 table, students plan their essay: Paragraph 1: State the opinion (e.g., I strongly believe that Chinese calligraphy should be taught at school) and choose a structure (e.g., From my perspective...). Paragraph 2: List 2 - 3 supporting details (e.g., “Calligraphy cultivates patience and focus; it reflects the beauty of Chinese characters”). Pair each detail with a structure (e.g., To illustrate..., Moreover...). Paragraph 3: Conclude with a call to action or restatement of the opinion (e.g., All in all, teaching calligraphy at school ensures our cultural legacy endures), using a closing structure like In conclusion... Step 3: Writing — Drafting the Essay (12 minutes) Writing Guidelines (3 minutes): Remind students to: Vary opinion structures to keep the writing lively (e.g., alternate between I think... and As far as I’m concerned...). Use object clauses to add depth (e.g., I believe that paper - cutting, which carries symbolic meanings, should be promoted in schools). Link supporting details to education (e.g., “Teaching dragon boat racing at school not only promotes physical activity but also teaches teamwork and respect for tradition”). Drafting (9 minutes): Students write their first draft, following the outline. The teacher circulates to offer support, especially for students struggling with structure or clause integration. For example, if a student writes “Calligraphy is good. Teach it at school,” the teacher can guide: “Expand this with an opinion structure and object clause: I strongly believe that calligraphy, which is a treasure of Chinese culture, should be taught at school to help students appreciate artistic beauty.” Step 4: Revision — Polishing the Essay (13 minutes) Self - Check (5 minutes): Students use Step 4 questions to review their drafts: Did I use diverse opinion structures? (E.g., I think..., In my opinion..., I strongly believe...) Are object clauses used correctly? (E.g., Check for proper word order in wh- clauses: What makes calligraphy special is its history → correct; What makes calligraphy special is it history → incorrect). Do supporting details clearly connect to the opinion? They mark areas for improvement and make initial revisions. Peer Review (8 minutes): Students exchange essays and use Step 5 questions to provide feedback: How many reasons support the opinion? Are they persuasive? What opinion structures does the writer use? Are they effective? Do object clauses enhance clarity or cause confusion? Example feedback: “Your essay on paper - cutting has clear opinions, but using I strongly believe that... for the main point would strengthen it. Also, the object clause What makes paper - cutting interesting is that it has different themes is well - used!” Step 5: Sharing and Reflection (8 minutes) Essay Sharing (5 minutes): Volunteer students share their essays with the class. The class focuses on: How diverse opinion structures and object clauses enhance persuasion. The clarity of supporting details related to education and cultural preservation. For example, if a student shares about dragon boat racing: “I like how you used In my opinion... to introduce the educational value, and the object clause I believe that dragon boat racing teaches us about our ancestors’ perseverance adds a personal touch.” Reflection (3 minutes): Students reflect on the writing process: What did I learn about expressing opinions on cultural preservation? How can I apply these writing skills to advocate for other cultural practices? They write a short reflection (e.g., “I learned that using diverse structures makes my writing more engaging. Next time, I’ll better link details to education to strengthen my argument.”) IV. Assessment of Teaching Effectiveness Formative Assessment: Monitor students during Step 1 - 3 for understanding of structures, outline quality, and draft coherence. Evaluate self - check and peer review for critical thinking and ability to identify areas for improvement. Summative Assessment: Grade final essays based on: Opinion Expression (30%): Diversity and appropriateness of structures (I think..., In my opinion..., etc.). Supporting Details (30%): Relevance, specificity, and connection to education/cultural preservation. Object Clauses (20%): Correct usage and contribution to clarity. Overall Coherence (20%): Logical flow of ideas, from introduction to conclusion. V. Design Purpose Skill Integration: Combines analysis of model essays, planning, drafting, and revising to develop comprehensive writing skills. Cultural Advocacy: Centers on traditional Chinese culture, empowering students to argue for its preservation in education, fostering cultural responsibility. Grammar in Context: Teaches object clauses and opinion structures within the meaningful context of cultural preservation, ensuring practical application. VI. Blackboard Design Unit 5 Writing — Preserving Traditional Chinese Culture Opinion Structures: I think..., In my opinion..., I strongly believe..., To begin with..., All in all... Object Clauses: That - clauses: I believe that [custom] should be taught at school. Wh- clauses: What makes [custom] unique is its cultural significance. Key Steps: Analyze model → 2. Plan with table → 3. Draft with structures/clauses → 4. Revise (self/peer) → 5. Share & reflect VII. Teaching Reflection If students struggle with object clauses, provide a “clause bank” with examples (e.g., that - clauses for beliefs, wh- clauses for explanations) to embed in their writing. For connecting details to education, offer prompts like “How does this custom teach students about history/virtues?” to guide deeper thinking. Celebrate creative uses of structures and clauses that effectively advocate for cultural preservation. 学科网（北京）股份有限公司 $$