Unit 5 Off to space Section 3 Expressing and communicating ideas Writing 教学设计 2025-2026学年沪教版（2024）七年级英语上册

Unit 5 Off to space-Section 3 Expressing and communicating ideas-Writing This writing lesson is from Unit 5 "Off to space" of Shanghai Education Edition (2024) English textbook for Grade 7. The main task is to guide students to write a post about their dream trip to space. Through this writing practice, students are expected to integrate the vocabulary, phrases and sentence patterns related to space exploration they have learned in this unit, and use the simple future tense to describe their plans and expectations for the space trip. It aims to improve students' writing ability, language organization ability and logical thinking ability, as well as stimulate their interest in space exploration and scientific curiosity. 教学目标 Students can review and master the key vocabulary and phrases about space, such as "spaceship", "space station", "gravity", "spacewalk", "zero gravity", "tie... to...", "look out of the window", etc. Students can correctly use the simple future tense (will + verb 原形 /be going to + verb 原形) to express future actions and intentions in the context of space travel. 教学重难点 A. Key Points Review and summarize the vocabulary, phrases and sentence patterns related to space exploration in this unit. Guide students to understand the structure and requirements of writing a post about a dream space trip, and master the writing steps. Enable students to correctly use the simple future tense to describe future events in space travel. B. Difficult Points Help students overcome difficulties in organizing ideas and expressing complex thoughts in English writing, and make their writing content rich and vivid. Guide students to use appropriate connecting words and phrases to make the writing more coherent and fluent. Cultivate students' ability to check and revise their own writing to improve the quality of writing. A. Vocabulary Space - related nouns: spaceship (宇宙飞船), space station (空间站), astronaut (宇航员), planet (行星), star (恒星), moon (月球), Mars (火星), gravity (重力), spacewalk (太空行走), zero gravity (零重力) Action verbs: fly (飞行), land (着陆), explore (探索), float (漂浮), tie (系), wear (穿), breathe (呼吸), experiment (做实验), collect (收集) B. Phrases fly into space (飞向太空) go on a spacewalk (进行太空行走) look out of the window (向窗外看) enjoy the view of the Earth (欣赏地球的景色) tie the sleeping bag to the wall (把睡袋系到墙上) because of (因为) in a different way (以不同的方式) C. Sentence Patterns Simple Future Tense: I/We/They/You will + verb 原形... (我 / 我们 / 他们 / 你们将……) He/She/It will + verb 原形... (他 / 她 / 它将……) I am going to + verb 原形... (我打算……) We/They/You are going to + verb 原形... (我们 / 他们 / 你们打算……) He/She/It is going to + verb 原形... (他 / 她 / 它打算……) Describing conditions in space: There is no air in space, so we have to wear spacesuits to help us breathe. (太空中没有空气，所以我们必须穿太空服来帮助我们呼吸。) Because of the low gravity, we will be able to float everywhere in the spaceship. (由于重力小，我们将能够在宇宙飞船里到处漂浮。) 教学过程 A. Lead - in (5 minutes) Greet the students and show some pictures of spaceships, space stations, and astronauts on the screen. Then ask students some questions: "Do you want to travel to space? Why or why not?" "What do you think we can do in space?" "Have you ever imagined what a space trip would be like?" Let several students share their ideas with the class. This activity can arouse students' interest in the topic of space travel and lead in to the writing task smoothly. B. Pre - writing (10 minutes) Review the vocabulary and phrases Show the key vocabulary and phrases about space exploration on the screen, and ask students to read them aloud together. Then randomly choose some students to read and explain the meanings of these words and phrases. Do a quick quiz. Present some sentences with blanks, and ask students to fill in the blanks with the correct words or phrases from the review list. For example: We will take a （spaceship） to fly into space. In space, we can （float） freely because of zero gravity. Analyze the writing task Present the writing topic "Write a post about your dream trip to space" on the screen. Explain to students that a post usually includes an introduction, main body and conclusion. Use a mind - map on the screen to help students organize their ideas. Divide the mind - map into several parts: Introduction: Where are you going? When will you go? How will you go? How long will it take? With whom will you go? Main body: Things you will have to do there (because of low gravity and no air, such as tie the sleeping bag to the wall, wear a spacesuit to breathe, wash and brush in a different way, do exercise every day); Things you are going to do there (look out of the windows and enjoy the view of the Earth, do some experiments like growing plants, go on a spacewalk, collect Moon rocks, find other living things, etc.) Conclusion: How do you feel about this trip? What do you expect to get from this trip? Let students think about these questions individually for 2 - 3 minutes, and then discuss with their partners to share their ideas. C. While - writing (15 minutes) Ask students to start writing their posts according to the ideas they have organized. Remind them to use the simple future tense correctly, pay attention to grammar, spelling and punctuation, and try to use the vocabulary and phrases they have just reviewed. Walk around the classroom, monitor students' writing process, and offer necessary help and guidance. For example, if some students have difficulties in expressing their ideas, give them some sentence patterns or words; if some students make grammar mistakes, point them out gently and let students correct them by themselves. Encourage students to be creative and write as vividly as possible. They can add some personal feelings and unique experiences to their writing. D. Post - writing (10 minutes) Peer - review Divide students into groups of four. Let students exchange their writing with their group members. Each student reads the writing of others in the group and fills in a simple review form. The review form can include items such as: Whether the content is relevant to the topic. Whether the simple future tense is used correctly. Whether there are any grammar, spelling or punctuation mistakes. Whether the writing is well - structured with clear paragraphs. What are the good points of this writing. What suggestions can be given to improve this writing. After filling in the review form, students in the group communicate with each other, share their reviews and suggestions, and help each other to improve their writing. Self - revision Based on the peer - review and the suggestions from group members, students revise their own writing. They can correct the mistakes, add more details, or make the writing more logical and coherent. Share excellent writing Select 2 - 3 excellent writings from different groups, and ask the authors to read their writing aloud to the whole class. After listening, let other students comment on these excellent writings, such as what they like about these writings and what they can learn from them. E. Summary and Homework (5 minutes) Summary Summarize this writing class with students. Review the key points of writing a post about a dream space trip, including the use of vocabulary, phrases, sentence patterns and the structure of the writing. Emphasize the importance of using the simple future tense correctly and organizing ideas clearly. Praise students for their active participation and good performance in this class, and encourage them to keep practicing writing in the future. Homework Ask students to rewrite their posts neatly according to the revisions and hand them in next class. Let students search for more information about space exploration on the Internet or in books, and write a short report about a new discovery in space next week. 教学反思 Positive aspects: The lead - in part was effective in arousing students' interest in space travel, which created a good atmosphere for the following teaching. The review of vocabulary and phrases helped students recall the relevant knowledge in time and provided a solid foundation for writing. The use of mind - map in pre - writing guided students to organize their ideas systematically, and most students were able to write according to the structure. Peer - review and sharing of excellent writing in post - writing provided students with opportunities to learn from each other, which improved their writing ability and confidence. Problems: Some students still had difficulties in using the simple future tense correctly, especially when combining it with complex sentence structures. In the writing process, a few students lacked creativity and their writing content was relatively monotonous. During peer - review, some students did not take it seriously enough and the review was not in - depth. Solutions: For the problem of using the simple future tense, more grammar exercises and sentence - making activities can be designed in the next class to strengthen students' understanding and application. To improve students' creativity, more sample writings with rich and vivid content can be shown in class, and students can be guided to think more about their own unique experiences and feelings. Regarding the peer - review problem, clear evaluation criteria and more detailed guidance can be given to students in advance to make them understand the importance and methods of peer - review. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$