Unit 2 Travelling around the world-Section 3 Expressing and communicating ideas-Writing 教学设计 2024-2025学年沪教版英语七年级下册

Unit 2 Travelling around the world-Section 3 Expressing and communicating ideas-Writing This writing lesson in Unit 2 of the 7th - grade English textbook (Shanghai Education Press, 2024) focuses on the topic of "Travelling around the world". The main task is to teach students how to write a postcard to a friend about their trip. It combines the vocabulary and sentence patterns learned in the unit, such as descriptions of travel destinations, activities during the trip, and feelings. By the end of this lesson, students are expected to be able to write a simple and clear postcard following the correct format. 教学目标 Students will be able to master the format of writing a postcard, including the sender's address, recipient's address, date, greeting, body, closing, and signature. They can recall and use the relevant vocabulary about travel, such as "visit", "sightseeing", "scenery", "ancient", "wonderful", etc., and sentence patterns like "I'm in...", "I did... this morning/ yesterday", "I can't wait to...". 教学重难点 A. Key Points The format and structure of a postcard. The correct use of vocabulary and sentence patterns related to travel to describe the trip vividly. B. Difficult Points Helping students organize their writing in a logical way, especially in the body part of the postcard, to make the description of the trip coherent. Guiding students to express their true feelings about the trip appropriately and vividly in English. Vocabulary: Travel - related nouns: travel, trip, journey, destination, sight, scenery, attraction, museum, beach, street, etc. Verbs: visit, explore, enjoy, experience, walk, see, taste, etc. Adjectives: wonderful, amazing, beautiful, ancient, interesting, exciting, etc. Sentence Patterns: Greeting: Dear + recipient's name, Introduction: Right now, I'm in... / I'm having a great time in... Description of activities: I visited... yesterday. / I walked along... this morning. / I'm going to... tomorrow. Feelings: I'm so excited! / The scenery here is wonderful. / I miss you and can't wait to share more stories with you! Closing: Best wishes / Love / Yours sincerely, Signature: Your name 教学过程 A. Lead - in (5 minutes) Show some pictures of different postcards on the PPT, including postcards with beautiful sceneries of famous tourist attractions around the world. T: Look at these pictures. What are they? (Postcards) T: Have you ever received or sent a postcard? When do people usually send postcards? Encourage students to share their experiences briefly. Explain the function of postcards: T: Postcards are a great way to share our travel experiences with friends and family. We can write about where we are, what we are doing, and how we feel on the postcard. Today, we are going to learn how to write a postcard about our travels. B. Knowledge Presentation (10 minutes) Format of a Postcard Display a sample postcard on the blackboard or PPT and mark the different parts: Sender's address (usually written on the top - right corner, but sometimes omitted, especially when sending it from a foreign country). Recipient's address (written on the left - hand side of the address area on the back of the postcard, including the recipient's name, street address, city, state/province, postal code, and country). Date (written on the top - left corner, e.g., Jan. 16th). Greeting (e.g., Dear Li Hua,). Body (the main part where we write about our trip). Closing (e.g., Best wishes, Love, Yours sincerely,). Signature (our name). Explain each part in detail and give some examples of common greetings and closings. Useful Vocabulary and Sentence Patterns Review the travel - related vocabulary and sentence patterns learned in the unit. Write some key words and phrases on the blackboard, such as "visit the Eiffel Tower", "walk around the ancient city", "the scenery is amazing", etc. Let students read and repeat these words and phrases to reinforce their memory. C. Sample Analysis (10 minutes) Present a sample postcard on the PPT: Jan. 16th Dear Li Hua, Right now, I'm in London. The scenery here is wonderful. I walked along the ancient streets this morning, and every corner was filled with stories. I visited the British Museum yesterday and saw a lot of precious exhibits. The weather is a bit cold, but it doesn't stop me from enjoying this trip. Miss you and can't wait to share more stories with you! Love, Zhang Ming Analyze the sample with students: T: Let's look at this postcard. First, find out the different parts of the postcard. Who can tell me where the date is? The greeting? (Ask students to point out each part.) Then, analyze the body part: T: What place is the writer in? (London) T: What did the writer do this morning? (Walked along the ancient streets) T: What did the writer visit yesterday? (The British Museum) T: How does the writer feel? (Misses the friend and is excited to share stories) Emphasize how the writer uses simple and clear language to describe the trip, and how the sentences are connected. D. Writing Practice (15 minutes) Brainstorming Let students imagine that they are visiting their dream travel destination. Ask them to think about the following questions: Where are you? What can you see there? What did you do or are you going to do? How do you feel? Divide students into pairs or small groups to discuss their ideas. Walk around the classroom to listen to their discussions and offer help if necessary. Writing Ask students to start writing their postcards. Remind them to follow the format and use the vocabulary and sentence patterns we have learned. While students are writing, walk around the classroom to provide individual guidance. Check their grammar, spelling, and the organization of their writing. If a student makes a mistake, gently point it out and help them correct it. E. Peer - review and Sharing (5 minutes) Pair students up. Let them exchange their postcards and review each other's work according to the following criteria: Whether the postcard follows the correct format. Whether the vocabulary and sentence patterns are used correctly. Whether the description of the trip is clear and interesting. Whether there are any grammar or spelling mistakes. Encourage students to write down their comments and suggestions on their partner's postcard. Select a few students to share their postcards with the whole class. After each sharing, ask other students to give positive feedback and suggestions for improvement. 教学反思 Positive Aspects The use of pictures in the lead - in stage effectively attracted students' attention and aroused their interest in the topic of postcards and travel. Most students were actively involved in sharing their experiences related to postcards. The step - by - step teaching method, from presenting the format of postcards, useful vocabulary and sentence patterns, to analyzing the sample postcard and then guiding students to write, was clear and easy for students to follow. Many students were able to complete their postcards with the correct format and basic content. The peer - review and sharing activities provided students with opportunities to learn from each other. They were more willing to listen to their classmates' opinions and were actively engaged in giving feedback, which enhanced their communication and critical thinking skills. Areas for Improvement Some students still had difficulty in organizing their ideas in the body part of the postcard. They tended to list activities randomly without a clear logical order. In future teaching, more guidance on how to structure the description of a trip, such as using time order or spatial order, should be given. Although most students could use the basic vocabulary and sentence patterns, the expressions in some postcards were rather monotonous. For example, many students used the same adjectives to describe their feelings. Next time, more brainstorming on vivid and diverse expressions can be carried out before writing to enrich students' language. The time for writing practice was a bit tight for some students, especially those with lower English proficiency. They may need more time to think and write. In the future, the teaching time can be adjusted more flexibly to ensure that all students have enough time to complete their writing tasks. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$