Unit 4 Our animal friends 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 4 Our animal friends-Section 3 Expressing and communicating ideas-Writing This writing lesson is from Unit 4 "Our animal friends" of Shanghai Education Press (2024) for Grade 7. It focuses on teaching students how to write a story about animals. The unit is centered around the theme of "Our animal friends", belonging to the "Man and Nature" category, aiming to cultivate students' awareness of protecting animals and living in harmony with nature. In this writing section, students will learn the structure and key elements of a story, such as the beginning, middle, and end, and use the simple past tense to describe events related to animals. They will also practice using transitional words to make the story more coherent. By the end of this lesson, students are expected to be able to create an interesting and well - structured story about an animal. 教学目标 Students will be able to understand the writing framework and content elements of a story, including the introduction of time, place, characters, and the development of the plot. Master the usage of the simple past tense in narrative writing, and correctly use relevant vocabulary and expressions learned in this unit to describe events. Learn and be able to use appropriate transitional words, such as "first", "then", "next", "finally", etc., to make the story flow smoothly. 教学重难点 Learn how to make a story outline, clarifying the time, place, characters, and plot development of the story. Master the method of using the simple past tense to tell a story, and correctly apply the vocabulary and expressions learned in this unit. Learn to use appropriate transitional words to make the story coherent, and check and correct grammar, spelling, and punctuation errors in the story. 1 Grammar Simple Past Tense: Used to describe actions or states that happened in the past. The formation of regular verbs in the simple past tense is usually adding “-ed” to the base form. For example, “walk - walked”, “play - played”. Irregular verbs have their own special forms, such as “go - went”, “see - saw”, “have - had”. Structure: Subject + verb (past form) + object + other components. Usage: To describe past events. E.g., He visited his grandparents last weekend. To talk about past habits. E.g., She often went to school by bike last year. 2 Vocabulary Words related to animals learned in this unit, such as “dolphin” (海豚), “shark” (鲨鱼), “panda” (熊猫), “elephant” (大象), etc. Adjectives to describe animals, like “friendly” (友好的), “cute” (可爱的), “scary” (可怕的), “clever” (聪明的), “grey” (灰色的). Transitional words: “first” (首先), “then” (然后), “next” (接下来), “finally” (最后), “suddenly” (突然), “at last” (最后). 3 Story - writing Elements Beginning: Introduce the time, place, and main characters of the story. For example, “One day, in a beautiful forest, there lived a little rabbit named Benny.” Middle: Develop the plot, describe what happened to the characters. For example, “While Benny was looking for carrots, he met a big wolf.” End: Conclude the story, show the result. For example, “Thanks to the help of his friends, Benny escaped from the wolf safely.” 教学过程 1 Lead - in (5 minutes) Show some pictures of different animals on the PPT, such as a dolphin jumping out of the water, a shark swimming in the deep sea, a cute panda eating bamboo. Ask students: “What animals can you see in these pictures? What do you know about these animals? Do you like them? Why or why not?” Encourage students to share their ideas and lead to the topic of writing a story about animals. 2 Pre - writing (10 minutes) Present a simple story on the PPT: “Last Sunday, in the park, Tom met a lost dog. First, Tom tried to find the owner. Then, he took the dog to the park management office. Finally, the owner came and thanked Tom.” Analyze the story with students from the aspects of time, place, characters, and plot. Time: Last Sunday Place: in the park Characters: Tom, a lost dog, the dog's owner Plot: Tom met a lost dog, tried to find the owner, took the dog to the management office, and the owner came and thanked him. Explain the writing framework of a story: beginning - middle - end. The beginning is to set the scene, the middle is for the development of the story, and the end is to conclude. Give another example of a story outline: Title: A Brave Cat Beginning: One night, in a small village, a little girl named Lily was sleeping. Suddenly, she smelled something burning. Middle: Lily found that the kitchen was on fire. Her cat, Mimi, ran into the kitchen and brought out a burning piece of wood, preventing the fire from spreading. End: The firemen came and put out the fire. Lily and her family were safe, and they all praised Mimi for her bravery. 3 While - writing (20 minutes) Ask students to plan their own stories. Provide them with the following blanks to fill in for the outline: Title: ____________________ Beginning: When: ____________________ Where: ____________________ Who: ____________________ What happened at first: ____________________ Middle: What happened next: ____________________ How did the characters react: ____________________ End: What was the final result: ____________________ Walk around the classroom to offer help and guidance when students are making the outline. After students finish the outline, ask them to start writing the full story. Remind them to use the simple past tense correctly, appropriate vocabulary, and transitional words. Set a time limit of about 10 - 12 minutes for writing the story. 4 Post - writing (10 minutes) Self - assessment: Distribute a self - assessment form to each student. The form can include items such as: Check if the story has a clear title. (Yes / No) Check if the beginning part clearly introduces time, place, and characters. (Yes / No) Check if the middle part develops the plot smoothly with appropriate transitional words. (Yes / No) Check if the end part concludes the story well. (Yes / No) Check for grammar, spelling, and punctuation errors. (List the errors found) Let students check their own stories according to the form. Peer - assessment: Pair up the students. Ask them to exchange their stories and assess each other's work using the same form. They should also write some comments and suggestions for improvement. Select some students to share their stories in front of the class. After each sharing, ask other students to give positive feedback and suggestions. 教学反思 Positive Aspects: The lead - in part was effective in arousing students' interest in the topic, as most students were actively involved in sharing their ideas about animals. The pre - writing guidance, including the analysis of sample stories and the explanation of the story - writing framework, was clear. Students seemed to understand the basic structure of a story and could follow the steps to make their own outlines. The self - assessment and peer - assessment activities provided students with opportunities to review and improve their work. It also enhanced their awareness of checking for grammar, spelling, and punctuation errors. Areas for Improvement: Some students still had difficulty in conceiving an original and interesting plot. In future teaching, more brainstorming activities can be carried out before writing to inspire students' creativity. When using the simple past tense, a few students made mistakes, especially with irregular verbs. More practice on irregular verb forms should be arranged in the following classes. The time for peer - assessment could be extended a bit. Some students didn't have enough time to fully comment on their partners' stories. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$