Unit 7 The secret of memory Section 3 Expressing and communicating ideas Writing教学设计 2025-2026学年沪教版（2024）八年级英语上册

Unit 7 The secret of memory-Section 3 Expressing and communicating ideas-Writing This unit focuses on "The secret of memory", falling within the theme context of "Self and Society", specifically the sub - theme of "Cognition and Learning Strategies". In this section, students are guided to express and communicate ideas related to memory in writing. They will learn to write about their own special memories, following a certain structure and using relevant vocabulary and sentence patterns. The teaching materials may include pictures, key words, and sample stories to inspire students' writing ideas and help them master the writing skills of narrative essays. 教学目标 Students will be able to master relevant vocabulary and expressions about memory, such as "memorize", "improve memory", "memory method", "a special memory", etc. Learn and use common sentence patterns for narrative writing, like "One day, …", "Then, …", "After that, …", "Finally, …" to describe the process of events. Understand the basic structure of a narrative essay, including the beginning (introducing the background and characters), the body (describing the development of events), and the ending (expressing feelings or lessons learned). 教学重难点 A. Key Points Guide students to master the vocabulary, sentence patterns, and writing structure related to writing about special memories. Help students learn how to use specific details and vivid descriptions to enrich the content of their writing. B. Difficult Points How to inspire students to think actively and generate unique and interesting writing ideas. How to guide students to use appropriate language to express their true feelings and make the writing more touching and appealing. Vocabulary Memory - related nouns: memory, secret, method, experience, impression, story, etc. Verbs: remember, forget, memorize, recall, improve, share, etc. Adjectives: special, unforgettable, meaningful, interesting, exciting, etc. Sentence Patterns For introducing the background: One day, I...; It was a... day when...; Last... (week/month/year), I... For describing the process: Then, I...; After that, I...; While I was...,... happened; Suddenly,... For expressing feelings or lessons: At that moment, I felt...; From this experience, I learned that...; This special memory will always stay in my heart because... Writing Structure Beginning: Introduce the time, place, and characters of the story briefly, and arouse the readers' interest. Body: Describe the development of the story in detail, including the problems encountered, the solutions, and the changes in the situation. Ending: Summarize the story, express your feelings, or state the lessons you have learned. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures on the PPT, such as pictures of a birthday party, a trip, or a competition. Ask students: "Look at these pictures. Can you tell me some of your special memories related to these scenes? Share with your partners briefly." Invite 2 - 3 students to share their memories with the whole class. Listen carefully and give positive feedback, like "That sounds really interesting. Thank you for sharing." B. Pre - writing (10 minutes) Present a sample story on the PPT about a special memory. The story can be about a student's first time to ride a bike. Read the story aloud to the students, and ask them to listen carefully and think about the following questions: When and where did the story happen? Who are the main characters? What happened in the beginning, in the middle, and at the end of the story? How did the writer feel at the end of the story? After reading, ask students to answer the questions one by one. Write the answers on the blackboard while they are answering. Analyze the structure of the sample story with the students. Point out the beginning part (introducing the time - summer holiday, place - in the park, and character - the writer herself), the body part (describing how she learned to ride a bike, the difficulties she faced, and how she overcame them), and the ending part (expressing her feeling of pride and the lesson she learned - never give up). Then, show some key words and phrases on the PPT, such as "a school sports meeting", "nervous", "cheer for", "win the first prize", "proud", etc. Divide the students into groups of four. Ask them to discuss and make a simple outline of a story using these key words. Encourage them to think about the beginning, body, and ending of the story. Walk around the classroom to offer help and guidance. C. While - writing (15 minutes) After the group discussion, ask each student to write their own story based on the outline they made in the group. Remind them to use the vocabulary, sentence patterns, and writing structure they have just learned. Also, encourage them to add some specific details and vivid descriptions to make the story more interesting. For example, when describing the feeling of nervousness, they can write "My heart was beating fast, and my hands were shaking slightly." Walk around the classroom during students' writing process. Observe their writing progress, and offer individual guidance and help when necessary. For students who have difficulty in starting writing, give them some suggestions on how to expand the beginning sentence. For those who make grammar or spelling mistakes, point them out gently and ask them to correct. D. Post - writing (10 minutes) Peer - review After students finish writing, ask them to exchange their writing with their deskmates. Give each pair a set of review criteria, such as: Is the story complete with a clear beginning, body, and ending? Are the key words used properly? Are there any grammar or spelling mistakes? Are there any vivid descriptions? Let the students review each other's writing according to the criteria. They can use a red pen to mark the mistakes and write down their suggestions for improvement. Share and revise Invite several pairs of students to come to the front of the class. Ask one student from each pair to read their partner's story, and the other student to stand by and listen. After reading, the reading student can share the comments and suggestions they gave during the peer - review. Then, the writer of the story can talk about how they feel about the review and whether they will make some revisions according to the suggestions. Encourage other students in the class to also give their opinions and suggestions on the stories being shared. Finally, ask all the students to go back to their seats and make revisions to their own writing based on the peer - review and class discussion. E. Summary and Homework (5 minutes) Summary Summarize the key points of this writing class with the students. Review the vocabulary, sentence patterns, and writing structure related to writing about special memories. Emphasize the importance of using specific details and expressing true feelings in writing. Praise the students for their active participation and good performance in this class. Encourage them to keep practicing writing in English and to be more confident in expressing themselves. Homework Ask students to copy their final revised stories neatly on a piece of writing paper. They need to decorate their writing papers with some relevant pictures or drawings to make their works more attractive. Tell students to share their written stories with their families at home. They can read the stories to their parents or siblings and listen to their feedback. 教学反思 In this writing class, the use of pictures and sample stories in the warming - up and pre - writing stages can effectively arouse students' interest and help them quickly enter the writing topic. However, in the future, more diverse and personalized pictures can be selected to better meet the different interests of students. During the group discussion in the pre - writing stage, most students can actively participate and exchange ideas. But some students are still a bit shy and passive. In the future, more incentives and guidance can be provided to encourage these students to actively participate in group activities. In the while - writing stage, although individual guidance is given, some students still make relatively basic grammar and spelling mistakes. This indicates that in daily teaching, more attention should be paid to the review and consolidation of basic knowledge. The peer - review and sharing activities in the post - writing stage are very effective. Students can learn from each other and improve their writing ability through this process. In the future, more time can be allocated to this part to make the review and sharing more in - depth. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$