Unit 9 From Here to There-Developing the Topic-Reading for Writing教学设计2024-2025学年仁爱科普版英语七年级下册.

Unit 9 From Here to There-Developing the Topic-Reading for Writing This lesson is from "Unit 9 From Here to There" in the seventh - grade English textbook of Ren'ai Science Edition (2024). It focuses on "Reading for Writing", aiming to help students improve their reading comprehension and writing skills related to travel experiences. The reading material is a narrative about a trip to the North Mountain, which provides students with a model for organizing and expressing ideas in a travel - related text. Through this lesson, students will learn how to extract key information from the reading, understand the text structure in time sequence, and then imitate the model to write about their own travel experiences. 教学目标 Students will be able to master relevant vocabulary and phrases about travel, such as "arrive at/in", "set up the tent", "go fishing", "take photos", "too... to...", "hear sb. do sth.", etc. Students will review and be proficient in using the simple past tense to describe past events, which is commonly used in travel narratives. 教学重难点 Guide students to understand the text structure of the travel narrative in time sequence and master how to use time - related words and phrases to organize the text. Help students learn to extract useful information from the reading material, such as the time, place, events, and feelings of the trip, and use this information as a reference for their own writing. Enable students to apply the learned vocabulary, phrases, and grammar (especially the simple past tense) correctly in writing to describe their travel experiences. 1 Vocabulary arrive at + small place: reach a small location. For example, "We arrived at the small village in the evening." arrive in + large place: reach a large location. For example, "They arrived in Beijing yesterday." set up the tent: put up a tent. For example, "Let's set up the tent near the river." go fishing: engage in the activity of fishing. For example, "My father likes to go fishing on weekends." take photos: use a camera to record images. For example, "We took a lot of photos during the trip." too... to...: used to express that someone or something is so in a certain state that they cannot do something. For example, "He was too tired to walk any further." hear - heard (v.): perceive sounds. hear sb. do sth.: hear someone complete an action. For example, "I heard him sing a song just now." 2 Grammar Simple Past Tense: Form: The verb is usually in its past - simple form. Regular verbs add "-ed" to the base form (e.g., play - played, work - worked), while irregular verbs have their own special past - simple forms (e.g., go - went, see - saw, have - had). Usage: It is used to describe actions or states that happened in the past at a specific time. In the context of travel writing, it is used to tell about what happened during the trip, such as "This summer, I went to the North Mountain near my hometown with my family." 教学过程 1 Lead - in (5 minutes) Greet the students and start with a simple free - talk. Ask students, "Do you like traveling? Have you ever been to any interesting places?" Let several students share their travel destinations briefly. Then play a short video about beautiful travel scenes around the world, such as mountains, beaches, and ancient cities, to arouse students' interest in the topic of travel. After the video, ask students some questions like "Which place in the video do you want to visit most? Why?" 2 Pre - writing (10 minutes) Vocabulary Review Write some words and phrases related to travel on the blackboard, such as "climb mountains", "fly kites", "visit the museum", "watch the stars", etc. Ask students to read them aloud and briefly explain their meanings. Then have a quick quiz. Show some pictures on the PPT, and ask students to quickly say out the corresponding words or phrases. Reading and Analyzing the Model Text Present the reading text "A Trip to the North Mountain" on the PPT. Let students read the text quickly and answer the general question: "What is the main idea of this text?" (The main idea is that the author and his/her family had a trip to the North Mountain and shared what happened during the trip.) Then ask students to read the text carefully again and complete the sequence chain on the handout. The sequence chain may include key events such as "arrived at the top of the mountain", "went out to watch the stars", "it started to rain", "stayed with parents along the way", etc. After students finish, check the answers together and ask some students to explain why they filled in that way. Analyze the text structure with students. Point out that the text first introduces the trip and its setting (This summer, I went to the North Mountain near my hometown with my family.), then details a sequence of events during the trip, and finally describes the feeling of the trip (It was a wonderful trip. Everything was beautiful, but we must always put safety first.). 3 While - writing (15 minutes) Drawing the Sequence Chain Ask students to think about their own travel experiences. Then let them draw their own sequence chains in their exercise books, just like the one they did for the model text. They should write down the key events of their trips in time order. Walk around the classroom to offer help and guidance when students encounter problems. Outlining and Drafting After students finish drawing the sequence chain, ask them to use it as a guide to start drafting their essays. Remind them to follow the text structure they learned from the model text: introduction, body (detailed events), and conclusion (feelings). Provide some writing tips on the PPT, such as "Use the simple past tense correctly", "Try to use some connectives to make your writing more fluent", and "Describe the events with rich details". Encourage students to start with a sentence like "Last [time period], I went to [destination] with [companions]." Let them write for about 10 minutes. During this time, continue to move around the classroom, observing students' writing progress and providing individual help, such as correcting grammar mistakes and suggesting better word choices. 4 Post - writing (10 minutes) Peer - evaluation Divide students into pairs. Let them exchange their drafts and read each other's work. Provide a peer - evaluation form with some items, such as "Whether the events are in a clear time sequence", "Whether the simple past tense is used correctly", "Whether there are rich details", and "Whether connectives are used properly". Students should evaluate their partners' works according to these items and write down some suggestions for improvement. After peer - evaluation, ask some pairs to share their evaluation results and suggestions with the whole class. Revision and Final Draft Based on their partners' suggestions, students revise their drafts. They can correct grammar mistakes, add more details, or adjust the order of sentences. After revision, they write the final draft neatly in their exercise books. 5 Summary and Homework (5 minutes) Summary Summarize this lesson with students. Review the key vocabulary and phrases about travel, the text structure in time sequence, and the importance of using the simple past tense correctly in writing about past events. Emphasize that through this lesson, they have learned how to read a travel - related text and write their own travel stories. Homework Ask students to copy their final - draft essays neatly on a piece of A4 paper, and then decorate their papers with some relevant pictures (such as photos of their travel destinations or drawings related to their trips). They will share their works in the next class. Encourage students to read some English travel blogs or short stories at home to further improve their reading ability and accumulate more useful expressions for writing. 教学反思 After this class, overall, most students were able to actively participate in various activities, showing great interest in the topic of travel. In the pre - writing stage, the vocabulary review and reading of the model text effectively laid a foundation for their subsequent writing. However, there were still some problems. In the while - writing stage, some students had difficulty in using rich details to describe events. For example, when describing the scenery during the trip, they only used very simple sentences. In future teaching, more guidance on how to describe scenes and feelings in detail can be provided, such as showing some sample paragraphs with vivid descriptions and analyzing them with students. During peer - evaluation, although students could follow the evaluation form to some extent, their evaluation was still relatively shallow. Some students just pointed out obvious grammar mistakes without giving in - depth suggestions on how to improve the overall quality of the writing. In the future, more training on peer - evaluation skills should be carried out, such as giving more examples of good and bad evaluations, and guiding students to think from different perspectives. In terms of time management, the while - writing stage might have been a bit rushed for some students. Next time, more time can be allocated for students to write and revise, or the writing task can be divided into two steps to give students more breathing space. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$