Unit 12 Better Together-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 12 Better Together-Developing the Topic-Reading for Writing This "Reading for Writing" section in Unit 12 of the Ren'ai Science Edition (2024) English textbook for Grade 7 aims to enhance students' writing skills through reading. It focuses on the theme of teamwork. Students first read a model essay about making a blackboard newspaper as a team. This reading helps them understand the topic knowledge, text structure, and key vocabulary and sentence patterns related to teamwork. Then, they analyze the problems and solutions in the team activity of making the blackboard newspaper using a chart, which ties in with the unit's thinking skills. After that, students are required to draw their own problem - solution charts based on their own teamwork experiences. They use these charts to write a draft of an essay about their teamwork experiences, following a given template. Finally, they revise their drafts by comparing with the model essay, and then conduct peer - assessment according to an evaluation scale. 教学目标 Knowledge Objectives Students will be able to master new words and phrases related to teamwork, such as "chalk", "support", "come up with", etc. They can understand and correctly use "and/but/or" conjunctions and "-ly" adverbs in the context of describing teamwork activities. Ability Objectives Based on the writing purpose, style, and requirements, analyze the structure of the model essay and list the key points for describing teamwork experiences. Draw mind - maps (problem - solution charts in this case) to plan the layout and imitate the writing according to the template. Through self - assessment and peer - assessment, learn to reflect and improve the structure, content, and language of their articles. Emotional Objectives Students can deeply understand the importance of teamwork and actively participate in team activities in the future. 教学重难点 Key Points Mastery of new vocabulary and sentence patterns related to teamwork. Analyze the text structure of the model essay and learn how to use the problem - solution chart to organize writing ideas. Imitate the model essay to write a structured and content - rich teamwork experience essay. Difficult Points Analyze complex sentence structures in the reading text and correctly apply them in writing. Write an essay with clear logic, smooth language, and accurate grammar, especially in expressing problems and solutions in teamwork. Guide students to think critically and freely express their opinions on teamwork in English. New Words and Phrases chalk (n.) 粉笔 copy (v.) 抄写；复制 support (v. & n.) 支持 task (n.) 任务 come up with 想出；提出 be happy with 对…… 感到满意 Grammar "-ly" adverbs: formed by adding "-ly" to adjectives, such as "careful - carefully", "quick - quickly". They are used to describe the way an action is done. "and/but/or" conjunctions: "and" is used to connect words, phrases, or clauses that have similar or related meanings, e.g., "We helped and supported each other." "but" is used to show a contrast, e.g., "We were all very busy, but we tried to spend some time on it together after school." "or" is used to express a choice, e.g., "You can come up with some ideas or draw the pictures." Writing Structure Introduction: Briefly introduce the background of the teamwork activity, such as "Last week, our group made a great blackboard newspaper." Body: Describe the problems encountered in the teamwork, e.g., "It was not an easy job. We had difficulties." Then, state the solutions, e.g., "When we had difficulties, we helped and supported each other." Conclusion: Summarize the result of the teamwork, e.g., "All the students and teachers liked our blackboard newspaper. We were happy with our teamwork." 教学过程 Lead - in (5 minutes) Free Talk: The teacher starts a conversation with students. T: "Hello, everyone! What team activities have you taken part in?" Ss may answer: "I have taken part in a football match.", "I joined a singing competition as a team." etc. T: "What were those activities about?" Ss answer according to their experiences. T: "Is there a team activity that has left a strong impression on you?" T: "In that team activity, what difficulties did you and your teammates face, and how did you solve them?" Purpose: By having a free talk, introduce the context of this lesson and guide students to share their personal teamwork experiences. This can activate students' prior knowledge and make the writing more targeted and effective. Reading (15 minutes) Prediction: The teacher shows the title "Making a Blackboard Newspaper" on the screen and asks students to predict the main idea of the writing. T: "Look at the title. What do you think this passage will be about?" Ss may predict: "It may be about how to make a blackboard newspaper in a team.", "It might talk about the process of a team making a blackboard newspaper." etc. First Reading: Students read the model essay quickly and complete the problem - solution chart in Activity 1. Then, the teacher checks the answers. T: "Now, read the passage quickly and find out the problems and solutions in making the blackboard newspaper. Fill in the chart." Second Reading: Students read the text again. The teacher guides them to analyze the text structure and use keywords to summarize the main idea of each paragraph. Then, they make an outline of the text together. T: "Let's read the text again. For the first paragraph, what is the main idea? What keywords can we use to summarize it?" Ss may answer: "The main idea is that the group made a great blackboard newspaper. Keywords can be'made a blackboard newspaper'." Then, analyze each paragraph in the same way. For example, for the second paragraph about problems and solutions, the teacher can ask: "What problems did they face? And what solutions did they take?" Ss find relevant sentences in the text to answer. Purpose: Through reading, students can learn the text structure and key points, which prepares them for writing. Writing (15 minutes) Chart - drawing: Students draw a chart to analyze the problems and solutions they experienced in their own teamwork. T: "Now, think about your own teamwork experience. Draw a problem - solution chart like the one in the reading text." Draft - writing: Students fill in the key blocks in the model essay to do semi - open writing and complete a draft. T: "Look at the model essay. Fill in the blanks according to your own chart and write your draft." Revision: Students check their drafts against the model essay, revise and finalize them. T: "Compare your draft with the model essay. Check if there are any grammar mistakes, if the structure is clear, and if the problems and solutions are well - expressed. Then revise your draft." Purpose: Through a series of writing activities, students can use the knowledge they learned from reading to complete their own writing tasks, improving their language comprehensive application ability. Evaluating (10 minutes) Peer - assessment: The teacher distributes an evaluation scale to each student. Students invite their partners to rate their final drafts. T: "Now, exchange your essays with your partners. Rate your partner's essay according to this evaluation scale." The evaluation scale may include aspects such as the expression of cooperation spirit, the use of problem - solution thinking skills, the organization of ideas, the use of theme vocabulary, the use of "and/but/or", punctuation, and spelling. Presentation: Some students are invited to present their final drafts to the whole class. T: "Who would like to come to the front and share your essay with us?" Purpose: Through peer - assessment and presentation, students can learn from each other, reflect on their own writing, and improve the quality of their writing. 教学反思 Positive Aspects The lead - in activity effectively activated students' prior knowledge and interests, making them actively participate in the class discussion. Most students were able to recall their own teamwork experiences and share them in English, which laid a good foundation for the subsequent writing. The reading - writing integrated teaching method was relatively successful. By analyzing the model essay, students clearly understood the writing structure and key points. The process of filling in the key blocks in the model essay during writing was helpful for students to imitate and gradually form their own writing ideas. Peer - assessment provided students with an opportunity to learn from each other. They could find their own problems and learn good writing methods from their classmates. Problems Some students still had difficulties in using complex sentence structures accurately in writing, such as the correct use of "-ly" adverbs and "and/but/or" conjunctions. Although there were explanations and examples in class, more practice may be needed. During group activities, a few students were less active and did not fully participate in the discussion and writing process. In the future, more attention should be paid to these students to encourage their participation. Improvement Measures Design more targeted grammar exercises, such as sentence - making, error - correction, and translation exercises, to strengthen students' understanding and application of grammar knowledge. For students with low participation, assign specific tasks to them in group activities and give more encouragement and guidance. Also, adjust the grouping method appropriately to ensure that each student can play an active role. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$