Unit 2 The World of Art-Developing the Topic-Reading for Writing 教学设计 2025-2026学年仁爱科普版英语八年级上册

Unit 2 The World of Art-Developing the Topic-Reading for Writing This part is a reading - writing integrated activity aiming to cultivate students' written expression ability. It consists of four main activities. In Activity 1, students start with a pair - work discussion. By answering questions about traditional Chinese arts, they share their knowledge and preferences, which helps them generate more ideas related to the writing topic, activating their prior knowledge and relevant language. Activity 2 is about reading a model essay. Students read the essay about Lingling's love for Beijing Opera. They are required to use a detail - classification chart to extract and organize the main idea, the reasons why Lingling loves Beijing Opera (such as masks, acting of roles, singing style, and music), and the overall structure of the passage. This activity trains students to use thinking skills to analyze the text. Activity 3 focuses on writing. First, students choose their favorite art form according to their own aesthetic taste. Then, they draw a detail - classification chart similar to the one in Activity 2 to list the reasons for their choice. After that, they use the useful expressions provided in the textbook to draft their own essays, which is a process of imitating the model essay structure and applying the target language. Activity 4 is for evaluation. Students use an evaluation scale to conduct self - assessment and peer - assessment. They check their drafts against the evaluation content, make revisions, and finalize their writing. This activity promotes students' reflection and improvement in writing. 教学目标 Knowledge Aims Students can master vocabulary and phrases related to art forms, such as “mask”, “role”, “erhu”, “fall in love with”, “stand for”, etc. Students can understand and use sentence patterns for expressing preferences and reasons, like “My favorite art form is... because...”. Ability Aims Through pre - writing discussion, students can obtain more writing ideas and improve their ability to brainstorm. By reading the model essay and using the detail - classification chart, students can extract, classify, and integrate text information, enhancing their reading comprehension and analytical skills. Students can create their own detail - classification charts, plan their writing, and complete the task of writing an essay about their favorite art form, improving their written expression ability. Students can use the evaluation scale to conduct self - assessment and peer - assessment, learning to reflect on and revise their writing, thus enhancing their autonomous learning and critical thinking abilities. Emotional Aims Students can enhance their understanding and love for Chinese traditional arts, such as Beijing Opera, and stimulate their awareness of inheriting and spreading traditional arts, thereby enhancing their cultural confidence. 教学重难点 Teaching Key Points Guide students to master the vocabulary, phrases, and sentence patterns related to art forms. Teach students how to use the detail - classification chart to analyze the text and plan their writing. Help students write an organized and coherent essay about their favorite art form. Teaching Difficult Points Enable students to accurately use language to describe the characteristics of art forms and clearly state their reasons for liking them. Guide students to make effective self - assessment and peer - assessment, and use the evaluation results to improve their writing. Vocabulary Art forms: Beijing Opera, mask, role, erhu, paper - cutting, clay sculpture, etc. Verbs and verb phrases: fall in love with, stand for, introduce... to..., be interested in, etc. Sentence Patterns My favorite art form is... I like... because... It is famous for... The... in it stand for... I hope more people can... Writing Structure Introduction: State the favorite art form. Body: List reasons with details. Conclusion: Express the hope or expectation related to the art form. 教学过程 Step 1: Lead - in (5 minutes) Activity: Pair work Ask students to work in pairs and discuss the questions in Activity 1: “What traditional Chinese arts forms do you know? Which one do you like best? Why is it your favorite art?” Walk around the classroom to monitor their discussions and offer necessary help. Invite some pairs to share their ideas with the class. Purpose: This activity aims to arouse students' interest in the topic and activate their prior knowledge about traditional Chinese arts. By sharing their thoughts, students can get more inspiration for writing. Also, it helps to improve their oral communication ability and prepares them for the following writing task. Step 2: Reading (12 minutes) Activity 1: Prediction Show the title “Falling in Love with Beijing Opera” on the blackboard or screen. Ask students to predict what the model essay will be about based on the title. Encourage them to share their predictions. Activity 2: Reading and Chart - filling Let students read the model essay carefully. While reading, they need to complete the detail - classification chart in Activity 2. The chart should include aspects like the topic (Lingling likes Beijing Opera), reasons (masks, acting of roles, singing style, music), and the wish expressed in the essay (hope more people enjoy it). After students finish, check the answers together. Explain any difficult points in the text, such as new words, phrases, or complex sentence structures. Purpose: Prediction can stimulate students' curiosity and help them read with a purpose. Reading the model essay and filling in the detail - classification chart can train students to extract key information from the text, understand the structure of the passage, and learn how to use details to support the main idea, which provides a good model for their own writing. Step 3: Writing (18 minutes) Activity 1: Creating the Detail - Classification Chart Ask students to think about their own favorite art form. It can be a traditional Chinese art or a modern art form. Then, based on their choice, they create their own detail - classification chart. They should list the reasons why they like this art form in detail, just like in the model essay. Walk around to provide guidance. For example, if a student chooses paper - cutting, the reasons could be the beautiful patterns, the cultural meaning it contains, and the fun of making it. Activity 2: Drafting the Essay Let students look at the useful expressions given in Activity 3. Then, based on the detail - classification chart they just made and these useful expressions, they start to draft their essays. Remind them to follow the writing structure learned from the model essay: introduction, body, and conclusion. Monitor students' writing process. If some students have difficulties, offer individual help, such as suggesting appropriate words or helping them organize their ideas. Purpose: Creating the detail - classification chart helps students plan their writing and think deeply about the content. Drafting the essay based on the chart and useful expressions allows students to apply what they have learned in reading and discussion, improving their language integration ability and written expression ability. Step 4: Evaluating (10 minutes) Activity 1: Self - assessment and Peer - assessment Distribute the evaluation scale to each student. Explain the criteria on the scale, such as content (whether the reasons are clear and sufficient), language (correct use of grammar, vocabulary, and sentence patterns), and organization (logical structure). Students first conduct self - assessment according to the scale. Then, they exchange their drafts with their partners and do peer - assessment. They should write down their comments and suggestions on the drafts. Activity 2: Revision and Finalization After self - assessment and peer - assessment, students revise their drafts according to the comments and suggestions they received. They can correct grammar mistakes, add more details, or improve the organization of their essays. Ask some students to present their final drafts to the class. Praise their good points and also point out areas that still need improvement. Purpose: Self - assessment and peer - assessment can help students learn to reflect on their own writing and learn from others. Revision based on evaluation can effectively improve the quality of their writing, and presenting the final drafts can give students a sense of achievement and also provide opportunities for further communication and learning. 教学反思 Achievements Most students were actively involved in the class discussion. They showed great interest in traditional Chinese arts, which was beneficial for generating writing ideas. The pair - work and group - based activities promoted students' communication and cooperation skills. Through reading the model essay and using the detail - classification chart, students had a better understanding of how to analyze a text and organize their own writing. They could imitate the structure and some expressions in the model essay in their own writing, which improved their writing ability to a certain extent. The self - assessment and peer - assessment activities made students more aware of their own writing problems. They were able to make targeted revisions, and the final writing quality was better than expected. Deficiencies Some students still had difficulty in using accurate English to describe the characteristics of art forms. Their vocabulary related to art was limited, which affected the vividness and accuracy of their writing. During the writing process, a few students had trouble in organizing their thoughts. Their essays lacked logical coherence, and the transition between paragraphs was not smooth. Improvement Measures In future teaching, more vocabulary related to art should be introduced and practiced. For example, teachers can show more pictures and videos of different art forms and let students describe them, gradually expanding their vocabulary. More writing - planning training should be carried out. Teachers can provide more guidance on how to organize ideas before writing, such as using mind maps or outlines, to help students make their writing more logical. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$