Unit 5 Now and Then Writing Workshop 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 5 Now and Then-Writing Workshop This Writing Workshop focuses on guiding students to compare past and present lifestyles, with a specific emphasis on writing a descriptive paragraph or short essay about changes in daily life (e.g., technology, education, family routines). Students will learn to use time-related expressions, comparative structures, and appropriate verb tenses (simple past vs. present perfect/present simple) to articulate differences between "then" (past) and "now" (present). The workshop integrates reading models from the unit, vocabulary practice, and guided writing tasks to help students organize ideas coherently and express themselves clearly. 教学目标 Knowledge and Skills: Master key vocabulary: past, present, change, used to, now, compared with, develop, technology等. Understand and apply comparative structures (more...than, different from) and time markers (in the past, nowadays, before). Learn to structure a comparison paragraph with an introduction, body (supporting details), and conclusion. Use appropriate tenses: simple past for past states/actions and present simple/present perfect for current situations. Process and Methods: Engage in collaborative discussions to brainstorm differences between past and present lifestyles. Analyze model texts to identify organizational patterns and language features. Complete guided writing tasks (sentence-level practice → paragraph construction) with peer feedback. Cultural Awareness and Affect: Develop an awareness of social changes and their impact on daily life. Cultivate critical thinking by reflecting on the pros and cons of changes (e.g., technology bringing convenience vs. reducing face-to-face interaction). 教学重难点 Key Points: Using comparative language and time expressions correctly. Structuring a coherent comparison paragraph. Difficult Points: Distinguishing and using tenses accurately (simple past vs. present perfect). Avoiding repetition when describing similar changes. Connecting ideas smoothly with conjunctions (however, besides, as a result). Vocabulary: Verbs: change, develop, improve, replace, used to Adjectives: different, similar, convenient, traditional, modern Nouns: technology, lifestyle, education, communication, transportation Phrases: in the past, nowadays, compared with, on the other hand, as time goes by Sentence Patterns: People used to... but now they... Compared with the past, life now is more... There have been great changes in... One big difference is that... Text Structure: Introduction: State the topic (e.g., "Life in my hometown has changed a lot over the years."). Body: Describe 2-3 specific changes with examples (e.g., education, transportation). Conclusion: Summarize feelings or opinions about the changes. 教学过程 Stage 1: Warm-up & Lead-in (5 minutes) Activity: Show two contrasting pictures (e.g., students studying with textbooks in the 1990s vs. using tablets now). Ask: "What do you notice? How are they different?" Aim: Activate prior knowledge and introduce the topic of "changes over time." Interaction: Whole class discussion. Stage 2: Model Text Analysis (10 minutes) Task 1: Distribute a short model paragraph about changes in communication (e.g., "In the past, people wrote letters to keep in touch. It took days to receive a reply. Now, we use smartphones to send messages, and we get responses immediately."). Task 2: Guide students to identify: Time expressions (in the past, now). Tenses (simple past for "wrote, took"; present simple for "use, get"). Comparative words (immediately vs. days). Aim: Highlight language features and text structure. Interaction: Teacher-led analysis + pair discussion. Stage 3: Language Input & Practice (10 minutes) Vocabulary and Phrases: Present a mind map of key words (e.g., transportation: bike → car; communication: letters → WeChat). Practice: Fill in blanks with appropriate words. Example: "In the past, my grandma ______ (walk) to school. Now, I ______ (take) the bus." Sentence Patterns: Introduce used to for past habits: "I used to play outside after school, but now I often play computer games." Practice: Rewrite sentences using used to. Example: "I don’t read newspapers now. I read news online. → I used to read newspapers, but now I read news online." Aim: Consolidate language points through controlled practice. Interaction: Individual work + whole class check. Stage 4: Guided Writing (15 minutes) Step 1: Brainstorming (3 minutes). In pairs, list 3 changes in their own lives (e.g., hobbies, family activities, school life). Step 2: Outline (5 minutes). Ask students to organize ideas into an outline: Introduction: General statement about changes. Body: 2 changes with details (e.g., "Hobbies: Used to collect stamps; now collect digital photos"). Conclusion: Personal feeling (e.g., "These changes make my life more colorful."). Step 3: Drafting (7 minutes). Write a 60-80 word paragraph using the outline. Provide a template: "My life has changed a lot. In the past, I ______. But now, I ______. Another change is ______. I think these changes are ______." Aim: Guide students to apply language knowledge in writing. Interaction: Pair work + individual writing. Stage 5: Peer Review & Feedback (5 minutes) Students exchange drafts and check for: Correct use of tenses and time expressions. Clear organization (introduction → body → conclusion). Spelling and grammar errors. Teacher selects 1-2 drafts to comment on positively, highlighting strengths and suggesting improvements (e.g., "Add a reason why this change is good"). Stage 6: Summary & Homework (2 minutes) Summary: Review key points (structure, tenses, comparatives). Homework: Revise the draft and expand it to 100 words, adding one more example of change. 教学反思 Strengths: The warm-up activity effectively engaged students by connecting to their daily experiences. Model text analysis helped students understand the target structure clearly. Guided practice and step-by-step writing tasks reduced anxiety for lower-level students. Areas for Improvement: Some students struggled with present perfect (e.g., "There have been changes" vs. "There were changes"). More targeted tense practice is needed. Peer review was rushed; allocating 1-2 more minutes would allow deeper feedback. Differentiation: Advanced students could be challenged to discuss "future changes" to extend their thinking. Future Adjustments: Integrate more visual aids (e.g., timeline videos) to illustrate changes. Provide tiered writing prompts (simple/complex) to meet diverse needs. Use group competitions (e.g., "Who can list the most changes?") to boost engagement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $