Unit 5 Go sightseeing E Writing 教学设计 -2025-2026学年沪外教版英语七年级上册

Unit 5 Go sightseeing-E Writing This unit focuses on the theme of "Go sightseeing". The writing part aims to guide students to comprehensively utilize the vocabulary, sentence patterns, and grammar knowledge they have learned in this unit to describe a travel experience or plan a trip. Students are required to organize their thoughts clearly, express themselves fluently in English, and be able to use some descriptive words and sentence structures to make their writing more vivid and attractive. 教学目标 1. Knowledge Objectives Students can master and use the key words and phrases related to travel, such as "transport", "sightseeing", "adventure", "explore", "have a bird's eye view of", etc. Students are able to correctly apply the possessive case of nouns and other grammar knowledge learned in this unit in writing. Students can learn some useful sentence patterns for describing travel, such as "I will go to... by...", "We can enjoy... when...", etc. 2. Ability Objectives Students can write a short passage about travel with clear logic and smooth language, including introducing the destination, transportation, activities during the trip, etc. Through writing practice, students' ability to organize language, express ideas, and use English for communication is improved. Students can learn to use some descriptive words to enhance the vividness of their writing. 3. Emotional Objectives Stimulate students' interest in traveling and exploring different places. Cultivate students' cross - cultural awareness and a positive attitude towards learning English. 教学重难点 1. Teaching Key Points Mastering and applying the vocabulary and sentence patterns related to travel. Using the possessive case of nouns correctly in writing. Organizing writing content in a clear and logical way. 2. Teaching Difficult Points How to guide students to use complex sentence structures flexibly and accurately, such as compound sentences, to enrich the expressiveness of writing. Helping students to express their unique travel experiences and feelings vividly, rather than simply listing facts. Cultivating students' critical thinking ability in writing, enabling them to make reasonable evaluations and suggestions in the description of travel. 1. Key Words Transport: cable car, ferry, ship, train, plane, bus, subway, etc. Travel activities: adventure, arrive, explore, discover, have a bird's eye view of, hike, landscape, look over the mountains, natural treasure, regular travel, return, ride, slow travel, tour, trip, visit, etc. Places of interest: the Sydney Opera House, the Bund, the Eiffel Tower, the Great Wall, the Guangzhou Tower, the Louvre Museum, the Palace Museum, West Lake, etc. 2. Key Phrases take a trip to... by + means of transportation have a great time enjoy doing sth. look forward to doing sth. 3. Grammar Focus Possessive case of nouns: Add's to nouns that don't end in -s, e.g. the girl's bag, a children's book. Add'to nouns that end in -s, e.g. students' performance. Usually use'(s) for people or animals, and use of for things or ideas, e.g. my friend's mother, the foot of the bed. Can use'(s) with time expressions, e.g. yesterday's newspaper, three weeks' holiday. Can use'(s) or of for an organization or a country, e.g. the company's decision, India's population. 教学过程 1. Lead - in (5 minutes) Greet the students and show them some beautiful pictures of famous tourist attractions around the world, such as the Great Wall in China, the Eiffel Tower in France, and the Sydney Opera House in Australia. Ask them: "Have you ever been to these places? What's your favorite travel destination?" Then, introduce the topic of this writing class: "Today, we are going to write about travel. We will learn how to describe our travel experiences or plan a wonderful trip in English." 2. Pre - writing (10 minutes) Vocabulary review Show some words and phrases related to travel on the PPT and ask students to read them aloud. Then, randomly select some students to use these words and phrases to make sentences. For example, for the word "cable car", a student may say "We took a cable car to the top of the mountain and had a bird's eye view of the whole city." Brainstorming Divide the students into groups of four. Give each group a piece of paper and ask them to brainstorm and list as many elements related to travel as possible, such as transportation, activities, places to visit, food, etc. After 3 - 4 minutes, ask each group to report their results. The teacher writes the main points on the blackboard. Analyze a sample passage Present a short sample passage about a travel experience on the PPT. For example: "Last summer, I went to Beijing with my parents. We took the train because it was a more interesting way to enjoy the scenery along the way. In Beijing, we visited the Great Wall, the Forbidden City and the Summer Palace. The Great Wall was really amazing. We walked on it for a long time and felt the great power of ancient Chinese people. At the Forbidden City, we saw a lot of precious cultural relics. We also tasted many delicious local foods, like Beijing roast duck. It was a really unforgettable trip." Analyze the structure of this passage with the students, including the beginning (introducing the destination and transportation), the middle (describing the activities and attractions during the trip), and the end (expressing feelings about the trip). Also, point out some good words and sentence patterns used in the passage, such as "take the train", "visit", "It was really amazing." 3. While - writing (15 minutes) Assignment Ask the students to choose one of the following two topics to write about: Topic 1: Write about a travel experience you have had. Include information about where you went, how you got there, what you did, and how you felt. Topic 2: Plan a trip to a place you want to visit. Introduce the destination, transportation, activities you plan to do, and your expectations for this trip. Remind students to use the words, phrases, and sentence patterns they have learned in this unit, and to pay attention to the correct use of grammar, especially the possessive case of nouns. Writing process Students start to write independently. The teacher walks around the classroom, observing the students' writing process, and providing individual guidance when necessary. For example, if a student has difficulty in expressing an idea, the teacher can give some hints or help correct grammar mistakes. 4. Post - writing (10 minutes) Peer review After students finish writing, ask them to exchange their compositions with their deskmates. They need to read each other's compositions carefully and check for grammar mistakes, spelling mistakes, and whether the content is clear and logical. They can use a red pen to mark the mistakes and write down some simple comments, such as "Good description of the scenery, but there is a grammar mistake here." Self - correction After peer review, students get back their own compositions. They read the comments from their deskmates and make self - corrections. The teacher can ask some students to share the common mistakes they found in their deskmates' compositions and how to correct them. Sample sharing Select 2 - 3 students to read their revised compositions aloud in class. After each student reads, ask other students to give some positive feedback and suggestions for improvement. The teacher also gives comprehensive comments, emphasizing the good points of the composition and areas that can be further enhanced. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this writing class with the students, including important words, phrases, grammar knowledge, and the structure of a travel - related composition. Remind students to pay attention to these points in future writing. Homework Ask students to rewrite their compositions based on the comments and suggestions they received in class. They should make their compositions more perfect in terms of grammar, content, and language expression. Encourage students to read some excellent travel - related English articles or stories to accumulate more writing materials and improve their writing ability. 教学反思 After this writing class, students have a certain understanding of how to write about travel in English. Through the lead - in, pre - writing, while - writing, and post - writing steps, students gradually master the writing skills related to this topic. However, there are still some areas that need improvement. In the teaching process, although students actively participated in the brainstorming and peer - review activities, some students still had difficulties in using complex sentence structures. In the future, more grammar - related writing exercises should be designed to strengthen students' ability to use grammar correctly. Some students' writing content was relatively simple and lacked vivid descriptions. In the next class, more descriptive words and sentence patterns can be provided for students to imitate and practice, and students can also be guided to observe and experience life more carefully to enrich the content of their writing. During the class, individual differences among students were also noticed. Some students were able to complete the writing task quickly and with high quality, while some students needed more time and guidance. In the future, more targeted teaching methods should be adopted to meet the learning needs of different students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $