Unit 6 Inventors and their inventions E Writing 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

Unit 6 Inventors and their inventions-E Writing This writing class in Unit 6 of the 7th - grade English textbook (Shanghai Foreign Language Education Press, 2024) focuses on inventors and their inventions. Students have previously learned about various inventors and their great inventions in the reading part, which provides a solid foundation for this writing task. The main task in this writing class is to guide students to write a short passage about an inventor and his/her invention. They need to introduce the inventor, describe the invention, and explain its influence or significance. This not only helps students consolidate the vocabulary and sentence patterns related to inventions but also improves their writing skills, such as organizing ideas, using proper connecting words, and expressing their thoughts clearly in English. 教学目标 A. Knowledge Objectives Students will be able to master and correctly use key vocabulary related to inventors and inventions, such as "inventor", "invention", "create", "improve", "useful", "helpful", etc. Students will review and be proficient in using simple present tense and simple past tense to describe inventions and the process of invention. For example, "Thomas Edison invented the light bulb. He tried thousands of times before he succeeded." B. Ability Objectives Develop students' writing skills, including how to organize paragraphs, write topic sentences, and support the main idea with details. For instance, students should be able to write a clear topic sentence like "Thomas Edison is one of the most famous inventors in the world" at the beginning of their passage, and then provide details about his inventions and the reasons for his success. Cultivate students' ability to collect and select information. They should be able to gather relevant information about an inventor from textbooks, the Internet, or other resources and choose the most important and useful information for their writing. Improve students' ability to use connecting words and phrases to make their writing more coherent, such as "first", "then", "finally", "in addition", "therefore", etc. C. Emotional Objectives Stimulate students' interest in invention and innovation, and encourage them to explore the unknown and be creative in their daily lives. Foster students' sense of cooperation and mutual learning. Through group work and peer - review, they can learn from each other and improve their writing together. 教学重难点 A. Key Points The correct use of vocabulary and sentence patterns related to inventors and inventions. Teachers need to emphasize the spelling, pronunciation, and usage of key words through various activities, such as word - spelling games and sentence - making exercises. The structure and organization of a passage about an inventor and his/her invention. Teachers should guide students to understand the general structure, which usually includes an introduction of the inventor, a description of the invention, and an explanation of its influence. B. Difficult Points Helping students use appropriate connecting words and phrases to make their writing flow smoothly. Since students at this stage may not be very familiar with the logical relationship between sentences and paragraphs, teachers need to give more examples and practice on how to use connecting words correctly. Encouraging students to express their own opinions and evaluations of inventions vividly and accurately. Students may find it difficult to go beyond simple description and provide in - depth analysis. Teachers can provide some guiding questions and sample sentences to help students think and express. Vocabulary Inventor (n.): a person who invents something. E.g., Alexander Graham Bell is a famous inventor. Invention (n.): something that has been invented. E.g., The telephone is a great invention. Create (v.): to make or produce something new. E.g., Scientists create new technologies every day. Improve (v.): to make something better. E.g., We should try to improve our living environment. Useful (adj.): having a practical use or being of value. E.g., This tool is very useful for fixing things. Helpful (adj.): giving help; useful. E.g., Your advice is really helpful. Discover (v.): to find something that was not known before. E.g., Columbus discovered America in 1492. Sentence Patterns [Inventor's name] invented [invention's name]. E.g., Eli Whitney invented the cotton gin. [Invention's name] was invented by [inventor's name]. E.g., The steam engine was invented by James Watt. [Invention] has/had a great influence on... E.g., The Internet has a great influence on our daily life. [Inventor] tried many times and finally succeeded in inventing... E.g., Thomas Edison tried many times and finally succeeded in inventing the light bulb. Connecting Words and Phrases First, then, next, finally: used to show the order of events or steps. E.g., First, he came up with an idea. Then, he started to do some research. Next, he made a prototype. Finally, he tested the invention. In addition: used to add more information. E.g., The invention is very convenient. In addition, it is also very affordable. Therefore: used to show a result. E.g., This invention saves a lot of time. Therefore, it becomes very popular. 教学过程 A. Warming - up (5 minutes) Greet the students in English as usual. Show some pictures of famous inventions, such as the wheel, the printing press, and the airplane, on the PPT. Ask students to name these inventions quickly. Then ask: "Do you know who invented these things? Let's recall some famous inventors we have learned before." This activity can quickly arouse students' interest and review relevant knowledge. B. Revision (8 minutes) Divide students into small groups of 4 - 5. Ask each group to discuss and list as many inventors and their inventions as they can remember within 3 minutes. After that, each group takes turns to report their list. Other groups can add if there are any missing items. Select some key words and sentences from the students' reports and write them on the blackboard. For example, if a group mentions "Thomas Edison invented the light bulb", write this sentence on the blackboard and underline the key words "invented" and "light bulb". Then review the pronunciation, spelling, and usage of these words and the sentence pattern with the whole class. C. Presentation (10 minutes) Present a sample passage about an inventor (for example, Thomas Edison) on the PPT. Read the passage aloud to the students first, and then let them read it silently. The passage can be like this: "Thomas Edison is one of the greatest inventors in history. He was born in 1847. Edison had very little formal education, but he was very curious and creative. He invented many things, and the light bulb is his most famous invention. Before the light bulb was invented, people used candles and oil lamps for light. Edison tried thousands of materials and did many experiments. Finally, he found a material that could glow brightly and last for a long time. The invention of the light bulb has changed our lives completely. It allows us to work, study, and play at night. In addition, it also promotes the development of many other industries, such as the electric power industry." Analyze the structure of the passage with the students: Introduction: Introduce the inventor (Thomas Edison), including his name and a brief introduction of his status. Body: Describe the invention (the light bulb), including the situation before the invention, the process of invention, and the characteristics of the invention. Conclusion: Explain the influence of the invention on people's lives and society. Highlight the use of key vocabulary, sentence patterns, and connecting words in the passage. For example, circle the connecting words "finally" and "in addition", and explain how they make the passage more logical. D. Practice (12 minutes) Group work: Divide students into new groups. Each group chooses an inventor they are interested in. They can use their textbooks, mobile phones (if allowed), or other resources to collect information about the inventor and his/her invention. After collecting information, each group fills in a writing outline on a piece of paper. The outline can include the following parts: Introduction: Name of the inventor, brief introduction. Body: Invention, situation before the invention, process of invention, characteristics of the invention. Conclusion: Influence of the invention. Walk around the classroom, monitor the groups' work, and offer help when necessary. For example, if a group has difficulty finding information, suggest some reliable websites or books; if a group is confused about how to organize the information, give them some guiding questions. E. Writing (5 minutes) Based on the outline they made in the group work, each student writes a short passage about the inventor and his/her invention individually. Remind students to use the key vocabulary, sentence patterns, and connecting words they have learned. While students are writing, the teacher can walk around the classroom, observe students' writing process, and provide on - the - spot guidance for individual students who have problems, such as spelling mistakes, grammar errors, or unclear expressions. F. Peer - review and Revision (5 minutes) Pair students up. Each student exchanges their writing with their partner. Ask students to review their partner's writing according to the following criteria: Whether the content is complete, including an introduction, body, and conclusion. Whether the key vocabulary and sentence patterns are used correctly. Whether there are enough details to support the main idea. Whether connecting words are used properly to make the passage coherent. Spelling and grammar mistakes. After the peer - review, students give their partners some suggestions for revision. Then each student revises their own writing based on their partner's feedback. 教学反思 In this class, the combination of warming - up, revision, presentation, practice, writing, and peer - review can effectively guide students to complete the writing task. However, during the group work, some students were a bit passive and did not actively participate in collecting information and making the outline. In the future, more specific group - work rules and incentives can be set to ensure that every student is involved. When analyzing the sample passage, some students had difficulty understanding the deep - level logical relationship between paragraphs. More time should be spent on guiding students to analyze the text structure and logical connection, and more examples can be given for comparison. In the peer - review part, although students tried their best to review their partners' writing, their review ability still needs to be improved. Teachers can provide more detailed review checklists and give some demonstrations of how to review a passage in the next class to help students become more proficient in peer - review. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $