Unit 2 Wonders of nature-E Writing 教学设计 2024-2025学年沪外教版英语七年级下册

Unit 2 Wonders of nature-E Writing 1. Content Overview This writing lesson in Unit 2 "Wonders of nature" of the 7th - grade English textbook (Shanghai Foreign Language Education Press 2024) focuses on guiding students to describe natural wonders. The unit has already introduced students to various natural wonders around the world, different landforms, and relevant vocabulary. In this writing class, students will integrate what they have learned before, such as new words about natural wonders, the pronunciation of /sp//st//sk//str//skw/, and the use of comparatives and superlatives. They are required to use persuasive language to introduce a natural wonder they have visited or plan to visit, aiming to cultivate students' writing skills in describing natural scenery and their ability to express personal opinions. 教学目标 2.1 Knowledge Objectives Students will be able to master new words and phrases related to natural wonders, such as "geopark", "barrier reef", "landform", etc. Students can correctly use comparatives and superlatives to describe the features of natural wonders, like "The Grand Canyon is deeper and longer than many other canyons in the world." Learn and apply persuasive language, for example, "It is definitely one of the most amazing places you will ever see." 2.2 Ability Objectives Develop students' writing ability to introduce a natural wonder, including organizing ideas, choosing proper words, and writing coherent paragraphs. Improve students' reading comprehension ability by analyzing model texts about natural wonders. Enhance students' oral communication ability through group discussions about natural wonders they know. 2.3 Emotional Objectives Foster students' interest in exploring natural wonders around the world and cultivate their awareness of environmental protection. Encourage students to be confident in expressing their opinions and experiences related to nature in English. 教学重难点 3.1 Key Points Guide students to learn and use relevant vocabulary and sentence patterns for describing natural wonders. Teach students how to use persuasive language to make their descriptions more attractive. Help students master the structure and writing steps of introducing a natural wonder. 3.2 Difficult Points Enable students to use comparatives and superlatives accurately and vividly in writing to show the uniqueness of natural wonders. Guide students to organize their thoughts clearly and write with logical coherence when introducing a natural wonder. 4.1 New Words and Phrases Geopark: A park characterized by geological heritage sites, such as Zhangye Geopark. Barrier reef: A long, narrow reef, especially a coral reef, lying parallel to and relatively close to a shore, like the Great Barrier Reef. Landform: A natural feature of the earth's surface, e.g., mountains, valleys, plains, etc. Spectacular: Impressive and very exciting to look at. "The view from the top of the mountain is spectacular." Magnificent: Extremely beautiful, elaborate, or impressive. "The magnificent waterfall attracts many tourists." 4.2 Grammar Comparatives and Superlatives: For short adjectives, add "-er" for comparatives and "-est" for superlatives. For example, "tall - taller - tallest", "short - shorter - shortest". For long adjectives, use "more" for comparatives and "the most" for superlatives. For example, "beautiful - more beautiful - the most beautiful", "interesting - more interesting - the most interesting". Irregular forms: "good - better - best", "bad - worse - worst", "many/much - more - most". Using Persuasive Language: Adjectives: "amazing", "fantastic", "incredible", "unique", etc. Verbs: "attract", "charm", "fascinate", etc. Nouns: "wonder", "miracle", etc. 教学过程 5.1 Lead - in (5 minutes) Show students some pictures of famous natural wonders around the world, such as the Grand Canyon in the United States, the Northern Lights in Norway, and Mount Everest in the Himalayas. Ask students: "Do you know what these natural wonders are? Have you ever been to any of these places? Share your feelings if you have." Encourage several students to answer the questions and briefly talk about their experiences or impressions of natural wonders. 5.2 Pre - writing (10 minutes) Vocabulary Review Review the new words and phrases about natural wonders learned before. Write some words on the blackboard, such as "mountain", "valley", "waterfall", "desert", etc., and ask students to recall their meanings and make sentences with them. Do a quick vocabulary quiz. Show pictures of different natural wonders on the PPT and let students quickly say out the corresponding English words. Model Text Analysis Present a model text about a natural wonder, for example, a passage about Mount Huangshan. Let students read the text carefully. Ask students some questions about the text: What are the attractions of Mount Huangshan? When is the best time to visit the place? Where would you find this kind of text? Does the writer like Mount Huangshan? How do you know? Guide students to analyze how the writer uses persuasive language, comparatives, and superlatives in the text. For example, "Mount Huangshan in Anhui is one of the most famous mountains in China, and one of the most visited." Here, "one of the most famous" and "one of the most visited" are superlative forms to emphasize the popularity of Mount Huangshan. 5.3 While - writing (20 minutes) Group Discussion Divide students into groups of 4 - 5. Let each group choose a natural wonder they want to introduce. It can be a natural wonder they have visited or one they are interested in learning about. In groups, students discuss the following aspects of the chosen natural wonder: Basic information (location, formation, etc.) Main attractions (scenery, unique features) The best time to visit Why it is worth visiting (using persuasive language) Encourage group members to share their knowledge and ideas, and take notes during the discussion. Outlining and Drafting After the group discussion, each student starts to outline their writing. Guide them to follow a basic structure: Introduction: Briefly introduce the natural wonder and state your purpose of writing. Body: Describe the main features, attractions, and use persuasive language to show its uniqueness. Use comparatives and superlatives if possible. Conclusion: Summarize why this natural wonder is so wonderful and encourage others to visit. Then, students start to write the first draft. Walk around the classroom to offer help and guidance when students encounter difficulties in vocabulary, grammar, or organization. 5.4 Post - writing (10 minutes) Peer Review Pair up the students. Each student exchanges their writing with their partner. Provide a peer - review checklist for students, including items such as: Are there any spelling mistakes? Are the grammar and sentence structures correct? Is the use of comparatives and superlatives appropriate? Does the writing use persuasive language effectively? Is the writing well - organized with a clear introduction, body, and conclusion? Students read their partner's writing carefully and mark the problems according to the checklist. Then, they give suggestions for improvement. Revision and Sharing Based on their partner's feedback, students revise their writing. They correct the mistakes, improve the language use, and make the writing more logical and attractive. Select several students to share their revised writing in front of the class. After each sharing, ask other students to give positive comments and suggestions. 教学反思 Positive Aspects The use of pictures in the lead - in stage successfully aroused students' interest in natural wonders, which laid a good foundation for the following teaching. The group discussion in the while - writing stage promoted students' communication and cooperation. They could share their knowledge and ideas, which broadened their thinking when writing. Peer review provided students with an opportunity to learn from each other. By checking their partner's writing, they were more aware of common mistakes and how to improve their writing. Areas for Improvement Some students still had difficulties in using comparatives and superlatives accurately. In future teaching, more grammar exercises and examples related to natural wonders could be provided. During the writing process, a few students had trouble organizing their thoughts and writing in a logical way. More guidance on writing structures and outlines should be given in advance. The time for students to share their writing in the post - writing stage was a bit limited. Next time, the class time could be arranged more reasonably to ensure more students have a chance to show their work. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $