Unit 4 Epic engineering-E Writing 教学设计 2024-2025学年沪外教版英语七年级下册

Unit 4 Epic engineering-E Writing 1. Content Overview This unit, "Epic engineering", falls within the "People and Society" domain, specifically focusing on science, technology, and engineering. It encompasses various aspects such as "Common Engineering and Challenges", "Great Engineering Projects in China", and "The Mysteries of Engineering". This writing section is designed to guide students to write a description of an engineering wonder, taking the Qinghai - Xizang Railway as a model. Students will learn how to identify topic sentences and supporting details, and then apply this knowledge to describe the Dujiangyan project. Through this process, students can not only improve their writing skills but also gain a deeper understanding of the wisdom and achievements of engineering in China. 教学目标 2.1 Knowledge Objectives Students will be able to master engineering - related vocabulary, such as "permafrost", "passage", etc. Learn to use "although", "though", "even though" to guide adverbial clauses. Understand the structure and elements of writing a description of an engineering wonder, including topic sentences and supporting details. 2.2 Ability Objectives Be able to write a short description of an engineering wonder (like Dujiangyan) with appropriate topic sentences and supporting details, forming an outline. Develop the ability to analyze and summarize information from reading materials, and transfer this ability to writing. Improve students' critical thinking ability by discussing and sharing their understanding of engineering challenges and solutions. 2.3 Emotional Objectives Cultivate students' interest in science and engineering technology. Inspire students' national pride and patriotic enthusiasm by learning about great engineering projects in China. 教学重难点 3.1 Key Points Teach students how to find and write appropriate topic sentences and supporting details in writing. Guide students to understand and use engineering - related vocabulary and sentence patterns correctly in writing. Enable students to learn from the model text and apply the learned writing skills to describe other engineering wonders. 3.2 Difficult Points Help students understand how to make the supporting details effectively support the topic sentences and make the writing coherent. Guide students to think independently and deeply about the challenges and solutions of engineering projects, and express their ideas clearly in writing. Cultivate students' ability to organize their thoughts and present them in a logical and structured way in writing. 4.1 Vocabulary Engineering - related nouns: permafrost (frozen ground that remains at or below 0°C for at least two consecutive years), passage (a long, narrow space with walls or fences on both sides, which people or things can go through), railway, bridge, dam, etc. Verbs related to engineering challenges and solutions: overcome (to succeed in dealing with or controlling a problem that has been preventing you from achieving something), block (to prevent something from moving forward or passing through by putting something in its way), protect (to keep someone or something safe from harm, damage, or loss), etc. 4.2 Grammar Adverbial clauses guided by "although", "though", "even though": These words are used to introduce a contrast. For example, "Although it was difficult, Chinese engineers did their best to overcome the challenges." The clause introduced by these words can be at the beginning or in the middle of the sentence. When it is at the beginning, a comma is usually used to separate it from the main clause. 教学过程 5.1 Lead - in (5 minutes) Show students some pictures of famous engineering works around the world, such as the Eiffel Tower in France, the Great Wall in China, and the Panama Canal. Ask them to name these engineering works and briefly describe what they know about them. T: "Boys and girls, look at these pictures. Can you tell me the names of these amazing engineering works? And share with the class what you know about them." Encourage students to actively participate in the discussion, and then lead to the topic of this writing class - writing about an engineering wonder. 5.2 Pre - writing (10 minutes) Model text analysis Present the model text about the Qinghai - Xizang Railway to the students. Let them read the text quickly and answer the following questions: What is the main idea of this text? (The Qinghai - Xizang Railway is a world wonder, facing many challenges during construction, and it has great significance.) How many challenges are mentioned in the text? What are they? (Three challenges: permafrost, protecting animals, cold weather.) T: "Now, read the text about the Qinghai - Xizang Railway carefully. Then, answer these questions. I will give you 3 minutes." Identifying topic sentences and supporting details Explain to students the concepts of topic sentences and supporting details. A topic sentence usually states the main idea of a paragraph, and supporting details are used to explain, prove, or expand on the topic sentence. Let students read the model text again and find the topic sentences and supporting details in each paragraph. Then, ask several students to share their findings with the class. For example, in the paragraph about permafrost: Topic sentence: "The biggest challenge was permafrost." Supporting details: "Engineers built walls to block the sun. They also built some parts of the railway above ground." T: "Look at the model text again. Try to find out the topic sentences and their corresponding supporting details. Remember, the topic sentence tells the main idea of the paragraph, and the supporting details make the idea clearer. Who wants to share your answers?" 5.3 While - writing (20 minutes) Introduction to Dujiangyan Show students some pictures and basic information about Dujiangyan, including its location (in Chengdu, China), history (more than 2000 years), and its three main parts (Yuzui, Feishayan, and Baopingkou). T: "Next, we are going to write about another great engineering wonder in China - Dujiangyan. Look at these pictures and information on the screen. Dujiangyan is a very important and amazing project in Chinese history." Brainstorming challenges and solutions Divide students into groups of four. Let them discuss the possible challenges of building Dujiangyan and the solutions according to the given information. For example, the challenge of flood in the rainy season: using Yuzui and Feishayan to keep water from entering the inner river and clearing sands; the challenge of not enough water in the dry season: using Yuzui and Feishayan to let water in and using Baopingkou to guide water into dry farms. Each group selects a representative to report their discussion results to the class. T: "Now, work in groups. Discuss the challenges and solutions of Dujiangyan. You can refer to the information on the screen. After 5 minutes, each group will send a representative to share your ideas." Outlining and writing Guide students to write an outline for their description of Dujiangyan. The outline should include an introduction (introducing Dujiangyan briefly), topic sentences and supporting details for each main part (such as challenges and solutions), and a conclusion (stating the importance of Dujiangyan). After students finish their outlines, ask them to start writing their descriptions based on the outlines. Walk around the classroom, provide necessary guidance and help to students, such as correcting grammar mistakes, giving suggestions on vocabulary usage, and ensuring the logical flow of the writing. T: "Based on our discussion, start to make an outline for your writing about Dujiangyan. Then, start writing your composition. If you have any questions, raise your hands." 5.4 Post - writing (10 minutes) Peer review Pair up the students. Let them exchange their writings and review each other's work according to the following criteria: Are the topic sentences clear and appropriate? Do the supporting details effectively support the topic sentences? Are there any grammar or spelling mistakes? Is the writing well - organized and coherent? Each student writes down their suggestions for improvement on their partner's paper. T: "Now, exchange your compositions with your partners. Review each other's work according to these criteria. Write down your suggestions for your partner to make the composition better." Revision and sharing Students revise their writings according to their partner's suggestions. Then, select several students to read their revised compositions aloud to the class. After each student reads, let other students give positive comments and further suggestions. T: "Revise your compositions based on your partner's suggestions. Then, some of you will have the chance to read your revised works to the class. Let's learn from each other." Summary Summarize the key points of this writing class, including how to write topic sentences and supporting details, the use of relevant vocabulary and grammar, and the importance of organizing writing. T: "Today, we learned how to write a description of an engineering wonder. Remember to write clear topic sentences, use proper supporting details, and organize your writing in a logical way. Also, pay attention to the vocabulary and grammar we learned." 教学反思 Positive aspects The lead - in activity with pictures of famous engineering works successfully aroused students' interest and engaged them in the class from the beginning. It effectively set the stage for the following writing task. The step - by - step teaching process, from model text analysis to brainstorming, outlining, and writing, provided students with a clear framework and guidance, which was helpful for them to complete the writing task. The group discussion in the while - writing stage promoted students' communication and cooperation skills, and also broadened their thinking about the challenges and solutions of Dujiangyan. The peer - review activity gave students the opportunity to learn from each other. They could not only find and correct mistakes in their partner's writing but also get new ideas for improving their own work. Areas for improvement In the while - writing stage, some students still had difficulties in thinking of appropriate topic sentences and supporting details. In the future, more guided practice and brainstorming activities can be designed to strengthen students' ability in this aspect. For example, provide more examples of different types of topic sentences and ask students to imitate and create their own. When students were sharing their revised compositions, the time was a bit limited, and some students did not have enough time to fully express their thoughts. Next time, the time allocation can be adjusted to ensure more students can participate in the sharing and discussion. Some students made relatively simple grammar and spelling mistakes in their writing, indicating that more attention should be paid to basic language knowledge in daily teaching. Incorporating more grammar exercises and spelling checks in relevant classes can help improve students' language accuracy. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $