Unit 6 Writers and their masterpieces E Writing 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

该初中英语教学设计聚焦经典书籍主题写作，核心知识点包括“classic”“masterpiece”等相关词汇及“have to”“had better”等语法结构。通过展示《罗密欧与朱丽叶》等名著图片引发讨论，激活学生已有认知，搭建从知识输入到写作输出的学习支架。 亮点在于融合多维度核心素养，以情境导入激发思维品质，用小组主题 brainstorming 与互评 checklist 提升学习能力，结合跨文化经典阅读培养文化意识。如“描述最爱的经典书”写作指导中，通过 outline 示例强化语言能力，助力学生提升写作组织与批判性思维，为教师提供清晰教学流程与反思建议，实用性强。

Unit 6 Writers and their masterpieces-E Writing This writing section in Unit 6 of the 2024 Shanghai Foreign Language Education Press English textbook for Grade 7 focuses on classic books and writers. Students are expected to describe classic books, use relevant vocabulary, and apply grammar structures like "have to", "had better", "needn't", and "used to" in their writing. It aims to deepen students' understanding of the significance of reading classic literature while enhancing their writing skills. Through this writing task, students will explore different classic works, their characteristics, and the influence of writers, and then organize their thoughts and present them in written English. 教学目标 A. Knowledge Objectives Students will be able to master and use new words and phrases related to classic books, such as "classic", "masterpiece", "author", "character", "plot", "fiction", "non - fiction", etc. correctly in their writing. Students will understand and be able to apply grammar structures "have to", "had better", "needn't", and "used to" appropriately to express different degrees of obligation, advice, lack of necessity, and past habits in the context of writing about classic books. B. Ability Objectives Develop students' writing skills, including the ability to organize ideas, write a clear and coherent paragraph or short essay about classic books, with a proper beginning, body, and end. Improve students' critical thinking ability by analyzing classic books, evaluating their value, and expressing personal opinions in writing. Enhance students' language use ability, ensuring accurate grammar, spelling, and punctuation in their written work. C. Emotional Objectives Cultivate students' interest in reading classic literature, leading them to explore more classic works independently. Foster students' respect for different writers and their masterpieces, and promote cross - cultural understanding through the study of classic books from various cultures. 教学重难点 A. Key Points The use of new vocabulary and phrases related to classic books in writing. For example, students should be able to describe the plot of a classic book using words like "twist", "climax", and "resolution", and introduce characters with words such as "hero", "villain", and "protagonist". Correct application of grammar structures "have to", "had better", "needn't", and "used to" in sentences. For instance, "We had better read classic books to improve our literary taste." or "In the past, people used to read more classic books for entertainment." Teaching students how to organize their writing about classic books. They should be able to start with an introduction of the classic book (title, author, general impression), then describe the main plot and characters in the body, and finally give a personal evaluation or conclusion. B. Difficult Points Helping students distinguish between the subtle differences in the usage of "have to", "had better", "needn't", and "used to", especially in complex sentence structures. For example, differentiating between "I have to finish reading this classic book for my homework." and "I had better finish reading this classic book if I want to join the discussion." Guiding students to write a profound and unique personal evaluation of a classic book. It is challenging for them to express their true feelings and insights in English, rather than just making general and superficial statements. For example, instead of simply saying "This book is good", they need to explain why it is good, such as "This book is good because its vivid descriptions of characters make them seem like real people, and the plot deeply reflects the social problems of that era." A. Vocabulary Classic books related: classic (n. & adj.) - a famous and long - established work of literature, art, etc.; having a high quality that is recognized and respected masterpiece (n.) - a work of art, literature, etc. that is an excellent or the best example of a particular type author (n.) - a person who writes a book, article, etc. character (n.) - a person or an animal in a book, play, etc. plot (n.) - the events that form the main story of a book, film, etc. fiction (n.) - literature in the form of stories, novels, etc. that are imagined and not based on real people and facts non - fiction (n.) - writing that gives information or describes real events, rather than telling a story setting (n.) - the place and time at which the events of a book, film, etc. take place Describing books and reading: fascinating (adj.) - extremely interesting moving (adj.) - making you feel strong emotions, especially sadness or sympathy inspiring (adj.) - making you feel that you want to do or achieve something thought - provoking (adj.) - making you think seriously about something page - turner (n.) - a book that is so interesting that you want to keep reading it quickly B. Grammar Have to Used to express necessity or obligation. It often implies that the obligation comes from an external source. Structure: Subject + have/has to + base form of the verb. (For past tense: Subject + had to + base form of the verb) Example: We have to read some classic books to broaden our horizons. Yesterday, I had to stay up late to finish reading this classic novel. Had better Used to give advice or to say what would be a good thing to do. It implies a strong suggestion. Structure: Subject + had better + base form of the verb. (The negative form is Subject + had better not + base form of the verb) Example: You had better choose a classic book that suits your reading level. You had better not judge a classic book by its cover. Needn't Used to express that something is not necessary. Structure: Subject + needn't + base form of the verb. Example: You needn't read every word of the classic book carefully at the first time. Used to Used to talk about past habits or states that no longer exist. Structure: Subject + used to + base form of the verb. (The negative form is Subject + didn't use to + base form of the verb; the question form is Did + subject + use to + base form of the verb?) Example: I used to think classic books were boring, but now I find them very interesting. Didn't you use to read classic books when you were in primary school? 教学过程 A. Lead - in (5 minutes) Show some pictures of well - known classic books, such as Romeo and Juliet, Alice's Adventures in Wonderland, and Journey to the West. Ask students if they recognize these books and briefly share what they know about them. "Look at these pictures, class. Do you know these famous books? Raise your hands and tell us something you know about them, like the main characters or the general story." Then, start a short discussion about classic books. Ask questions like "What do you think makes a book a classic?" and "Why do we still read classic books today?" "Now, let's have a discussion. What are the characteristics of a classic book? And why do you think classic books are still important in our modern society?" B. Knowledge Presentation (10 minutes) Vocabulary teaching Present the new words and phrases related to classic books on the PPT one by one. Explain their meanings with simple English and show examples. For example, when teaching "character", say "A character is a person or an animal in a story. In Alice's Adventures in Wonderland, Alice, the Mad Hatter, and the Cheshire Cat are all important characters. Look at this sentence: 'The main character in this classic novel is very brave.'" Let students repeat the words after the teacher several times to practice pronunciation. Grammar teaching Use simple examples to explain the usage of "have to", "had better", "needn't", and "used to". Write the examples on the blackboard or show them on the PPT. For "have to": "I have to do my homework every day. This means it is necessary for me to do my homework. It's an obligation." For "had better": "You had better wear a coat today. It's cold outside. Here, I'm giving you a strong suggestion." For "needn't": "You needn't buy a new book. You can borrow one from the library. This shows that buying a new book is not necessary." For "used to": "I used to play football every weekend, but now I don't have time. It tells about a past habit that I don't do anymore." Ask students to make some sentences with these grammar structures on their own and share them with the class. Correct their mistakes if there are any. C. Writing Guidance (10 minutes) Brainstorming Divide students into groups of four. Give each group a topic related to classic books, such as "Describe your favorite classic book", "The most impressive character in a classic book", or "The influence of classic books on our lives". Let students discuss in groups and write down their ideas on a piece of paper. Encourage them to use the new vocabulary and grammar structures they just learned. "Now, work in your groups. Discuss the given topic. Write down all your ideas, and try to use the words and grammar we learned today." Outlining After brainstorming, guide students to make an outline for their writing. For example, if the topic is "Describe your favorite classic book": Introduction: Mention the title and the author of the book, and briefly state why you like it. Body: Describe the main plot, introduce some important characters, and talk about the setting of the book. Conclusion: Give your overall evaluation of the book and how it has influenced you. Show an example outline on the PPT and explain how to organize the content. "Look at this example outline. In the introduction, you can start like this: 'My favorite classic book is Pride and Prejudice written by Jane Austen. I like it because...'. Then, in the body, you can write about the story of Elizabeth Bennet and Mr. Darcy, describe their characters, and tell where the story takes place. Finally, in the conclusion, you can say something like 'In conclusion, Pride and Prejudice is a wonderful classic book. It has taught me a lot about love and social class...'" D. Writing Practice (15 minutes) Students start writing their own paragraphs or short essays according to the topic they chose in the brainstorming stage and the outline they made. Walk around the classroom, observe their writing process, and offer help and guidance when necessary. "Now, it's your turn to write. Remember to follow your outline and use correct grammar, spelling, and punctuation. If you have any questions, raise your hands." Encourage students to use vivid and accurate language to make their writing more interesting. Remind them to check their work as they write. E. Peer - review and Revision (5 minutes) Pair students up. Let them exchange their writing and read each other's work. Provide a peer - review checklist, which includes items like "Is the vocabulary used correctly?", "Are the grammar structures accurate?", "Is the writing well - organized?", and "Is the content interesting?". "Exchange your writing with your partner. Read your partner's work carefully and use this checklist to give feedback." After peer - review, students revise their own writing based on their partner's suggestions. They can correct mistakes, add more details, or improve the organization of their writing. 教学反思 Positive aspects: The lead - in activities were effective in arousing students' interest in classic books and engaging them in the class. The pictures and discussions helped students recall their previous knowledge about classic books and smoothly introduced the topic of this writing class. The vocabulary and grammar teaching was relatively clear. By using simple examples and explanations, most students seemed to understand the new words and the usage of the four grammar structures. The in - class practice of making sentences also strengthened their understanding. The group brainstorming and individual writing practice provided students with enough opportunities to think independently and express their ideas in writing. The peer - review and revision process promoted students' self - awareness of their writing problems and their ability to improve their work. Areas for improvement: In the grammar teaching part, although students seemed to understand the basic usage, more complex exercises and real - life situations could be provided to further solidify their understanding. For example, presenting more context - based sentences and asking students to choose the correct grammar structure to fill in the blanks. Some students still had difficulties in organizing their writing. They might need more detailed guidance on how to develop their ideas in each part of the outline. In the future, more sample writings with different levels of quality can be shown to students, and they can be guided to analyze the differences and learn from the better - written ones. During the writing practice, a few students were not very active. In the future, more incentives can be provided, such as praising students' good writing in front of the class or giving small rewards for excellent work, to encourage all students to participate more actively. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $