Unit 3 Be strong, be brave-E Writing 教学设计- 2025-2026学年沪外教版英语八年级上册

Unit 3 Be strong, be brave-E Writing This writing section in Unit 3 of the 2024 Shanghai Foreign Language Education Press' English textbook for Grade 8 focuses on guiding students to write about brave and strong people or events. The unit theme "Be strong, be brave" provides rich context for students to explore and express the qualities of strength and bravery. Students are expected to draw on the vocabulary, sentence patterns, and reading materials they have learned in this unit to create their own written works. They may write about real - life heroes, personal experiences of showing courage, or fictional stories with brave characters. The writing tasks aim to cultivate students' ability to organize thoughts, use appropriate language to describe, and convey positive values related to strength and bravery. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to strength and bravery, such as "bravery", "courage", "fearless", "overcome difficulties", etc., and use them correctly in writing. They will be familiar with sentence patterns for describing actions, emotions, and mental states when showing strength and bravery, like "Despite the fear, he/she bravely took the first step." or "With great courage, she managed to overcome the tough situation." B. Ability Objectives Develop students' writing skills, including how to organize paragraphs, construct a clear narrative or argumentative structure. For example, they should be able to write an introduction to set the scene, a body to elaborate on the story or reasons, and a conclusion to summarize or express their feelings. Improve students' language application ability, enabling them to use vivid and accurate language to describe events and characters, and enhance the expressiveness of their writing. C. Emotional Objectives Inspire students to think about the importance of strength and bravery in life, and encourage them to face difficulties bravely in their own lives. Cultivate students' positive attitude towards life through writing about positive examples of strength and bravery. 教学重难点 A. Key Points Guide students to understand the writing requirements and be clear about how to choose appropriate topics related to strength and bravery. Help students master the key vocabulary and sentence patterns and use them flexibly in writing. Teach students basic writing structures, such as the narrative structure (beginning - development - end) for writing stories about brave deeds, or the argumentative structure (thesis - supporting points - conclusion) for writing about the significance of strength and bravery. B. Difficult Points How to make students' writing vivid and full of details. For example, when describing a brave action, students may only write a simple statement, and it is difficult for them to add details like the environment at that time, the character's facial expressions, and inner thoughts. To improve students' logical thinking ability in writing. Some students may have difficulty in organizing their thoughts in a logical order, resulting in a chaotic writing structure. A. Vocabulary Bravery - related: Bravery (n.) /ˈbreɪvəri/ The quality or state of being brave. E.g., His bravery in the face of danger inspired everyone. Courage (n.) /ˈkʌrɪdʒ/ The ability to do something that frightens one. E.g., She showed great courage when she stood up to the bully. Fearless (adj.) /ˈfɪələs/ Without fear; brave. E.g., The fearless knight charged into the battle. Action - related: Overcome (v.) /ˌəʊvəˈkʌm/ Succeed in dealing with (a problem or difficulty). E.g., They overcame many obstacles to achieve their goal. Confront (v.) /kənˈfrʌnt/ Face (a difficult situation or person) boldly. E.g., We must confront the challenges ahead. Persevere (v.) /ˌpɜːsɪˈvɪə(r)/ Continue in a course of action even in the face of difficulty or with little or no indication of success. E.g., He persevered with his studies despite financial problems. Emotion - related: Nervous (adj.) /ˈnɜːvəs/ Easily agitated or alarmed; anxious. E.g., She was nervous before the performance. Fear (n.) /fɪə(r)/ An unpleasant emotion caused by the belief that someone or something is dangerous, likely to cause pain, or a threat. E.g., Fear gripped her heart when she saw the snake. Determined (adj.) /dɪˈtɜːmɪnd/ Having made a firm decision and being resolved not to change it. E.g., He was determined to win the race. B. Sentence Patterns Expressing actions: Despite + noun/verb - ing, + main clause. Despite the heavy rain, he still went to school on time. With + noun, + main clause. With great effort, she completed the project ahead of schedule. Describing emotions: Feel + adj. + about + noun/verb - ing. She felt nervous about giving a speech in public. Be filled with + emotion. His heart was filled with fear when he heard the news. Showing results: As a result, + main clause. He trained hard every day. As a result, he won the competition. So + adj./adv. + that + clause. She was so brave that she saved the drowning child. 教学过程 A. Lead - in (5 minutes) Show some pictures of famous brave people, such as Martin Luther King Jr., Malala Yousafzai, or firefighters rescuing people from a burning building. Ask students: "Who are these people? What do you think makes them brave?" Let students discuss in pairs for 1 - 2 minutes and then invite some pairs to share their ideas. Write down the key words students mention on the blackboard, such as "courage", "standing up for rights", "helping others in danger", etc. B. Knowledge Presentation (10 minutes) Vocabulary teaching Explain the new vocabulary related to strength and bravery on the knowledge list one by one. Use simple English explanations, examples, and pictures to help students understand. For example, when teaching "bravery", show a picture of a soldier charging into battle and say, "Look at this soldier. His action shows great bravery. Bravery means being brave even when there is danger." Let students read the words aloud several times to practice pronunciation. Sentence pattern teaching Write some of the key sentence patterns on the blackboard, such as "Despite the fear, he/she bravely took the first step." Analyze the structure with students, explain the meaning of each part, and give more examples. Ask students to make their own sentences using these patterns. Invite some students to write their sentences on the blackboard and correct them if there are any mistakes. C. Writing Guidance (10 minutes) Analyze the writing task Present the writing topic clearly, for example, "Write a short passage about a brave person you know, real or fictional. Describe what they did and why you think they are brave." Guide students to think about the structure of the passage. Divide the passage into three parts: introduction, body, and conclusion. In the introduction, they can start with a general statement about bravery, like "Bravery is a quality that can inspire people around us." and then introduce the person they are going to write about. In the body, they should describe the person's actions in detail. For example, if writing about a classmate who stood up to a bully, they can write about when and where it happened, what the bully did, and how the classmate reacted. In the conclusion, they can express their feelings about this person's bravery, such as "I really admire my classmate's bravery and hope to be as brave as him/her in the future." Brainstorming Let students brainstorm ideas in groups of four. They can discuss who the brave person they want to write about is, and list some key points about that person's brave deeds. Walk around the classroom to offer help and guidance. After 3 - 4 minutes, ask each group to share one of their ideas with the whole class. D. Writing Practice (15 minutes) Let students start writing their passages according to the guidance and their brainstorming results. Remind them to use the vocabulary and sentence patterns they have just learned. Walk around the classroom during students' writing process. Observe their writing, and offer individual help if necessary, such as helping with spelling mistakes, grammar errors, or organization problems. Encourage students to write as vividly and detailed as possible. If they get stuck, they can refer to the pictures, vocabulary, and sentence patterns on the blackboard. E. Writing Evaluation and Summary (5 minutes) Select two or three students' passages and show them on the screen. Let other students read the passages silently first, and then ask them to give comments. They can comment on the good points, such as using vivid vocabulary or having a clear structure, and also point out the areas that need improvement, like grammar mistakes or lack of details. After students' comments, give your own comprehensive evaluation, highlighting the key points that should be paid attention to in writing, such as correct language use, logical organization, and vivid description. Summarize the key vocabulary, sentence patterns, and writing structures of this class. Encourage students to keep practicing writing to improve their writing ability. 教学反思 Positive aspects: The use of pictures in the lead - in stage effectively attracted students' attention and activated their prior knowledge, making it easier for them to enter the writing topic. The step - by - step writing guidance, from vocabulary and sentence pattern teaching to structure analysis and brainstorming, provided students with a clear writing framework and enough support, which was helpful for most students to start writing. Areas for improvement: During the writing practice, some students still had difficulty in using the vocabulary and sentence patterns accurately. In the future, more in - class exercises on vocabulary and sentence pattern application should be designed before the writing practice. In the writing evaluation part, although students actively participated in commenting on their classmates' works, the evaluation was mainly focused on language errors. In the next class, more attention could be paid to evaluating the content, such as whether the description of the brave person was vivid enough and whether the reasons for their bravery were well - explained. Adjustment for future teaching: Increase the time for individual guidance during writing practice to better meet the needs of students with different levels. Provide more model essays with different levels of quality in the writing guidance stage, so that students can have a more intuitive understanding of what a good writing should be like and what common mistakes they may make. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $