Unit 6 Great minds-E Writing 教学设计 2025-2026学年沪外教版英语八年级上册

Unit 6 Great minds-E Writing This writing section in Unit 6 “Great minds” is designed to guide students to write about great figures. By learning the reading materials in this unit, students have already known about some great minds and their contributions. In this writing class, students will further organize their thoughts and use appropriate language to describe and evaluate great figures. They are required to include basic information such as the person's name, birthplace, and main achievements, and also analyze the reasons for their success and the inspiration they bring. This writing task not only helps students improve their writing skills but also deepens their understanding of the qualities and spirits of great minds. 教学目标 A. Knowledge Objectives Students can master relevant vocabulary and expressions about describing great figures, such as “invent”, “discover”, “contribute to”, “be famous for”, etc. Students are able to correctly use tenses, especially the simple past tense and past continuous tense, to describe past events and actions of great figures. B. Ability Objectives Students can write a short passage about a great figure with clear structure, including an introduction, main body, and conclusion. Students can improve their logical thinking ability in writing, such as arranging content in an orderly manner and using appropriate transitional words to make the article coherent. C. Emotional Objectives Through writing about great figures, students can be inspired by their spirits and achievements, and cultivate a positive attitude towards learning and life. Students can enhance their awareness of respecting and admiring great minds in different fields and cultures. 教学重难点 A. Key Points Guide students to collect and organize information about great figures, and select the most important and relevant content for writing. Teach students how to use appropriate words, phrases, and sentence patterns to vividly describe the characteristics and contributions of great figures. Help students master the basic structure of writing about people, and make their writing have a clear beginning, middle, and end. B. Difficult Points Enable students to analyze the reasons for the success of great figures from a deeper perspective and express their own insights in writing. Guide students to use various sentence structures and rich vocabulary to make their writing more colorful and attractive, rather than being monotonous. Cultivate students' ability to check and revise their own writing, and improve the accuracy and quality of writing. A. Vocabulary Great figure related: scientist, inventor, philosopher, artist, musician, writer... Describing achievements: invent, discover, create, compose, write, contribute to, make a great difference... Describing personal qualities: intelligent, creative, determined, persistent, hard - working, curious... B. Sentence Patterns [Great figure's name] was born in [birthplace] in [year]. He/She is famous for [his/her main achievement]. [Great figure's name] made great contributions to [field], which... Thanks to his/her [quality], [great figure's name] was able to... His/Her story inspires us that... C. Tenses Simple past tense: Used to describe past events, such as someone's birth, education, and major achievements. For example, “Thomas Edison invented the light bulb in 1879.” Past continuous tense: Can be used to describe an action that was in progress at a certain time in the past, which can add vividness to the description. For example, “While Newton was sitting under the apple tree, an apple fell on his head.” 教学过程 A. Lead - in (5 minutes) Show some pictures of well - known great figures, such as Albert Einstein, Isaac Newton, and Leonardo da Vinci, on the PPT. Ask students to quickly name them and briefly say what they know about these figures. T: “Boys and girls, look at the pictures on the screen. Who are they? And can you tell me something about them?” Ss may answer: “Albert Einstein is a famous scientist. He developed the theory of relativity.” Then, ask students to think about what makes these people great. Lead them to discuss in pairs and share their ideas with the class. T: “Why are they so great? Talk to your partner and then we will share your opinions.” Ss might say: “They made great contributions to science/ art/ literature...” B. Pre - writing (10 minutes) Divide students into groups of four. Each group is assigned a great figure. Provide each group with some reference materials, such as short biographies, pictures, and relevant videos about the assigned figure. T: “Now, you will work in groups. Each group will focus on one great figure. Here are some materials for you to learn more about him/her.” Guide students to read and watch the materials carefully, and ask them to take notes on the following aspects: Basic information: name, birthplace, birth date Education background Main achievements Personal qualities Influence and contributions T: “While reading and watching, please take notes on these important points. They will be useful for your later writing.” After that, each group chooses a representative to report the information they have collected to the whole class. The teacher writes down the key information on the blackboard. Group representative: “Our great figure is Thomas Edison. He was born in Milan, Ohio, USA in 1847. He had very little formal education. But he invented many important things, like the light bulb, the phonograph... He was very creative and persistent. His inventions have greatly changed our lives...” C. While - writing (20 minutes) Provide students with a writing framework on the PPT: Introduction: Briefly introduce the great figure you are going to write about, including his/her name and why he/she is famous. Main body: Paragraph 1: Talk about his/her basic information, such as birthplace, birth date, and education background. Paragraph 2: Describe his/her main achievements in detail. Explain how he/she made these achievements and what difficulties he/she faced. Paragraph 3: Analyze his/her personal qualities that contributed to his/her success. Conclusion: Summarize the influence and contributions of this great figure, and state what we can learn from him/her. T: “Look at the writing framework on the screen. It will help you organize your writing.” Ask students to start writing according to the framework and the information they have collected. Walk around the classroom, monitor students' writing process, and provide individual guidance when necessary. T: “Now, start your writing. If you have any questions, raise your hands.” For example, if a student is confused about the use of a certain word, the teacher can give an example to clarify its usage. D. Post - writing (10 minutes) Pair - work: Ask students to exchange their writing with their partners. They are required to read each other's work carefully and check for grammar mistakes, spelling mistakes, and the clarity of the content. Then, they give some suggestions for improvement. T: “Exchange your writing with your partner. Read it carefully and help each other to make it better.” S1 may say to S2: “In your introduction, you made a spelling mistake. It should be ‘invented’ instead of ‘invented’. And I think you can add more details about his achievements in the main body.” Select some students to read their improved writing aloud to the class. After each reading, let other students give their comments. The teacher also gives comprehensive evaluations, highlighting the strengths and areas for improvement. T: “Who would like to read your writing aloud? Then we will discuss it together.” After a student reads, other students may comment: “Your description of his personal qualities is very vivid. But I think the conclusion can be more concise.” Finally, ask students to make final revisions based on the comments and hand in their writing. T: “Now, make the final revisions according to the comments and hand in your writing later.” 教学反思 In this writing class, the use of pictures, videos, and group work in the lead - in and pre - writing stages can effectively arouse students' interest and enthusiasm. Students actively participated in collecting and discussing information, which laid a good foundation for writing. However, in the future, more diverse materials can be provided to meet the different learning needs of students. During the while - writing stage, although individual guidance was provided, some students still had problems with sentence construction and the use of vocabulary. This indicates that more grammar and vocabulary training in writing context are needed in daily teaching. The post - writing peer - review and class - discussion 环节 were relatively successful. Students could learn from each other through exchanges and evaluations. But in the future, more specific evaluation criteria can be given to make the evaluation more objective and accurate. Overall, through this writing class, students have a better understanding of how to write about great figures. However, continuous practice and improvement are still required to further improve students' writing ability and logical thinking ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $