Unit 8 Fighting pandemics E Writing 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

Unit 8 Fighting pandemics-E Writing I. Content Overview This writing lesson in Unit 8 of the 2024 Shanghai Foreign Language Education Press' English textbook for Grade 8 focuses on the theme of "Fighting pandemics". Students will be guided to write about the impact of pandemics, preventive measures, and the efforts of people in the face of pandemics. They will draw on the vocabulary, sentence patterns, and reading materials related to pandemics they have learned in this unit to construct a well - organized and informative piece of writing. Through this writing task, students will not only enhance their writing skills but also deepen their understanding of the significance of global health cooperation and personal health awareness during pandemics. 教学目标 A. Knowledge Objectives Students can master and correctly use the key vocabulary and phrases related to pandemics, such as "pandemic", "epidemic", "infect", "vaccine", "quarantine", etc., in their writing. Students are able to apply the relevant sentence patterns learned in the unit, for example, "It is important to...", "The government has taken measures to...", "People should...", to express their ideas precisely. B. Ability Objectives Develop students' ability to organize ideas and structure their writing. They can write an article with a clear introduction, body, and conclusion, and use appropriate transitional words and phrases to make the writing coherent. Improve students' writing skills in terms of grammar, spelling, and punctuation, ensuring that their writing is error - free to a large extent. Cultivate students' ability to collect and select information. They can extract useful information from the reading materials and their own knowledge reserves to support their writing. C. Emotional Objectives Raise students' awareness of global health issues and the importance of taking preventive measures during pandemics. Foster students' sense of social responsibility and the spirit of cooperation, as they understand the collective efforts in fighting pandemics. 教学重难点 A. Key Points Guide students to organize their writing ideas clearly, including how to start an article about pandemics, what main points to include in the body, and how to end the article effectively. Help students master the use of key vocabulary and sentence patterns related to pandemics in writing, so as to express their ideas accurately. B. Difficult Points Enable students to write with creativity and individuality while maintaining the accuracy of language. They need to avoid writing in a mechanical and repetitive way. Teach students how to use proper transitional words and phrases to make the logical relationship between paragraphs and sentences more explicit, which is crucial for a coherent piece of writing. Vocabulary Pandemic: a disease that spreads over a whole country or the whole world Epidemic: a large number of cases of a particular disease happening at the same time in a particular community Infect: to cause someone to have a disease Vaccine: a substance that is put into the body to protect it against a particular disease Quarantine: a period of time during which a person or animal that has or may have a disease is kept away from others to prevent the disease from spreading Mask: a covering for all or part of the face, worn to protect the wearer from inhaling harmful substances, etc. Sentence Patterns It is + adj. + to do sth. (e.g., It is necessary to wear a mask in public places during a pandemic.) The government/authorities have taken measures to... (e.g., The government has taken measures to promote vaccination.) People should/ought to... (e.g., People should wash their hands frequently to prevent the spread of the virus.) Not only... but also... (e.g., Not only individuals but also the whole society should work together to fight the pandemic.) Transitional Words and Phrases Firstly/Secondly/Finally In addition/Moreover/Furthermore However/Nevertheless As a result/Therefore 教学过程 A. Lead - in (5 minutes) Show some pictures and short videos about famous pandemics in history, such as the Spanish Flu in 1918 and the recent COVID - 19 pandemic. T: "Boys and girls, look at these pictures and videos. What are they about?" Ss: "Pandemics." Ask students some simple questions to arouse their interest and recall their prior knowledge. T: "Do you know what the consequences of pandemics are? Can you name some preventive measures we usually take during a pandemic?" Let students share their ideas briefly. B. Pre - writing (10 minutes) Brainstorming Divide students into groups of four. Give each group a piece of paper and ask them to write down as many words, phrases, and ideas related to pandemics as they can in 3 minutes. After that, each group selects a representative to share their brainstorming results with the whole class. The teacher writes down the useful ones on the blackboard. Analyze the structure of a writing about pandemics T: "Now, let's think about how to structure our writing. How should we start an article about pandemics?" Guide students to come up with ideas like starting with a general statement about the impact of pandemics or a relevant question. Then discuss what should be included in the body part, such as the causes, consequences, preventive measures, and people's efforts. Finally, talk about how to end the article, for example, by summarizing the main points or expressing hopes for the future. Write the following structure on the blackboard: Introduction: General statement/Question about pandemics Body: Causes, Consequences, Preventive measures, People's efforts Conclusion: Summary/Hope C. While - writing (20 minutes) Give students a writing task T: "Now, based on our discussion, please write an article about fighting pandemics. You can choose one or more aspects we talked about in the body part. Remember to use the vocabulary, sentence patterns, and transitional words we have learned." The writing task can be: "Write an article of about 120 - 150 words about the importance of taking preventive measures during a pandemic and the efforts people have made." Students start to write. The teacher walks around the classroom, providing individual guidance. Help students who have difficulties in organizing ideas, using vocabulary, or with grammar problems. D. 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 checklist: Are there any spelling mistakes? Are the grammar and sentence structures correct? Are the key vocabulary and sentence patterns used properly? Is the writing well - organized with a clear introduction, body, and conclusion? Are there appropriate transitional words and phrases? Students write down their comments and suggestions on their partners' papers. Revision After peer - review, students get back their own papers and make revisions according to their partners' suggestions. Select some students to read their revised articles aloud to the class. The teacher gives positive feedback and further suggestions for improvement. 教学反思 In this writing class, the use of pictures and videos in the lead - in stage successfully attracted students' attention and activated their prior knowledge, which laid a good foundation for the following teaching procedures. However, in the future, more interactive ways, such as asking students to share their personal experiences related to pandemics, can be added to make the lead - in more engaging. The brainstorming and structure - analyzing activities in the pre - writing stage effectively helped students organize their ideas. But some students still had difficulties in applying the transitional words and phrases. In the next class, more targeted exercises on transitional words can be designed to strengthen this point. During the while - writing stage, most students were able to start writing based on the guidance. However, a few students still needed more time to think and write. In the future, it might be necessary to give different levels of students different time allowances or more detailed individual guidance. The peer - review and revision activities in the post - writing stage provided students with opportunities to learn from each other. But some students did not take the peer - review seriously. In the next time, clear evaluation criteria and more guidance on how to conduct peer - review should be given to ensure the effectiveness of this activity. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $