资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 5 Water is life-Section 3 Expressing and communicating ideas（Writing）
教学目标
1. Knowledge Aims Students will be able to master and use the vocabulary and sentence patterns related to water conservation learned in this unit, such as "turn off the tap", "reuse water", "save water", "We should/shouldn't...", "We can... to save water". Students can understand and apply the writing structure and logical thinking methods for writing about water - saving measures, such as listing different scenarios (at home, at school, in daily life) to describe corresponding water - saving actions. 2. Ability Aims Develop students' ability to organize thoughts and write a short passage about water - saving suggestions clearly and coherently. The writing should have a certain logical order, appropriate vocabulary usage, and correct grammar, with at least 80 - 100 words. Improve students' ability to use mind maps to plan their writing. They can create a simple mind map independently to outline the main ideas and supporting details of their writing. Enhance students' ability to self - evaluate and peer - evaluate their writing. They can identify grammar mistakes, inappropriate vocabulary usage, and problems with the logic of their writing, and be able to make reasonable revisions based on the evaluation results. 3. Emotional Aims Further strengthen students' awareness of water conservation and environmental protection, and encourage them to actively take actions to save water in their daily lives. Cultivate students' interest in English writing through practical writing tasks related to real - life topics, and boost their confidence in writing in English.
重难点
1. Teaching Key Points Guide students to master the relevant vocabulary and sentence patterns for writing about water - saving measures, and be able to use them correctly in writing. Teach students how to use mind maps to plan their writing, and help them understand how to organize their writing from different aspects, such as different places and actions. Train students to write a complete and coherent short passage about water - saving suggestions, including an introduction, main body (listing specific measures), and conclusion. 2. Teaching Difficult Points Enable students to write with clear logic and coherence. They should be able to connect different sentences and paragraphs smoothly, for example, using proper transitional words or phrases like "firstly", "secondly", "moreover", "in conclusion". Help students avoid common grammar mistakes in writing, such as incorrect verb tenses, subject - verb agreement, and the use of plurals. Also, guide them to use a variety of sentence structures appropriately, not just simple sentences. Cultivate students' ability to express their own unique ideas and suggestions in writing, rather than simply copying from textbooks or examples.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Activity: Show some pictures on the PPT, including pictures of water - wasting phenomena (such as a running tap, a person taking a long shower) and pictures of water - saving actions (such as using used water to water plants, turning off the tap when brushing teeth). Teacher's Instruction: "Boys and girls, look at these pictures carefully. Can you tell me what you see What's the difference between these two groups of pictures " Student's Activity: Students observe the pictures and answer the teacher's questions. Some students may say, "In the first group of pictures, people are wasting water, and in the second group, people are saving water." Design Intent: By showing vivid pictures, it can quickly attract students' attention, arouse their interest in the topic, and activate their prior knowledge about water - saving and water - wasting, laying a foundation for the subsequent writing teaching.
Knowledge Presentation (10 minutes) Activity: Use the PPT to display some words and phrases related to water conservation, such as "save water", "turn off the tap", "reuse water", "collect rainwater", "a dripping tap", "water shortage", etc. Then, randomly select students to read these words and phrases aloud and explain their meanings in simple English. After that, show some sentence patterns on the PPT, like "We should... to save water", "It's important to...", "Don't forget to...", "We can reuse water by...". Divide students into pairs. One student in each pair uses one of the sentence patterns to make a sentence related to water conservation, and the other student listens and checks if the sentence is correct. Then they switch roles. Teacher's Instruction: "Now, let's review the words and phrases we learned before. Read them out and tell me what they mean. Then, work with your partners to make sentences using the given sentence patterns." Student's Activity: Students read the words and phrases, explain their meanings, and make sentences in pairs. For example, a student may say, "We should turn off the tap when we brush our teeth to save water." Design Intent: Reviewing vocabulary and sentence patterns helps students recall the necessary language knowledge for writing. The pair - work activity can increase students' speaking practice and make the review process more interactive and interesting. It also provides students with language input for their subsequent writing.
Practice (15 minutes) Activity: Draw a big circle in the middle of the blackboard and write "Ways to Save Water" in it. Then, start to draw branches from the circle. Ask students for suggestions on different aspects to save water, such as at home, at school, in public places. Write these aspects on the branches. Next, for each aspect, ask students for specific actions. For example, when the aspect is "at home", students may suggest "turn off the tap while washing hands", "use used water to clean the floor", etc. Write these specific actions on the sub - branches. After that, divide students into groups of four. Each group is given a piece of white paper. They need to create their own mind maps about "Ways to Save Water" on the paper, referring to the one on the blackboard. They can add more ideas if they have. Teacher's Instruction: "Let's make a mind map together. First, think about different places where we can save water. Then, come up with some actions for each place. Now, work in your groups to create your own mind maps." Student's Activity: Students actively participate in the mind - map construction on the blackboard, giving suggestions. Then, in their groups, they draw their own mind maps, discussing and adding more details. Design Intent: The mind - map construction can help students organize their thoughts and plan their writing. By starting with a group - led mind - map on the blackboard and then having students create their own in groups, it can gradually guide students to master the method of using mind maps for writing planning. It also encourages students to think actively and collaborate with their peers.
Production (10 minutes) Activity: Based on the mind maps they just created, students start to write a draft of their short passage about water - saving suggestions. Remind students to start with an introduction, such as stating the importance of water or the current situation of water shortage. Then, in the main body, describe the water - saving measures according to different aspects (at home, at school, etc.). Finally, write a simple conclusion, such as calling on everyone to save water. Walk around the classroom during students' writing process, providing individual guidance. Help students who have difficulties in spelling, grammar, or organizing ideas. Teacher's Instruction: "Now, it's time for you to write your own passages. Refer to your mind maps. Remember to have an introduction, main body, and conclusion. If you have any problems, raise your hands." Student's Activity: Students start writing their drafts. They may write something like "Water is very important for our lives. But now, there is a serious water shortage. At home, we can turn off the tap when we don't need water... In conclusion, let's save water from now on." Design Intent: This step allows students to put their organized thoughts into words, practicing their writing ability. The teacher's individual guidance can meet the different needs of students and help them overcome difficulties in the writing process.
Summary and Homework (5 minutes) Activity: Based on the self - evaluation and peer - evaluation results, students revise their writing drafts, correcting grammar mistakes, improving vocabulary usage, and making the logic more clear. After that, briefly summarize the key points of this writing class, including important vocabulary, sentence patterns, the method of using mind maps for writing planning, and the importance of water conservation. Teacher's Instruction: "Revise your drafts according to the evaluation. Make your writing better. Now, let's quickly review what we learned today." Student's Activity: Students revise their drafts. Then, they listen to the teacher's summary and can ask questions if they still have doubts. Design Intent: The revision process can improve the quality of students' writing. The summary at the end of the class can help students review and consolidate the knowledge and skills they learned in this class, deepening their understanding.

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