Unit 1 School life E Writing 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

Unit 1 E Writing 教学设计 I. Teaching Objectives Learn to write about everyday school life, using a details chart to organize ideas and support them with details. Master the correct use of “there is/are” to describe school facilities and activities. Improve writing skills by following the steps of studying a model, brainstorming, writing, checking, and peer review. II. Language Knowledge 1. Key words & phrases everyday school life, different subjects, clubs, arts and crafts, new friends, there is/are 2. Key sentences I can't wait to share my busy but colourful life in the new school with you. There are many different subjects I can learn every day. Science is really interesting and it always opens my eyes. There are many clubs I can join after class. I like the Art Club. Not only can I make arts and crafts by myself, but I can also make new friends with the same interests. I really enjoy my new school life. 3. Key and challenging points Organize ideas about everyday school life using a details chart. Use “there is/are” correctly to describe school elements. Write a coherent passage with clear ideas and proper details. III. Teaching Procedures Learning activities: Step 1 Study a model (Step 1) Read the model passage T: Read the model passage about the writer's new school life. Ask Ss to read the passage and understand its structure (Beginning, Body, Ending). Complete the details chart T: Complete the details chart based on the model passage. Guide Ss to fill in the “Idea” and “Detail” columns for the body part. Then check together. Step 2 Brainstorm (Step 2) Think of ideas and details T: Think of some things you do every day in your school, and give details to support them. Ask Ss to write down their own “Idea 1” and “Detail 1”, “Idea 2” and “Detail 2”. Invite some Ss to share their ideas. Step 3 Write (Step 3) Write the passage T: Share your new school life. Use the details chart and the sentences you wrote in Step 2 to help you. Guide Ss to write their passages, following the structure of the model (Beginning: introduction; Body: ideas with details; Ending: conclusion). Step 4 Check (Step 4) Self - check T: Read your own writing and answer the questions: Did you use there is/are correctly to describe your school? Did you use details to support your ideas? Did you start each new sentence with a capital letter? Ask Ss to check their own writing based on these questions. Step 5 Peer review (Step 5) Exchange and review T: Exchange your writing with another student. Answer the questions: Does the writer use there is/are correctly to describe his or her school? Does the writer have clear ideas and proper details? Does the writer start each new sentence with a capital letter? Ask Ss to review their partner's writing and give feedback. IV. Assessment of Teaching Effectiveness Assess Ss' ability to organize ideas using a details chart by checking their completed charts in Step 1 and Step 2. Observe whether Ss can write a coherent passage with correct “there is/are” usage, clear ideas, and proper details in Step 3. Evaluate Ss' self - checking and peer review abilities by observing their answers to the check questions. This lesson helps Ss learn to write about everyday school life, improving writing organization and accuracy in using “there is/are”. V. Design Purpose Studying the model helps Ss understand the structure and language of writing about school life. Completing the details chart trains them to organize ideas with supporting details. Brainstorming encourages Ss to think about their own school life and prepare content for writing. Writing, self - checking, and peer review provide a complete writing process, helping Ss improve writing skills through practice and feedback. VI. Blackboard Design Unit E Writing “My everyday school life” Structure: Beginning: Introduction (e.g., I can't wait to share my... life...) Body: Ideas + Details (e.g., There are many different subjects...; Science is really interesting...) Ending: Conclusion (e.g., I really enjoy my new school life.) Key: Use “there is/are” correctly; Support ideas with details. VII. Homework Polish the passage written in class based on self - check and peer review. Share your polished passage with your family and ask for their feedback. VIII. Teaching Reflection The step - by - step writing process effectively helped Ss organize their ideas and write about school life. Ss showed good understanding of using a details chart. However, some Ss might need more practice in using “there is/are” correctly and developing detailed descriptions. In future lessons, more targeted practice on these aspects can be provided. 学科网（北京）股份有限公司 $$