Unit 3 Social networking E Writing 教学设计 2024-2025学年沪外教版七年级英语下册

该初中英语教学设计聚焦文本信息邀请的写作，核心知识点为邀请短信的结构要素，包括问候、活动、时间地点交通及邀请语言。课堂导入通过分析范文短信，标注各结构部分并匹配表情符号含义，搭建从结构认知到独立写作的学习支架，梳理邀请文本的要素脉络。 特色在于模型学习与互动实践结合，通过范文拆解结构、表情符号匹配活动培养语言能力，同伴互评和真实线下活动邀请设计提升思维品质与学习能力，如学生规划野餐邀请细节并互评结构完整性，既增强写作实用性，又为教师提供清晰的教学流程与评估标准。

Unit 3 E Writing教学设计 I. Teaching Objectives Guide students to analyze a model text message invitation, identifying its structure (greeting, activity, details, acceptance/refusal). Develop students’ ability to write friendly text message invitations for offline activities, including all necessary parts (greeting, invitation, time/place, transportation). Enhance students’ use of emojis and friendly language to make invitations clear and appealing, and practice polite acceptance/refusal. II. Language Knowledge 1. Key words & phrases Invitation structure: greeting, activity, inviting, place/time/transportation, accepting, refusing Friendly language: “Hi there!”, “Would you like to...?”, “I’d love to.”, “Sorry, I can’t.” Emojis: Understanding and using emojis to express tone (e.g., for bus, for excitement). 2. Key sentences “Guess what? This Saturday afternoon, there’s a super cool technology fair downtown!” (invitation example). “I’d love to. Thanks for asking! ️ Can’t wait!” (acceptance example). “Sorry, I can’t. It’s my sister’s and we’re going to have a party.” (refusal example). 3. Key and challenging points Structure Mastery: Including all four parts of an invitation (greeting, activity, time/place, transportation). Friendly Tone: Using emojis and casual language to make invitations appealing. Polite Responses: Practicing gracious acceptance and refusal with reasons. III. Teaching Procedures Step 1: Analyze the Model Invitation (12 minutes) Study the Model: Show the model text messages and label parts (greeting, activity, inviting, etc.). Complete Task 1: Match emojis to meanings (e.g., = birthday, = bus). Discuss how emojis add tone. Understand Invitation Structure: Identify the four key parts in the model: Greeting: “Hi there!” Activity: “Technology fair” Time/Place/Transport: “Meet at school gate at 1:30 p.m., catch bus” Inviting Language: “Would you like to come with me?” Explain why each part matters (clarity, friendliness). Step 2: Learn Invitation Language (10 minutes) Task 2: Invitation Expressions Students answer questions about the model (who, when, where, how) to practice extracting details. Complete Task 3: Fill in the table with inviting, accepting, and refusing language (e.g., “Can you come?” for inviting, “I’d love to” for accepting). Practice with Emojis: Discuss how emojis enhance invitations (e.g., for friendliness, for excitement). Have students suggest emojis for different activities (e.g., ️ for a hike). Step 3: Plan Your Invitation (12 minutes) Step 2: Choose an Activity: Students pick an offline activity (e.g., park picnic, sports game, art workshop). Make notes for each invitation part: Greeting: Friendly (e.g., “Hey!”) Activity: Clear description (e.g., “Picnic in Central Park”) Time/Place: Specific (e.g., “Saturday 2 p.m. at the park entrance”) Transport: Suggestions (e.g., “We can walk or take the subway”) Walk around to help students brainstorm ideas. Step 4: Write the Text Message (13 minutes) Step 3: Draft the Invitation: Students write their text message, using the model and planned notes. Encourage emojis (e.g., for a picnic, for a soccer game). Include Responses: Add a sample acceptance and refusal (e.g., “Sure! I’ll bring snacks. ” or “Sorry, I have a piano lesson. Maybe next time!”). Step 5: Check & Peer Review (8 minutes) Step 4: Self - Check: Students verify: Did I include all four parts? Use emojis? Use friendly language? Step 5: Peer Review: Pairs exchange invitations and check: Are all parts included? Do emojis fit the tone? Is the language friendly? Provide feedback (e.g., “Add a emoji for transport clarity!”). Step 6: Share & Revise (5 minutes) Share Invitations: Invite students to share their messages. Celebrate creative emojis and clear details. Revise: Students revise based on feedback, focusing on structure and tone. IV. Assessment of Teaching Effectiveness Formative Assessment: Check Step 1 analysis for understanding of invitation structure. Observe Step 3 planning for clear activity details. Summative Assessment: Evaluate final invitations based on: Inclusion of all four parts (greeting, activity, time/place, transport). Effective use of friendly language and emojis. Polite acceptance/refusal examples. V. Design Purpose Model - Based Learning: Breaks down invitation structure using a relatable text message example. Interactive Practice: Emojis and peer review make writing engaging and collaborative. Real - Life Application: Prepares students to write clear, friendly invitations for offline activities. VI. Blackboard Design Unit 3 Writing — Text Message Invitations Structure: Greeting Activity Time/Place/Transport Inviting Language Key Language: Inviting: “Would you like to...?”, “Can you come?” Accepting: “I’d love to!”, “Count me in!” Refusing: “Sorry, I can’t. ... Maybe next time.” Emojis: (excitement), (transport), (friendliness) VII. Teaching Reflection If students struggle with emojis, provide a “suggested emoji list” for common activities. For peer review, model how to give specific feedback (e.g., “Your greeting is friendly, but add a time for clarity.”). Celebrate creative activity ideas to keep students motivated. 学科网(北京)股份有限公司 $$