Unit 2 School life Section 3 Expressing and communicating ideas Writing 教学设计2025-2026学年沪教版（2024）七年级英语上册

Unit 2 School life-Section 3 Expressing and communicating ideas-Writing This writing section in Unit 2 “School life” of Shanghai Education Edition (2024) English textbook for Grade 7 aims to guide students to use the knowledge they have learned in this unit to write an email about their daily life. The unit focuses on the topic of school life, and through this writing task, students are expected to integrate vocabulary, sentence patterns, and grammar related to daily activities, school subjects, and hobbies. They will learn to organize their thoughts and express themselves in a clear and logical way in an email format. The writing task not only helps students improve their writing skills but also deepens their understanding of the unit content and enhances their ability to communicate about their own school life in English. 教学目标 Students will be able to review and master the key vocabulary and sentence patterns related to school life, such as “at school”, “have lessons”, “play basketball”, “my favorite subject is...”, etc. Students will understand and correctly use the simple present tense to describe daily routines and habits. Students will learn the basic structure and format of an email, including the subject line, salutation, body, and closing. 教学重难点 A. Key Points Using the key vocabulary and sentence patterns related to school life to write an email. Mastering the simple present tense and correctly using the third - person singular form of verbs in the writing. Understanding and applying the correct structure and format of an email in writing. B. Difficult Points Organizing ideas logically and coherently in the email, making the content flow smoothly. For example, when describing different aspects of daily life, students may have difficulty in arranging the order of paragraphs and using transitional words. Choosing appropriate words and expressions to vividly describe daily activities and feelings. Students may face challenges in accurately expressing their unique experiences and emotions with rich and diverse language. A. Key Vocabulary School facilities: school, classroom, library, playground, canteen School subjects: Chinese, Maths, English, Science, Art, Music, PE Daily activities: get up, go to school, have lessons, play sports, do homework, watch TV, go to bed Frequency adverbs: always, usually, often, sometimes, seldom, never B. Key Sentence Patterns I usually get up at... I go to school by... We have...lessons every day. My favorite subject is...because... After school, I often/sometimes... I always/usually do my homework in the evening. Before I go to bed, I... C. Grammar - Simple Present Tense Structure: Affirmative: Subject + verb (原形 or third - person singular form) + other components. Negative: Subject + don’t/doesn’t + verb 原形 + other components. Interrogative: Do/Does + subject + verb 原形 + other components? Usage: To describe habits, routines, and things that happen regularly. When the subject is the third - person singular (he, she, it, a person’s name, etc.), the verb should add “-s” or “-es” in the affirmative sentence. D. Email Format Subject line: A short and clear phrase that indicates the main topic of the email. Salutation: “Dear...” followed by the recipient’s name or a general greeting like “Dear Sir/Madam” if the recipient is unknown. Body: The main part of the email where the content is written, usually divided into paragraphs. Closing: Such as “Best regards,” “Yours sincerely,” etc., followed by the sender’s name. 教学过程 A. Lead - in (5 minutes) Greet the students and start a simple conversation. For example, ask students “How was your day yesterday?” “What did you do after school yesterday?” to lead in the topic of daily life. Show some pictures related to school life, such as students having classes, playing on the playground, reading in the library, etc. Ask students to describe what they see in the pictures briefly. This can help students recall the vocabulary and sentence patterns they have learned in this unit. B. Knowledge Review (8 minutes) Vocabulary Review Write some key words on the blackboard, such as “get up”, “have breakfast”, “go to school” and divide students into groups. Each group takes turns to add more related words about daily life. The group that adds the most correct words within 2 minutes wins. After that, randomly choose some students to make sentences with the words they have listed, for example, “I always get up at 6:30 in the morning.” Grammar Review - Simple Present Tense Write several sentences on the blackboard, some in the affirmative form, some in the negative form, and some in the interrogative form, like “He plays basketball after school.” “They don’t have Science lessons on Friday.” “Does she usually go to bed early?” Ask students to analyze the structure of these sentences, especially focusing on the form of the verb in different sentences. Then, let students make their own sentences in different forms of the simple present tense. C. Writing Guidance (12 minutes) Introduction to Email Structure Show an example of an email on the PPT, and explain each part of the email structure, including the subject line, salutation, body, and closing. Let students understand the function of each part. Give some examples of different subject lines, salutations, and closings, and let students discuss why they are used in different situations. Planning the Email Content Explain to students that they are going to write an email to a pen - pal to introduce their daily life. Guide students to plan their writing. Divide the body of the email into three paragraphs: Paragraph 1: Introduction. Briefly introduce themselves, such as “My name is... I am a Grade 7 student at...School.” Paragraph 2: Main body. Describe their daily life, including school activities, hobbies, and free - time activities. For example, “I usually go to school at 7:30. We have many interesting lessons every day. After school, I often play football with my friends on the playground.” Paragraph 3: Conclusion. Express their feelings about their daily life, like “I really enjoy my school life. It is busy but interesting.” Let students make a simple outline on their notebooks, listing the key points they want to write in each paragraph. Walk around the classroom to offer help and guidance. D. Writing Practice (15 minutes) Students start to write their emails according to their outlines. Remind them to use the correct email format, appropriate vocabulary, sentence patterns, and grammar. Encourage them to be creative and add more details to make their emails more vivid. While students are writing, the teacher walks around the classroom, observing students’ writing process. Provide individual guidance when necessary, such as helping students correct grammar mistakes, suggesting better words or expressions, and reminding students of the logical order of their writing. E. Peer Review and Revision (3 minutes) Divide students into pairs. Let them exchange their emails and read each other’s writing. Provide a simple checklist for peer review, such as: Check if the email format is correct. Check if the sentences are grammatically correct, especially the use of the simple present tense. Check if the content is clear and logical, and if there are enough details. Students give each other simple feedback based on the checklist. They can circle the mistakes they find and write down some suggestions for improvement. F. Class Summary (2 minutes) Invite some pairs of students to share their peer - reviewed emails with the class. Let other students listen carefully and give some positive comments and suggestions. Summarize the key points of this writing class, including the email structure, the use of vocabulary and grammar in writing about daily life. Encourage students to keep practicing writing in English and to pay attention to details in their future writing. 教学反思 After this class, most students can master the basic structure of an email and use the simple present tense to describe their daily life to a certain extent. However, some students still have problems with the correct use of the third - person singular form in the simple present tense, and they need more targeted exercises. During the writing process, some students have difficulty in organizing their ideas and lack of details in their writing. In future teaching, more training on logical thinking and how to expand writing content should be provided, such as through more sample analysis and brainstorming activities before writing. The peer - review activity is generally effective, as it allows students to learn from each other. But in the future, more specific guidance on how to give comprehensive and constructive feedback can be given to make this activity more productive. The overall class atmosphere is active, and students show a certain degree of enthusiasm for sharing their school life. In the follow - up teaching, more real - life - related writing tasks can be designed to further stimulate students’ interest in writing in English. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$