Unit 7 Fun after school-Section 3 Expressing and communicating ideas--Writing 教学设计 2025-2026学年沪教版英语七年级上册

Unit 7 Fun after school-Section 3 Expressing and communicating ideas-Writing This writing section in Unit 7 of the Shanghai Education Edition (2024) English textbook for Grade 7 focuses on describing an after - school activity. Students are required to learn from a model text, analyze its structure and content, and then use the learned skills and language to write about their own after - school experiences. The topic of after - school activities is closely related to students' daily lives, which can stimulate their interest in writing and help them express their real feelings and experiences. 教学目标 Students will be able to master the key words and phrases related to after - school activities, such as "charity sale", "snack", "decorate", "make a difference", etc. Students will understand and correctly use the simple past tense to describe past events in the context of after - school activities. Students will learn the common writing structure for describing an activity, usually including the introduction of the activity, what was done during the activity, and the feelings and conclusions after the activity. 教学重难点 1. Teaching Key Points The use of key words and phrases related to after - school activities in writing. The correct application of the simple past tense to describe past actions and experiences. Analyze and imitate the structure of the model text to write a well - structured description of an after - school activity. 2. Teaching Difficult Points How to guide students to choose vivid and specific details to enrich their writing content, rather than just making a simple list of activities. Helping students express their true feelings and reflections about after - school activities accurately and vividly, and make the writing more meaningful. Training students to effectively use self - assessment and peer - assessment to improve the quality of their writing. 1. Key Words and Phrases Charity sale: an event where goods are sold to raise money for charity. E.g., We held a charity sale last week to help the poor children. Snack: a small amount of food eaten between meals. E.g., There were various snacks at the party. Decorate: to make a place look more attractive by putting things such as pictures, ornaments, etc. on the walls or in other places. E.g., We decorated the classroom with colorful balloons for the New Year's party. Make a difference: to have an important effect or influence. E.g., Your help really made a difference to my study. Hand - made: made by hand rather than by machine. E.g., She gave me a hand - made card on my birthday. 2. Grammar Focus: Simple Past Tense Regular verbs form their past tense by adding -ed. For example, "play - played", "walk - walked", "talk - talked". Irregular verbs have special past - tense forms. Such as "go - went", "do - did", "have - had". When using the simple past tense, pay attention to the time adverbs indicating past time, such as "yesterday", "last week", "two days ago", etc. 3. Writing Structure Introduction: Briefly introduce what the after - school activity is and when and where it took place. Body: Describe in detail what you and others did during the activity, following a certain order, such as time order or activity order. Conclusion: Express your feelings, experiences, and what you have learned or gained from this activity. 教学过程 1. Lead - in (5 minutes) Greet the students and show some pictures of different after - school activities, such as football games, art club activities, and volunteer work. Ask students: "What after - school activities do you see in these pictures? Have you ever taken part in any of these activities? How did you feel?" Encourage students to share their experiences briefly. 2. Pre - writing (10 minutes) Present the writing task: "Write about an interesting after - school activity and share it with us. The best description will go on our school website." Let students read Wang Yao's description of a charity sale on page 108 of the textbook. Then, ask them to label the paragraphs according to the following functions: Paragraph 1: Introduction (What was the activity? When and where did it take place?) Paragraph 2: Body (What did they do during the activity?) Paragraph 3: Conclusion (How did the writer feel about the activity?) After students finish labeling, check the answers together and ask them to summarize the main idea of each paragraph. 3. While - writing (20 minutes) Brainstorming: Divide students into groups of four. Let them discuss and list the after - school activities they have participated in. Then, choose one activity that they think is the most interesting and worth writing about. Use the questions in Exercise 1 on page 108 of the textbook to help students organize their thoughts: What was the after - school activity? When and where did it take place? What did you and your classmates do? How did you feel about the activity? Outlining: Guide students to make an outline based on the writing structure. For example: Introduction: I took part in a [name of the activity] at [time] in [place]. Body: First, we [action 1]. Then, we [action 2]... Conclusion: I felt [feeling] because [reason]. Writing Draft: Students start to write their first draft according to the outline. While they are writing, the teacher walks around the classroom, providing individual guidance, answering students' questions, and helping them solve problems they encounter in writing, such as grammar errors, word - choice difficulties, etc. 4. Post - writing (10 minutes) Self - assessment: Give each student a self - assessment checklist, which includes items such as: Have I used the simple past tense correctly? Have I included all the key information about the activity (when, where, what, how)? Have I used adjectives and adverbs to make my writing more vivid? Is my writing organized in a clear structure (introduction - body - conclusion)? Let students check their own writing according to the checklist and make necessary revisions. Peer - assessment: Pair up the students. Each student exchanges their writing with their partner. They read their partner's writing and fill in the peer - assessment form, which includes comments on the content, structure, language use, and suggestions for improvement. After peer - assessment, students get their writing back and consider their partner's suggestions to further revise their writing. Sharing: Select several students to share their revised writing with the whole class. Encourage other students to listen carefully and give positive feedback. The teacher also gives comprehensive comments on students' writing, highlighting the strengths and areas for improvement. 教学反思 After this writing class, students generally have a better understanding of how to describe an after - school activity in English. Through the lead - in, pre - writing, while - writing, and post - writing steps, most students can complete a basic description of an after - school activity with a clear structure and correct grammar. However, there are still some problems that need to be addressed in future teaching. Some students still have difficulty in choosing vivid details to enrich their writing. In the future, more training on descriptive writing, such as using more sensory words (words related to sight, sound, smell, taste, and touch) can be provided. Also, some students are not very confident in expressing their true feelings in writing. Teachers can give more examples of emotional expressions and encourage students to be more open - minded in writing. The self - assessment and peer - assessment parts are effective in helping students improve their writing, but some students may not take these assessments seriously. Teachers need to further emphasize the importance of self - assessment and peer - assessment, and guide students to master the skills of giving and receiving feedback. Overall, continuous improvement and adjustment of teaching methods are needed to better meet the writing needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$