Unit 1 People around us-Section 3 Expressing and communicating ideas-Writing 教学设计 2024-2025学年沪教版英语七年级下册

Unit 1 People around us-Section 3 Expressing and communicating ideas-Writing This writing lesson is from Unit 1 “People around us” in the 7th - grade English textbook of Shanghai Education Press (2024). The unit focuses on the theme of people around us. This writing class mainly guides students to write a narrative about a person. By analyzing model essays, forming a writing framework in the form of a mind - map, and finally completing an article titled “The Person I Like”. The writing part uses a narrative as the text carrier, leading students to form a writing framework of the article in the form of a mind - map based on the knowledge they have learned in this unit, and complete an article about “The Person I Like”. Through this lesson, students will understand the writing method of narrative essays about people, learn how to describe characters, and be able to discover the good qualities and advantages of others by describing their identities, appearances, and qualities, and motivate themselves to learn from outstanding people. 教学目标 Students will be able to master the key words and phrases related to character description, such as “kind - hearted”, “outgoing”, “helpful”, “wear glasses”, “have long hair” etc. Students can understand and use common sentence patterns for describing people, for example, “Sb. is + adj.”, “Sb. has + appearance feature”, “Sb. likes to do sth.”. Learn the structure and writing skills of narrative essays about people, including how to start an article, develop the main body with details, and end the article. 教学重难点 The accuracy of character description: Students need to learn to accurately describe a person's appearance, character, and characteristics. Context application: When describing a person's activities, students should be able to accurately use the context to make the language natural and smooth. Mastery of writing structure: Students should understand the basic structure of a narrative essay about people, including the beginning, main body, and end. 1 Key Words and Phrases Appearance: tall, short, medium - height, fat, thin, long hair, short hair, curly hair, straight hair, big eyes, small eyes, a round face, a long face, wear glasses Character: kind, friendly, helpful, generous, brave, honest, shy, outgoing, humorous Others: job (teacher, doctor, nurse, worker, driver etc.), hobby (like doing sth., be fond of sth., enjoy doing sth.) 2 Sentence Patterns Introduction: The person I like is... / Let me introduce... to you. He/She is my... Appearance description: He/She is + adj. (tall, short etc.). He/She has + appearance feature. (He has short black hair. She has big bright eyes.) Character description: He/She is a + adj. person. He/She is always ready to help others. He/She likes to... (He is a very kind - hearted person. She likes to share interesting things with her friends.) Example description: Once, when... (Once, when I lost my book, he helped me look for it everywhere.) Conclusion: In a word, I like... very much because... (In a word, I like my teacher very much because she not only teaches me knowledge but also cares about me.) 3 Writing Structure Beginning: Briefly introduce the person you are going to write about, including who he/she is and your relationship with him/her. Main body: Describe the person's appearance, character, and give specific examples to illustrate his/her character or qualities. Ending: Summarize your feelings about this person, and state the reason why you like him/her. 教学过程 1 Lead - in (5 minutes) Greet the students and show some pictures of famous people on the PPT, such as scientists, athletes, and movie stars. Ask students to name these people and briefly describe what they know about them. For example, “Who is this? What do you know about him/her?” Then, ask students: “Do you have someone you like in your daily life? Who is he/she?” Lead students to think about the people around them and arouse their interest in writing about the person they like. 2 Pre - writing (10 minutes) Vocabulary review Write some words about appearance and character on the blackboard, and ask students to read them aloud. Then, randomly point to a word and ask students to use it to make a sentence. For example, if the word is “outgoing”, students may say “My best friend is very outgoing. She likes to make friends with everyone.” Divide students into groups of four. Give each group a set of word cards with words related to people's jobs, hobbies, appearances, and characters. Ask group members to take turns to pick a card and describe the word on the card without saying the word itself. The other group members guess what the word is. Brainstorming Show a mind - map template on the PPT with the title “The Person I Like” in the center. Draw branches for “Name”, “Relationship”, “Appearance”, “Character”, “Hobbies”, and “Reasons I Like Him/Her”. Let students think about the person they want to write about and fill in the relevant information in the mind - map. Walk around the classroom to offer help and guidance. After 3 - 4 minutes, ask some students to share their mind - maps with the class. 3 While - writing (15 minutes) Model essay analysis Present a model essay titled “My Favorite Teacher” on the PPT. Read the essay aloud first, and then ask students to read it silently. Divide the essay into three parts: beginning, main body, and end. Analyze each part with students: In the beginning, the writer uses “My favorite teacher is Mr. Smith. He teaches us English.” to introduce who the person is. In the main body, describe Mr. Smith's appearance “He is tall and thin with short black hair and always wears a pair of glasses.”, his character “He is very kind and patient. He never gets angry with us even when we make mistakes.”, and gives an example “Once, I didn't understand a grammar point. He explained it to me again and again until I fully understood.” In the end, the writer writes “In a word, I like Mr. Smith very much because he makes learning English interesting and he always encourages me to do better.” Ask students to find out the key words, phrases, and sentence patterns used in the model essay for character description and write them down in their notebooks. Writing practice Ask students to start writing their own articles based on their mind - maps and the model essay. Remind them to pay attention to the writing structure, the accuracy of vocabulary and grammar, and the diversity of sentence patterns. Walk around the classroom, observe students' writing process, and provide individual guidance. If students have problems with spelling, grammar, or sentence construction, help them solve these problems in time. 4 Post - writing (10 minutes) Peer review Divide students into pairs. Let students exchange their writing with their partners. Ask them to read their partner's article carefully and check for grammar mistakes, spelling mistakes, and whether the content is complete and logical. They can use a red pen to mark the mistakes and write down some suggestions for improvement. For example, “You made a grammar mistake here. The correct form should be...”, “This sentence can be made more vivid by adding some details like...” After 5 minutes, ask some pairs to share their review results with the class. The writer of the article listens to the suggestions and can ask questions if there is anything unclear. Revision Based on the peer - review results, students revise their own articles. They correct the mistakes, add more details if necessary, and improve the overall quality of their writing. Share excellent works Select 2 - 3 excellent articles and ask the writers to read their articles aloud to the class. After each reading, ask other students to give their comments and praise. This can not only enhance the confidence of the excellent students but also inspire other students to learn from them. 5 Summary and Homework (5 minutes) Summary Summarize the key points of this writing class with students, including the key words and phrases for character description, common sentence patterns, the writing structure of narrative essays about people, and the importance of peer review in improving writing. Emphasize that through writing, we can not only improve our English skills but also better express our feelings and thoughts about the people around us. Homework Ask students to rewrite their articles neatly on a piece of writing paper and hand it in next class. Encourage students to write a short paragraph about another person they like, such as a family member or a neighbor, and share it with their parents at home. 教学反思 After this writing class, generally, students showed a certain degree of enthusiasm for writing about the people they like. Through the lead - in activity, most students were able to quickly think of the people around them and actively participated in the subsequent vocabulary review and brainstorming activities. The use of mind - maps effectively helped students organize their thoughts and provided a clear framework for their writing. However, there are still some problems. In the process of writing, some students still made simple grammar mistakes, such as incorrect verb tenses and singular - plural forms. This indicates that grammar teaching needs to be further strengthened in daily teaching and more writing exercises related to grammar should be provided. Also, in terms of the diversity of vocabulary and sentence patterns, although efforts were made in the pre - writing and while - writing stages, some students still used relatively simple and repetitive expressions. In the future, more model essays with rich language expressions can be provided for students to imitate and learn. During the peer - review process, some students did not take it seriously enough and only made a few simple comments. In the following classes, more specific review guidelines and training can be given to students to improve the effectiveness of peer - review. Overall, this writing class has achieved certain teaching goals, but there is still room for improvement in teaching methods and content design to better meet the needs of students and improve their English writing ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$