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 School life-E Writing This writing lesson is from Unit 1 “School life” of the 7th - grade English textbook (Shanghai Foreign Language Education Press, 2024). It focuses on guiding students to describe their school life in writing. Students will use the vocabulary, phrases, and sentence patterns learned in this unit, such as “there be” structure, words related to school facilities, subjects, and activities. By the end of this lesson, students are expected to write a well - organized and detailed passage about their own school life, which not only helps them consolidate the language knowledge but also improves their writing skills and logical thinking ability. 教学目标 A. Knowledge Objectives Students can master and correctly use the vocabulary related to school life, such as “schoolyard”, “library”, “canteen”, “subjects” (e.g., “math”, “science”, “English”), “activities” (e.g., “sports meeting”, “art festival”) and so on. Students are able to use the “there be” sentence pattern proficiently to describe the existence of things in the school, like “There is a big playground in our school.” and “There are many interesting clubs in our school.” Students can review and use some basic sentence patterns for expressing personal feelings and opinions, such as “I like... because...”, “My favorite... is...” B. Ability Objectives Develop students' writing skills, including how to organize ideas, structure paragraphs, and use proper words and sentence patterns to express thoughts clearly. Improve students' ability to collect information about their school life and select relevant details to support their descriptions. Train students' self - editing and peer - editing abilities, so that they can find and correct simple grammar and spelling mistakes in their writing. C. Emotional Objectives Stimulate students' interest in writing in English and cultivate their confidence in expressing themselves in English. Foster students' love for their school by describing various aspects of school life, enhancing their sense of belonging to the school community. 教学重难点 A. Key Points Enable students to use the learned vocabulary and sentence patterns accurately to describe school life scenes, such as classrooms, teachers, classmates, subjects, and extracurricular activities. Guide students to write a structured passage, including an introduction, body paragraphs, and a conclusion. For example, in the introduction, they can express their general feelings about school life; in the body paragraphs, they can describe different aspects of school life in detail; and in the conclusion, they can summarize their school life and express their overall feelings again. B. Difficult Points Help students avoid common mistakes in vocabulary usage and sentence structure, such as incorrect verb forms, wrong preposition collocations, and improper use of articles. For instance, students may make mistakes like “I go to school by the bike.” instead of “I go to school by bike.” Teach students how to make their writing vivid and detailed. They often tend to write in a general way. For example, when describing an activity, they may just write “We had an interesting activity.” without giving any specific details about what made it interesting. Teachers need to guide them to add more details, such as “We had an interesting activity - a science experiment competition. We worked in groups to complete various experiments, and it was so exciting when we saw the chemical reactions.” A. Vocabulary School facilities: “schoolyard”, “classroom”, “library”, “canteen”, “playground”, “laboratory”, “locker” Subjects: “math”, “science”, “English”, “Chinese”, “history”, “geography”, “art”, “music” Activities: “sports meeting”, “art festival”, “English speech contest”, “reading week”, “clubs” (e.g., “chess club”, “drama club”, “basketball club”) People: “teacher”, “classmate”, “headteacher” B. Phrases “go to school” “have classes” “take part in” “be interested in” “look forward to” “make friends with” C. Sentence Patterns “There be” structure: “There is/are + sth. + in/at/on + place” “I like... because...” “My favorite... is...” “It is + adj. + to do sth.” (e.g., “It is interesting to join the art club.”) 教学过程 A. Lead - in (5 minutes) Greet the students and show some pictures of different school scenes on the PPT, such as students having classes in the classroom, playing on the playground, reading in the library. Then ask students some questions: “What can you see in these pictures?”, “Do you like these school scenes? Why or why not?” Let several students share their answers. This can arouse students' interest in the topic of school life and quickly lead them into the learning atmosphere. B. Knowledge Review (8 minutes) Vocabulary review Show the words of school facilities, subjects, and activities on the PPT one by one, and ask students to read them aloud quickly. Then randomly point to a word and ask students to make a sentence with it. For example, if the word is “library”, students may say “I often go to the library to borrow books after class.” Divide the students into pairs. One student says a word related to school life, and the other student needs to spell it correctly and use it in a sentence. This can help students review and consolidate the vocabulary. Sentence pattern review Write some sentences on the blackboard, such as “There is a big tree in the schoolyard.” and “I like English because it is very interesting.” Ask students to analyze the sentence structures and translate them into Chinese. Then give students some prompts and ask them to make sentences using the learned sentence patterns. For example, give the prompt “a new lab / in our school” and ask students to make a sentence with “there be” structure. Students should be able to say “There is a new lab in our school.” C. Reading and Analyzing a Model Passage (10 minutes) Present a model passage about school life on the PPT. The passage can be like this: “My School Life I am really happy to tell you about my colorful school life. There is a beautiful schoolyard in my school. We often play games and do sports there. In the school, there are many classrooms. Our classroom is bright and clean. We have many interesting subjects, such as math, science, and English. I like science best because I can do many fun experiments in class. After class, we have lots of activities. There is an art club in our school. I am in the art club, and I can draw pictures and make handicrafts there. We also have a sports meeting every term. I always take part in the running race. In a word, my school life is busy but full of joy. I love my school life very much.” Let students read the passage silently first, and then answer some questions on the PPT, such as: What are the main aspects of the writer's school life described in this passage? (School facilities, subjects, and activities) How does the writer use the “there be” sentence pattern? Find out the relevant sentences. What is the writer's favorite subject? Why? Analyze the structure of the passage together with the students. Point out that the passage has an introduction part to express the general feeling about school life, body paragraphs to describe different aspects in detail, and a conclusion part to summarize and restate the love for school life. D. Brainstorming and Outlining (8 minutes) Brainstorming Ask students to think about their own school life and share some of their favorite things, such as favorite school facilities, subjects, teachers, classmates, and activities. Write their ideas on the blackboard. For example, some students may say “I like the school canteen because the food there is delicious.” or “My favorite subject is PE because I can play basketball in class.” Outlining Guide students to make an outline for their own writing based on the model passage. Divide the writing into three parts: introduction, body, and conclusion. In the introduction part, they can write a sentence to show their eagerness to share their school life, like “I can't wait to tell you about my wonderful school life.” In the body part, they can list at least two aspects of their school life and write a few sentences for each aspect. For example, if they choose to write about school facilities and activities, for school facilities, they can write “There is a modern library in our school. We can borrow all kinds of books there.” For activities, they can write “We have a reading week every month. I can read many interesting books during that week.” In the conclusion part, they can summarize their feelings about school life, such as “I really enjoy my school life and I am proud to be a student of this school.” E. Writing (10 minutes) Let students start writing their own passages about school life according to the outline they have made. Remind them to use the vocabulary, phrases, and sentence patterns they have learned, and to write as detailed as possible. Walk around the classroom and offer help when students encounter problems, such as spelling mistakes, grammar confusion. Encourage students to write at least 80 - 100 words. F. Peer - review and Self - review (4 minutes) Peer - review Divide students into pairs. Let them exchange their writing and read each other's passages. Then ask them to check for grammar mistakes, spelling mistakes, and whether the content is organized clearly. They can use a red pen to mark the mistakes and write down some simple comments, such as “Good job! You described the activity very vividly.” or “There is a grammar mistake here: ‘I goed to school’ should be ‘I went to school’.” Self - review After peer - review, let students get back their own writing. Ask them to read the comments from their partners carefully and make self - corrections. They can also read their own writing again to see if there are any other places that can be improved. 教学反思 In this writing lesson, through various teaching methods such as lead - in, knowledge review, model - reading, brainstorming, and writing practice, most students can actively participate in the class. However, in the writing process, some students still have difficulties in using vocabulary and sentence patterns accurately. For example, a few students made mistakes in the “there be” structure, like “There have many students in the classroom.” In the future, more targeted exercises should be designed to strengthen students' understanding and application of key sentence patterns. During the peer - review and self - review stage, students showed great enthusiasm. They could find and correct some simple mistakes in their writing. But some students' comments in peer - review were too simple and not specific enough. Teachers need to give more guidance on how to make comprehensive and useful comments in peer - review, so as to improve students' ability to evaluate and improve their writing. The time allocation in this lesson was generally reasonable, but in the brainstorming part, some students spent too much time sharing their ideas, which slightly affected the time for the following writing practice. In the next teaching, the time control in each part should be more precise to ensure that students have enough time to complete all the learning tasks. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $