Unit 2 Making friends E Writing 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

Unit 2 Making friends-E Writing This writing section in Unit 2 "Making friends" of Shanghai Foreign Language Education Press (2024) for Grade 7 focuses on guiding students to write about friendship. It builds on the vocabulary, grammar, and speaking skills learned in previous parts of the unit. Students are expected to use relevant vocabulary about friends and friendship, such as "kind", "helpful", "share", "get along with", and apply the simple present tense correctly to describe their friends, the process of making friends, and their views on friendship. The writing task may involve writing a short passage, an email, or a description of a friend, aiming to improve students' writing ability in expressing personal experiences and feelings related to friendship. 教学目标 A. Knowledge Objectives Students will be able to master and correctly use vocabulary related to friendship, such as "friendship", "make friends", "close friend", "share secrets", "help each other", etc. Students will review and skillfully apply the simple present tense to describe friends' characteristics, habits, and friendship - related activities. Students will understand the basic structure and format of a short passage about friendship, including the beginning, body, and conclusion. B. Ability Objectives Students will be able to organize their thoughts clearly and write a coherent and logical passage about friendship with at least 80 words. Students will improve their ability to use appropriate adjectives and adverbs to vividly describe friends and friendship, enhancing the expressiveness of their writing. Students will learn to check and revise their own writing for grammar, spelling, and logical errors, and be able to give simple comments on their peers' writing. C. Emotional Objectives Through writing about friendship, students will cherish existing friendships and actively look forward to making new friends, cultivating positive interpersonal attitudes. Students will enhance their confidence in writing English by successfully completing the writing task and receiving positive feedback. 教学重难点 A. Teaching Key Points Guide students to accumulate and use rich vocabulary related to friendship to enrich the content of their writing. Ensure students' correct use of the simple present tense in writing, especially the correct form of verbs in the third - person singular. Teach students how to construct a complete and logical passage about friendship, including how to start, develop, and end the writing. B. Teaching Difficult Points Help students overcome the difficulty of organizing their ideas and expressing their unique feelings and experiences about friendship in a clear and vivid way. Guide students to use connecting words or phrases, such as "and", "but", "because", "so", to make their writing more coherent and fluent. Cultivate students' self - evaluation and peer - evaluation abilities in writing, enabling them to effectively identify and correct problems in their writing. A. Vocabulary Describing friends' qualities: kind, friendly, helpful, honest, funny, hard - working, generous, patient Friendship - related actions: make friends, get to know, share... with, help each other, play together, keep secrets, support each other Common phrases: a good friend, close friends, best friend, have a lot in common, be different from B. Grammar Simple present tense: Structure: Subject + verb (原形 for I/you/we/they; -s/-es for he/she/it) + other elements. Usage: To describe habitual actions, general truths, and present states. For example, "My friend often helps me with my homework." "We share our hobbies every weekend." C. Writing Structure Beginning: You can start with a general statement about friendship, such as "Friendship is an important part of our lives." Or introduce your friend directly, like "I have a wonderful friend named Tom." Body: Describe your friend's appearance, personality, hobbies, and how you became friends. Use details and examples. For example, "Tom is tall and has a friendly smile. He is very kind - hearted. Last week, he helped an old lady carry her heavy bag." Mention some activities you do together. "We often play basketball after school. We both enjoy the feeling of teamwork on the court." Conclusion: Express your feelings about your friendship, such as "I am so lucky to have Tom as my friend. I believe our friendship will last forever." Or give a general conclusion about friendship, like "True friendship is based on trust and support. I will always cherish the friendship I have." 教学过程 A. Lead - in (5 minutes) Show some pictures of friends playing, studying, and helping each other on the PPT. Ask students: "What can you see in these pictures? How do you feel when you are with your friends?" Encourage students to express their opinions freely. Review some key vocabulary about friendship learned in previous classes by playing a word - guessing game. The teacher describes the meaning of a word related to friendship, and students guess the word. For example, the teacher says: "This is a quality. If a person always tells the truth, what is this quality?" Students answer "honest". B. Knowledge Review (8 minutes) Vocabulary review: Divide students into pairs. Each pair is given a set of flashcards with friendship - related words. One student shows a flashcard, and the other student uses the word on the card to make a sentence. Then they switch roles. After 3 minutes, invite some pairs to share their sentences with the class. Grammar review: Write several sentences on the blackboard, some with correct simple present tense usage and some with errors. For example: She like reading books. (Wrong) They often play football on weekends. (Right) He go to school by bike every day. (Wrong) Ask students to come to the blackboard and correct the wrong sentences. Then, briefly review the rules of the simple present tense, especially the changes of verbs in the third - person singular form. C. Writing Guidance (12 minutes) Writing topic presentation: Present the writing topic on the PPT: "Write a passage about your best friend. Include his/her appearance, personality, hobbies, and your experiences together." Brainstorming: Guide students to brainstorm ideas. Ask them to think about the following questions and write down their answers in their notebooks: What does your best friend look like? What kind of person is he/she? What hobbies does he/she have? How did you become friends? What are some memorable experiences you have had together? After 3 minutes, invite several students to share their ideas with the class, and write the useful ideas on the blackboard. Outlining: Teach students how to make an outline for their writing. For example: Introduction: Start with a sentence to introduce the importance of friendship. Then introduce your best friend's name. Body: Paragraph 1: Describe your friend's appearance. Paragraph 2: Talk about his/her personality. Paragraph 3: Mention his/her hobbies. Paragraph 4: Share an interesting experience you had together. Conclusion: Express your feelings about your friendship. Sample writing analysis: Show a sample passage about a best friend on the PPT. My Best Friend Friendship is like a bright star in the dark sky. It lights up our lives. I have a wonderful best friend named Lucy. Lucy is a tall and slim girl with long black hair and big bright eyes. She always wears a warm smile on her face, which makes her look very friendly. In terms of personality, Lucy is extremely kind - hearted and helpful. Whenever I have problems, she is always the first one to offer her help. For example, last week, I had trouble with my math homework. She patiently explained the problems to me until I fully understood. Lucy has many hobbies, such as reading and dancing. She loves reading different kinds of books, and she often shares interesting stories with me. She is also a good dancer. I once watched her perform on stage, and her beautiful dance impressed everyone. One of the most memorable experiences we had together was when we went on a picnic in the park last summer. We prepared delicious food, flew kites, and played games together. We laughed and enjoyed ourselves the whole day. I feel so lucky to have Lucy as my best friend. I believe our friendship will last forever. Analyze the structure, vocabulary, and grammar of the sample writing with students. Point out how the writer starts, develops, and ends the passage, and how to use vivid adjectives and specific examples to make the writing more attractive. D. Writing Practice (15 minutes) Students start to write their own passages according to the outline and the guidance. Walk around the classroom, observe students' writing process, and offer help and guidance when necessary. For example, if a student has trouble with spelling or grammar, correct it immediately; if a student runs out of ideas, prompt him/her with some relevant questions. Encourage students to use the vocabulary, grammar, and writing skills they have learned in this class, and try to make their writing as interesting and unique as possible. E. Peer - review and Self - review (5 minutes) Peer - review: After students finish writing, pair them up. Each student exchanges their writing with their partner. Ask students to read their partner's writing carefully and use the following checklist to give comments: Vocabulary: Are there enough friendship - related words used? Are the words used correctly? Grammar: Are there any grammar errors, especially in the use of the simple present tense? Structure: Does the passage have a clear beginning, body, and conclusion? Is the content in the body well - organized? Coherence: Are there any connecting words or phrases used to make the writing more coherent? Overall impression: Is the writing interesting? Are there any parts that can be improved? Students write down their comments on their partner's writing paper. Self - review: After peer - review, students get their own writing back. Read the comments from their partners and review their own writing again. Make necessary revisions according to the comments, such as correcting grammar errors, adding more details, or improving the coherence of the passage. 教学反思 Achievements: Most students were actively involved in the teaching process. The lead - in activities, such as showing pictures and playing word - guessing games, successfully aroused students' interest in the topic of friendship and effectively reviewed relevant vocabulary. Through the writing guidance, students had a clear understanding of the writing task, including how to brainstorm ideas, make an outline, and organize their writing. In the writing practice, many students were able to follow the guidance and write a passage with a relatively clear structure. The peer - review and self - review activities provided students with opportunities to learn from each other and improve their writing skills. Students were able to identify some problems in their own and their peers' writing, such as grammar errors and lack of coherence, and made corresponding revisions. Shortcomings: Some students still had difficulty in using vivid adjectives and specific examples to describe their friends and friendship, resulting in relatively dull writing. This may be due to insufficient guidance in vocabulary expansion and the lack of students' life experiences. During the writing practice, a few students were still confused about the use of the simple present tense, especially the third - person singular form of verbs. Although grammar was reviewed before writing, more targeted exercises may be needed in the future. The time for peer - review and self - review was a bit tight. Some students did not have enough time to fully understand and apply the comments from their partners. Improvement measures: In future teaching, provide more sample writings with rich and vivid expressions, and guide students to analyze and imitate them. Encourage students to observe their daily lives more carefully and accumulate more writing materials. Design more grammar exercises related to the simple present tense, especially exercises focusing on the third - person singular form, to strengthen students' understanding and application of this grammar point. Adjust the teaching time allocation in the next class. Appropriately shorten the writing practice time and give more time for peer - review and self - review, ensuring that students can fully benefit from these two important activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $