Unit 1 Learning to be E Writing 教学设计- 2024-2025学年沪外教版英语七年级下册

Unit 1 Learning to be-E Writing This writing lesson in Unit 1 “Learning to be” of the 2024 Shanghai Foreign Language Education Press textbook for Grade 7 focuses on two main writing tasks. The first task is to write a letter to one's future self, where students are required to set goals, imagine future scenarios, and express their hopes. This task helps students think about their personal growth and future plans. The second task, as seen in some teaching materials, might also include writing about a person they love, which involves describing the person's appearance, character, hobbies, and the reasons for loving them. Through these writing tasks, students will practice using relevant vocabulary, sentence structures, and writing skills such as creating topic sentences and providing supporting details. 教学目标 A. Knowledge Objectives Students will be able to master relevant vocabulary for describing personal goals, such as “ambition”, “dream”, “goal”, etc., and vocabulary for describing people like “cheerful”, “patient”, “kind - hearted” etc. Students will learn and correctly use sentence patterns related to expressing future plans, such as “will + verb 原形” and “be going to + verb 原形”. Understand the structure and requirements of a letter, including the format of salutation, body, and closing. B. Ability Objectives Enable students to write a clear and organized letter to their future selves, with specific goals and reasonable descriptions of future situations. Be able to write a short passage about a person they love, vividly presenting the person's characteristics and their feelings towards this person. Improve students' ability to plan, draft, revise and edit their writing through the writing process. C. Emotional Objectives Inspire students to think actively about their future, set positive goals, and cultivate a sense of self - motivation and self - planning. Develop students' awareness of observing and appreciating the people around them, and enhance their emotional connection with others. 教学重难点 A. Key Points The correct use of vocabulary and sentence patterns for expressing future plans and describing people. How to write a clear topic sentence and support it with sufficient and relevant details in writing. Master the format and basic structure of a letter. B. Difficult Points Helping students generate creative and realistic ideas for their future goals and descriptions in the letter to their future selves. Guiding students to use vivid and accurate language to describe people, avoiding plain and repetitive expressions. Training students to effectively revise and improve their writing, enhancing the overall quality of their compositions. A. Vocabulary For personal goals: ambition, dream, goal, plan, future, achieve, realize For describing people: cheerful, patient, kind, helpful, strict, hard - working, smart, energetic B. Sentence Patterns Expressing future plans: I will + verb 原形... I am going to + verb 原形... In ten years' time, I will be... I hope to... Describing people: He/She is + adj.... He/She likes to do... He/She often helps... The reason why I love him/her is that... C. Writing Skills Topic sentence: A topic sentence should clearly state the main idea of a paragraph. For example, “My dream is to become a famous scientist because I am really interested in exploring the unknown world.” Supporting details: These are specific facts, examples, or explanations that support the topic sentence. For instance, if the topic sentence is about a person being kind, the supporting details could be “She always helps the old cross the street” or “She volunteers at the local orphanage every weekend.” Letter format: Salutation: Dear + name, Body: Divide the content into paragraphs according to different ideas. Closing: Best wishes, / Yours sincerely, etc. Signature: Write your name at the end. 教学过程 A. Lead - in (5 minutes) Show some pictures of students achieving their goals, such as a student winning a sports competition, a student getting good grades, etc. T: “Boys and girls, look at these pictures. These are our classmates. What are they doing? Yes, they are achieving their goals. Do you have your own goals? What do you want to be in the future?” Encourage students to share their ideas briefly. Then, show a picture of a time capsule. T: “Today, we are going to write a letter to our future selves, just like putting our thoughts and dreams into a time capsule. In ten years, when we open this letter, we can see if we have become the person we want to be.” B. Pre - writing (10 minutes) Vocabulary review Write some key words on the blackboard, including the vocabulary for personal goals and describing people. Let students read them aloud and explain the meanings briefly. T: “Now, let's review some important words. Who can tell me the meaning of ‘ambition’? Yes, it means a strong desire to achieve something.” Sentence pattern practice Present some sentences on the PPT using “will” and “be going to” to express future plans, and some sentences for describing people. T: “Look at these sentences. ‘I will study hard to get into a good university.’ This sentence uses ‘will’ to show a future action. Now, you try to make a sentence using ‘be going to’ to talk about your future plan.” Call on several students to answer. Analyze a model letter Show a model letter to the future self on the PPT. Let students read it carefully and then answer some questions: T: “Read this letter. First, tell me what the writer's goal is. Second, find out some details that support this goal.” After students answer, summarize the structure of the letter, including the topic sentence, supporting details, and the concluding part. C. While - writing (15 minutes) Task assignment T: “Now, it's your turn to write a letter to your future self. You can set your goals, imagine what your future life will be like, and express your hopes. Remember to use the words and sentence patterns we just reviewed, and write a clear topic sentence for each paragraph.” Students' writing Students start to write their letters. Walk around the classroom, offer individual guidance and help, such as correcting grammar mistakes, suggesting better expressions, and encouraging students who get stuck to continue writing. D. Post - writing (10 minutes) Self - review T: “Finish your writing. Then, read your letter carefully by yourself. Check if there are any spelling mistakes, grammar errors, or if your sentences are clear. Make some changes if necessary.” Peer - review Let students exchange their letters with their partners. T: “Now, exchange your letters with your deskmate. Read your partner's letter and answer these questions: Does the letter have a clear topic sentence? Are the supporting details enough? Is the language used correctly? Give your partner some suggestions.” After peer - review, students can make further revisions based on their partner's suggestions. Share and comment Select several students to share their letters in front of the class. T: “Who would like to share your letter with us? After listening, we can give some comments on their writing, such as what we like about their letter and what can be improved.” After each sharing, lead the class to give positive feedback and constructive suggestions. E. Summary (3 minutes) Summarize the key points of this writing class, including important vocabulary, sentence patterns, and writing skills. T: “Today, we learned how to write a letter to our future selves. We reviewed words about goals and people, used sentence patterns like ‘will’ and ‘be going to’, and learned how to write topic sentences and supporting details. Remember these points when you write in the future.” Encourage students to keep writing and thinking about their future. T: “Writing is a good way to express our thoughts. Keep writing, and keep working hard towards your goals.” F. Homework (2 minutes) Ask students to rewrite their letters neatly, make sure there are no mistakes, and hand them in next class. Suggest students to write a short passage about a person they love at home, using the writing skills they learned today. 教学反思 After this writing class, overall, most students were able to actively participate in the teaching process. The lead - in part successfully aroused students' interest in writing a letter to their future selves. In the pre - writing stage, vocabulary and sentence pattern reviews laid a certain foundation for students' writing. However, during the while - writing process, some students still had difficulties in generating ideas and using language accurately. For example, some students' goals were too general and lacked specific details. In the post - writing peer - review, although students could give some suggestions, the depth of their review needs to be further improved. In the future teaching, more time should be spent on brainstorming ideas before writing to help students think more comprehensively. Also, more language practice activities can be designed to strengthen students' ability to use vocabulary and sentence patterns correctly. In addition, specific guidance on peer - review skills can be provided to make this process more effective, so as to continuously improve students' 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 $