Unit 3 Social networking-E Writing 教学设计 2024-2025学年沪外教版英语七年级下册

Unit 3 Social networking-E Writing This writing lesson in Unit 3 “Social networking” focuses on teaching students how to write text messages to invite friends to offline activities. Through studying models, analyzing elements of invitations, and practicing writing, students will learn the structure, language expressions, and friendly tone required for writing invitations. They will also understand how to use emojis appropriately to enhance the expressiveness of the text messages. This lesson combines language learning with real - life application, aiming to improve students' practical writing skills in the context of social interactions. 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary and expressions related to making invitations, such as “Would you like to...”, “Can you...”, “I’d love to.”, “Count me in.”, “Sorry, I can’t.”, etc. Learn the four essential parts of an invitation: greeting, invitation, setting meeting time and place, and suggesting means of transportation. Understand the function and usage of emojis in text messages. 2. Ability Objectives Students can write clear, complete, and polite text messages to invite friends to offline activities, including using appropriate language and emojis. Develop the ability to read and analyze model text messages, extract useful information, and apply it to their own writing. Improve the ability to peer - review and revise their own and others' writing. 3. Emotional Objectives Cultivate students' interest in writing through practical and relevant topics, making them realize the importance of written communication in social life. Encourage students to actively participate in group work and peer - review, enhancing their sense of cooperation and communication. 教学重难点 1. Teaching Key Points The structure and language expressions of making, accepting, and refusing invitations. How to include the four necessary parts in an invitation text message. The proper use of emojis to convey emotions. 2. Teaching Difficult Points Helping students use a friendly and natural tone in writing invitations, especially for those students with limited language proficiency. Guiding students to provide reasonable reasons when refusing an invitation. Training students to effectively peer - review and give constructive feedback. 1. Key Vocabulary and Expressions For Inviting: Would you like to come with me? Can you come? There’s a... (activity) this... (time). For Accepting: I’d love to. Thanks for asking! Count me in. For Refusing: Sorry, I can’t. I have to... (reason) Meeting Arrangements: We can meet at... (place) at... (time). Let’s meet... (place) and go there by... (transportation). Emojis: Learn the meanings of common emojis used in text messages, such as 😀 (excited), 😢 (sad), 🎂 (birthday), etc. 2. Writing Structure Greeting: Start with a friendly greeting, like “Hi, there!”, “Dear...”. Invitation: Clearly state the activity, e.g., “There’s a super cool Technology Fair downtown this Saturday afternoon.” Meeting Time and Place: “We can meet at the school gate at 1.30 p.m.” Suggesting Transportation: “We can catch the bus there.” 教学过程 1. Warming - up (5 minutes) Activity: Show some pictures of people participating in various offline activities, such as going to a concert, a sports game, or a picnic. Ask students to describe what they see in pairs. Then, randomly invite some pairs to share their descriptions with the class. Purpose: This activity can quickly attract students' attention, activate their prior knowledge related to offline activities, and create a relaxed atmosphere for the following learning. 2. Presentation (10 minutes) Model Study: Present a model text message on the screen (similar to the one in the textbook about inviting friends to a Technology Fair). Read it aloud to the students, and then ask them to read it silently. Divide students into groups of four to discuss the following questions: Who sent the invitation? What activity is being invited? When and where will they meet? How will they go there? Which expressions are used for inviting, accepting, and refusing? Group Reporting: Each group selects a representative to report their discussion results to the class. The teacher writes down the key points on the blackboard. Summary: Summarize the structure and language features of the invitation text message together with the students. Emphasize the four parts of an invitation and the important expressions. Purpose: By studying the model, students can have a clear understanding of the writing requirements and learn from the examples. Group discussion and reporting can promote students' active thinking and communication skills. 3. Practice (15 minutes) Individual Writing: Ask students to think of an offline activity they want to do and make notes for their invitations. Then, write their own invitation text messages. Remind them to include the four necessary parts, use appropriate language expressions, and consider using emojis. Peer - Review: After students finish writing, ask them to exchange their invitations with their deskmates. They need to answer the following questions while reviewing: Does the invitation include the four parts in Step 2? What expressions are used to invite? What emojis are used and what are their meanings? Are there any grammar or spelling mistakes? Give at least one suggestion for improvement. Revision: Students revise their invitations according to their deskmates' feedback. Purpose: Through individual writing, students can practice applying the learned knowledge. Peer - review provides students with an opportunity to learn from each other and improve their writing through feedback. Revision helps students correct mistakes and enhance the quality of their writing. 4. Production (10 minutes) Group Sharing: Divide students into groups of six. Each student in the group reads out their invitation. The group members listen carefully and choose the most attractive invitation. Group Reporting: Each group selects a representative to read out the chosen invitation to the whole class. Explain why they think this invitation is the best. Teacher Evaluation: The teacher gives overall evaluation and feedback on the invitations, highlighting the excellent points and common problems. Provide further suggestions for improvement. Purpose: Group sharing and reporting can increase students' confidence in expressing themselves and also let them learn from excellent examples. Teacher evaluation can help students have a more comprehensive understanding of their writing levels and areas for improvement. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with the students, including the structure and language of invitation text messages, the use of emojis, and the importance of peer - review. Homework: Ask students to write a reply to one of the invitations they received during class, either accepting or refusing it. Make sure they use appropriate expressions. Encourage students to send real invitation text messages to their friends outside of class and share their experiences in the next class. Purpose: Summary helps students review and consolidate what they have learned. The first homework task can further practice their writing skills, and the second one can connect classroom learning with real - life situations, enhancing students' practical application ability. 教学反思 After this class, overall, students showed great interest in the topic of writing invitation text messages, and most of them were able to master the basic structure and key expressions. The group work and peer - review activities were effective in promoting students' active participation and learning from each other. However, there are still some areas for improvement. Some students had difficulty using a completely natural and friendly tone in their writing, especially when adding details to make the invitation more attractive. In future teaching, more model texts with different tones can be provided for students to imitate and analyze. Also, during the peer - review process, although most students could find obvious mistakes, some had trouble giving in - depth and constructive suggestions. Teachers can guide students to use more specific and useful feedback language, such as “You can make your invitation more vivid by adding...”, “The reason for refusing here can be more detailed, like...”. In addition, for students with relatively weak English foundations, they may need more time and individual guidance during the writing process. Small - group tutoring or additional after - class practice can be arranged to help them catch up with the class progress. Overall, continuous improvement in teaching methods and more targeted guidance are needed to better meet the learning needs of all 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 $