Unit 7 Who we are E Writing 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

Unit 7 Who we are-E Writing 1. Content Overview This writing lesson in Unit 7 “Who we are” focuses on guiding students to write a self - description. Through this lesson, students are expected to think about their unique qualities, strengths, and personalities. They will learn to use mind maps to organize their ideas and transfer these ideas into a well - written self - description. This not only helps students improve their writing skills but also deepens their understanding of themselves, which is in line with the overall theme of the unit exploring personal identity. 教学目标 2.1 Knowledge Objectives Students will be able to master and use vocabulary related to personal identity, such as “unique”, “strength”, “personality”, “hobby”, “appearance” etc. Learn sentence patterns for self - description, like “I am a... person”, “I am good at...”, “My hobby is...”. 2.2 Ability Objectives Be able to use mind maps to plan and structure their writing, improving their logical thinking ability in writing. Write a clear, organized and detailed self - description with correct grammar and rich vocabulary, enhancing their English writing ability. 2.3 Emotional Objectives Encourage students to explore and understand themselves better, enhancing their self - awareness and self - confidence. Promote students' positive attitude towards writing in English, reducing their fear of writing. 教学重难点 3.1 Teaching Key Points Guide students to use mind maps to brainstorm ideas about themselves, including appearance, personality, hobbies and life experiences. Help students learn and apply appropriate words and sentence patterns to describe themselves accurately. 3.2 Teaching Difficult Points How to help students dig deeper into their unique qualities and express them vividly in writing, rather than just making a simple and general description. Teach students to use a variety of sentence structures and rich vocabulary to make their self - descriptions more attractive and avoid monotonous expressions. 4.1 Vocabulary Appearance: tall, short, medium - height, slim, plump, long hair, short hair, curly hair, straight hair, big eyes, small eyes, round face, square face etc. Personality: kind, friendly, outgoing, shy, brave, confident, honest, humorous etc. Hobbies: reading, drawing, singing, dancing, playing basketball, playing the piano, collecting stamps etc. Others: experience, unique, strength, weakness, dream etc. 4.2 Sentence Patterns For appearance: I am + adjective (e.g., I am tall and slim.) I have + noun (e.g., I have long straight hair.) For personality: I am a + adjective + person (e.g., I am a kind and friendly person.) I am always + adjective (e.g., I am always confident in front of others.) For hobbies: My hobby is + verb - ing (e.g., My hobby is reading interesting books.) I like/love + verb - ing/to do (e.g., I like playing basketball in my free time.) For experiences: I have ever + past participle (e.g., I have ever traveled to Beijing.) Once I + past tense (e.g., Once I joined a singing competition.) 教学过程 5.1 Lead - in (5 minutes) Greet the students and start the class. Show some pictures of famous people on the PPT, such as Einstein, Taylor Swift, and Michael Jordan. Then ask students: “What do you know about these people? What makes them special?” Encourage students to express their opinions freely. Through this activity, arouse students' interest in the topic of “uniqueness” and lead in the theme of writing a self - description. 5.2 Knowledge Presentation (10 minutes) Vocabulary Introduction Present the vocabulary related to personal identity on the PPT, one by one. Explain the meaning and usage of each word with examples. For example, when teaching “outgoing”, say “An outgoing person likes to meet and talk to new people. Just like our classmate Tom, he is very outgoing and always makes friends easily.” Let students read the words after the teacher several times to ensure they can pronounce them correctly. Sentence Pattern Explanation Write some common sentence patterns for self - description on the blackboard. Analyze the structure and function of each pattern. For instance, for “I am good at...”, explain that it is used to talk about one's strengths or skills. Give examples like “I am good at math. I always get high scores in math tests.” Ask students to make their own sentences using these patterns and share them with the class. 5.3 Mind - map Guiding (10 minutes) Explain the Concept of Mind - map Use the PPT to show a simple mind - map about a famous person, with the person's name in the center circle, and branches extending out for appearance, personality, hobbies, and achievements. Explain to students that a mind - map can help us organize our thoughts clearly. Create a Mind - map for Self - description Ask students to take out a piece of paper. In the center of the paper, they write “Myself”. Then, guide them to draw branches for different aspects: appearance, personality, hobbies, and life experiences. For each branch, let them write down some key words or short phrases that describe themselves. Walk around the classroom to offer help and guidance. For example, if a student has trouble thinking of words for personality, suggest words like “patient” or “energetic” according to the student's usual behavior. 5.4 Writing Practice (15 minutes) Model Writing Display Show a model self - description on the PPT. Read it aloud to the students, and at the same time, analyze the structure and language use of the model. Point out how the writer starts with a general introduction, then describes different aspects of himself/herself in detail, and finally ends with a simple conclusion. For example, “Hello, everyone. My name is Lily. I am a 13 - year - old girl. In the following part, I would like to introduce myself to you. (Introduction) I am tall with long black hair. I have a round face and big bright eyes. People always say I look friendly. In fact, I am really an easy - going person. I like making friends and helping others. My hobby is dancing. I started learning dance when I was 5 years old, and I have taken part in many dance shows. (Body) This is a little about me. I hope we can become good friends. (Conclusion)” Students' Writing Ask students to start writing their self - descriptions based on the mind - maps they have created. Remind them to use the vocabulary and sentence patterns they have just learned. Walk around the classroom to monitor their writing process, offer help when students have questions about grammar, spelling, or word usage. Encourage students to write as detailed as possible. 5.5 Peer Review (5 minutes) Pair up the students. Let them exchange their writings. Give each pair a set of review guidelines, such as: Check for grammar and spelling mistakes. See if the description is clear and organized. Whether enough details are provided. Suggestions for adding more vivid words or better sentence structures. Ask students to read their partner's writing carefully and write down their comments and suggestions on the paper. Then, they can have a short discussion with their partners about the review results. 教学反思 After this writing class, it is necessary to reflect on the teaching process. Overall, the use of mind - maps is an effective way to help students organize their thoughts, as most students were able to list clear points in their mind - maps and transfer them into their writing. However, some students still had difficulties in using rich vocabulary and various sentence structures. In the future, more vocabulary - building activities and sentence - pattern transformation exercises should be carried out in class. Also, during the peer - review part, some students did not take it seriously enough. Next time, more specific requirements and more guidance on how to conduct peer - review should be given to ensure that students can truly benefit from this process. In general, continuous improvement in teaching methods and more targeted guidance are needed to better meet the needs of students and improve their 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 $