Unit 2 Making friends E Writing 教学设计 2026-2027学年沪外教版英语七年级上册

该初中英语教学设计聚焦“介绍最好朋友”写作，围绕语篇三部分结构（开头介绍朋友、主体描述共同活动/性格/爱好、结尾表达情感），通过一般现在时（描述性格爱好）和一般过去时（描述过去事件）的运用，搭建写作框架。课堂导入用友谊视频和预测问题激活兴趣，结合模型短文分析结构，借助思维导图梳理信息，帮助学生从已知简单描述过渡到完整写作。 该资料以核心素养为导向，突出思维品质（思维导图组织信息，用具体细节支持观点）和学习能力（自我检查、同伴互评提升写作反思），采用“预测→阅读→分析→写作→检查”递进教学法。分层作业满足不同学生需求，清晰支架设计助力教师高效教学，帮助学生提升语言运用与写作组织能力。

Unit 2 Making friends第5课时 Writing课时教学设计 教材分析 What-语篇主题和主要内容 Topic: My best friend Main content: This lesson is about writing a short passage to introduce one's best friend. It begins with a model passage written by Jack, who introduces his best friend Tom. The model shows how to organize the passage into three parts: the beginning (who the friend is), the body (things they do together, the friend's personality, and the friend's hobby), and the ending (expressing feelings). Students study the model, complete a mind map, and then write their own passage about their best friend using the simple present tense and the simple past tense. Why-语篇传递的主题意义 Core values conveyed: 1. Understanding friendship — Students learn to observe and appreciate the qualities of their best friend. 2. Building writing skills — Students learn to organize a passage with a clear beginning, body and ending. 3. Using language to describe people — Students practise using the simple present tense and the simple past tense to describe a friend's personality, hobby and shared activities. 4. Expressing feelings — Students learn to express their gratitude and happiness about having a good friend. How-文体结构、语言特点及功能 1. Text structure The model passage follows a clear three-part structure. The beginning introduces the best friend. The body describes things they do together, the friend's personality, and the friend's hobby. The ending expresses the writer's feelings. Each idea is supported by specific details. 2. Language features The passage uses the simple present tense to describe personality and hobby (e.g. Tom is very funny. He likes telling jokes. Tom likes swimming very much.) and the simple past tense to describe a past event (e.g. Once he told a joke about his pet in class and we all laughed. He started swimming at the age of five.). It also uses an exclamation mark to show strong feelings (e.g. How lucky I am to have such a good friend!). 3. Language functions Students are able to describe a friend's personality, hobby and shared activities. They can organize a passage with a clear structure. They can also express their feelings about friendship using appropriate sentence patterns. 学情分析 【已知】Students have learned basic adjectives to describe people, such as kind, nice, friendly and funny in primary school. They can understand and use simple sentences to talk about their friends, such as He is friendly. They are familiar with school-related topics and can work in pairs to ask and answer questions. They also have basic writing skills and can write simple sentences about themselves and their friends. 【未知】Students are unfamiliar with using specific details to support ideas, such as describing a friend's personality and hobby with one sentence in the simple present tense and another in the simple past tense. They also do not know how to use end marks correctly, such as a period at the end of a sentence and an exclamation mark for strong feelings. They cannot yet write a complete passage about their best friend using proper tenses and clear organization. 【能知】 Through studying a model passage, completing a mind map, and writing their own passage, students will be able to organize a passage with a clear beginning, body and ending. They will be able to use the simple present tense and the simple past tense correctly to describe their best friend's personality and hobby. They will also be able to use end marks correctly and check their own writing. 核心素养教学目标 通过本课学习,学生能够: 1.语言能力:Use key vocabulary and sentence patterns to describe a best friend, including his/her name, personality, hobby, and things you do together (e.g. walk to school together, likes telling jokes, started swimming at the age of five). 2.学习能力:Analyse a model passage to understand its structure (beginning, body, ending), complete a mind map, and write a well-organized passage about a best friend using the target language. 3.思维品质:Organize information with the help of a mind map, and use specific details to support ideas about a friend's personality and hobby. 4.文化意识:Understand the value of friendship and learn to express gratitude and appreciation for having a good friend. 教学重难点 教学重点: Master the key vocabulary and sentence patterns for describing a best friend: my best friend, in the same class, walk to school together, likes telling jokes, at the age of five. Understand the structure of a passage about a best friend: beginning (introduce the friend), body (things you do together, personality, hobby), ending (express feelings). Use the simple present tense and the simple past tense correctly to describe a friend's personality and hobby. Use end marks correctly (period . / exclamation mark !). 教学难点: Organize a passage with a clear structure and use specific details to support ideas. Use the simple present tense and the simple past tense correctly in the same passage. Use end marks correctly and check their own writing. Write a complete passage about their best friend fluently and accurately. 教学过程 教学环节 教师活动 学生活动 设计意图 Lead in 情景导入 1. Play a short video about friendship. 2. Show the title "My Best Friend" and ask students to predict what the passage is about. 3. Ask the quick prediction questions: Who is the writer? Who is he writing about? What kind of person is his best friend? What do they often do together? 4. Guide students to talk about their own best friend in pairs using the Free Talk questions. 5. Present the model passage and guide students to complete the mind map. 1.Watch the video and think about the topic of friendship. 2.Look at the title and predict what the passage is about. 3.Answer the quick prediction questions. 4.Work in pairs and talk about their own best friend. 5.Read the model passage and complete the mind map with the correct information. 1.Arouse students' interest in the topic of best friends. 2.Activate students' prior knowledge about describing people. 3.Prepare students for the writing task by helping them predict the content and structure of the model passage. 4.Help students collect ideas and vocabulary for their own writing. Presentation 学习理解 1. Present the model passage and guide students to analyse its structure (beginning, body, ending). 2. Explain the language points: the simple present tense, like doing sth., the simple past tense with once, and the How exclamation structure. 3. Guide students to complete the practice exercises for each language point. 1.Read the model passage and identify its structure. 2.Listen to the teacher's explanation and take notes on the language points. 3.Complete the practice exercises and check answers. 1.Help students understand the structure and language features of the model passage. 2.Enable students to use the simple present tense, the simple past tense, and the How exclamation structure correctly. 3.Prepare students for the writing task. Practice 探究应用 1. Guide students to think about their best friend and answer the four questions (name, things we do together, hobby, personality). 2. Ask students to draw their own mind map based on their answers. 3. Guide students to write a passage about their best friend using the writing framework (beginning, body, ending). 1.Answer the questions about their best friend. 2.Draw a mind map with the key information. 3.Write a passage about their best friend using the simple present tense and the simple past tense. 1.Help students organize their ideas before writing. 2.Enable students to apply the target language and structure in their own writing. 3.Develop students' writing skills through a clear framework and guided practice. Production 迁移创新 1. Guide students to check their own writing using the questions in Step 4. 2. Ask students to exchange their writing with a partner and answer the peer review questions in Step 5. 3. Invite some students to share their writing with the class and give feedback. 1.Read their own writing and answer the check questions. 2.Exchange their writing with a partner and answer the peer review questions. 3.Share their writing with the class and give feedback to others. 1.Help students develop self-checking and peer-review skills. 2.Enable students to improve their writing through reflection and feedback. 3.Encourage students to learn from each other and build confidence in writing. Summary 归纳总结 1. Check the English-to-Chinese and Chinese-to-English translation answers. 2. Check the phrase completion answers. 3. Check the sentence translation answers. 4. Check the grammar gap-fill answers and explain the rules for the simple present tense and the simple past tense. 1.Match the words with their correct meanings and complete the translation tasks. 2.Complete the phrases and check answers. 3.Translate the sentences into English and check answers. 4.Complete the grammar exercises with the correct verb forms and check answers. 1.Consolidate the key vocabulary, phrases, sentences and grammar points from the lesson. 2.Check students' understanding of the simple present tense and the simple past tense. 3.Prepare students for the assessment and homework tasks. Language points 知识梳理 Present the summary of the writing structure (Beginning, Body 1, Body 2, Body 3, Closing), the useful expressions, and the writing tips. Explain how to organize the passage and use the simple present tense and the simple past tense correctly. Review the writing structure and useful expressions. Take notes and practise using the target sentences and tenses in their own writing. Help students consolidate the structure and language points of the writing task in a clear and organized way, and prepare them for the writing practice. Exercises 练习巩固 1. Explain the three levels of homework tasks clearly to the students. 2. Provide guidance on how to complete each task. 3. Show an example for the Basic task to help students understand what to do. 1.Write 5–8 sentences about their best friend using the mind map. 2.Work in pairs to talk about their best friend and explain why they are good friends. 3.Write a passage (100+ words) about their best friend, record themselves reading it, and correct any mistakes. 1.Help students consolidate the target vocabulary, sentence patterns and writing structure. 2.Practice using the simple present tense and the simple past tense in speaking and writing. 3.Encourage students to reflect on their own writing and improve through self-correction. 分层作业设计 A层: 基础巩固 面向基础薄弱学生,设计简单、保底的作业任务…. B层: 能力运用 面向大多数学生,设计应用型、巩固性作业…. C层: 拓展挑战 面向学有余力学生,设计拓展性、创造性作业…. 教学反思 亮点:The lead-in activities effectively aroused students' interest in the topic of friendship through the video and the Pre-reading task. Most students could understand and use the key vocabulary and sentence patterns for describing a best friend. The clear writing framework (beginning, body, ending) and the mind map provided solid support for students' writing tasks. The step-by-step lesson design (predict read analyse complete write check) helped students grasp the structure smoothly. Students learned to use the simple present tense and the simple past tense correctly to describe a friend's personality and hobby, and could use end marks correctly. 不足:Some weak students could not use the target vocabulary and sentence patterns flexibly in their writing. Limited class time left insufficient time for students to share and present their passages. A few students failed to add proper supporting details when describing their friend's personality and hobby. Individual students made mistakes in using the simple present tense and the simple past tense in the same passage. 改进:Offer more sentence frames as learning support for low-level students before writing. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice on using the simple present tense and the simple past tense correctly. 学科网(北京)股份有限公司 $