【新教材】外研版（2024）七年级上册英语Unit 1 A new start教案

第第页【新教材】外研版（2024）七年级上册英语\o"Unit1Anewstart"Unit1Anewstart教案授课日期授课班级课题Unit1:ANewStart1stPeriod:StartingOut&UnderstandingIdeas（ReadingClass）教学目标LanguageAbilityGraspvocabularyaboutjuniorhighcustoms(e.g.,visit,flower,timetable)andreading-relatedphrases(e.g.,pointout,jumpinto).ComprehendthepassageTheFirstLesson,extractingdetailslikeeventsandthemainidea.Usetextbookactivitiestopracticereadingskills(guessing,informationretrieval).CulturalAwarenessLearnfirst-day-of-schoolcustomsindifferentcountries,understandingculturaldiversity.Appreciatethevalueofcriticalthinkinginjuniorhighlearningfromthepassage.ThinkingQualityEnhanceguessing(customs-countries),inference(passagedetails),andcriticalthinking(interpretingConfucius’saying).LearningAbilityDevelopindependentreadingstrategies(predicting,analyzing)andcollaborativediscussionskills.教学重点Masterjuniorhigh-relatedcustomsandreadingvocabulary.Completetextbookreadingtasks:StartingOut(culturalmatching)andUnderstandingIdeas(passageanalysis).教学难点Accuratelymatchingcross-culturalcustomstocountries.DeeplyunderstandingthephilosophicalmeaninginTheFirstLesson.教学过程1.Lead-in（5minutes）Activity:ShareAnticipationTeacherasks:“Startingjuniorhighisanewjourney!Whatdoyouhopetoexperienceonthefirstday?Anewclass?Meetingteachers?Shareyourthoughts!”Invite3-4studentstorespond,e.g.,“Ihopetogetacleartimetable!”Linktotextbook:“Today,we’llexplorerealfirst-daycustomsfromaroundtheworldandameaningfulfirstlesson—let’sdiveintoyourtextbooks!”DesignIntent:Activatepersonalconnections,arouseinterestinunitthemes.2.Pre-reading（10minutes）Activity1:CulturalCustomsMatchingOpentextbook“StartingOut”section(Guessandmatchcustomstocountries).Show4countries(Russia,Indonesia,France,theUSA)and4customs(parentsvisitschool,studentsgettimetables,etc.).Studentsworkinpairstoguessmatches,discussingculturallogic(e.g.,“InIndonesia,family-schoolconnectionsarestrong—soparentsvisit!”).Checkanswers,teacherexplainsculturalbackgroundsbriefly(e.g.,“Frenchstudentsgiveflowerstoshowrespectonthefirstday.”).DesignIntent:Buildculturalbackground,practiceguessingskills,prepareforreading.Activity2:KWLTableActivationUsetextbook“Readandcompletethetable:Whatisjuniorhighschoollifelike?”.Studentsfill“Iknow...”(e.g.,“Wehavemoresubjects”)and“WhatIwanttoknow...”(e.g.,“Howtomanagehomework?”)individually.Shareinsmallgroups,teacherrecordscommonquestions(e.g.,classsize,newteachers)tohighlightreadinggoals.DesignIntent:Clarifypriorknowledge,setpurposeforreading.3.While-reading（18minutes）Activity1:QuestionnaireExplorationOpentextbook“UnderstandingIdeas”questionnaire.Studentsticktheirfirstjuniorhighlesson(e.g.,English,maths)andanswer:“Doyoulikeit?Why?”“What’simportantinlearningthislesson?”Pair-shareanswers,teacherselects2-3uniqueresponsestodiscuss(e.g.,“Likingartbecauseit’screative;importanceofpractice.”).DesignIntent:Connectpersonalexperiencetoreading,activateschema.Activity2:PassageAnalysis(FirstRead)Teacherreads“TheFirstLesson”aloud,studentsfollowintextbooks.Task:“Findwhatthewriterdoesinthefirstlesson.”(Answer:PointsoutMsChen’smistakeaboutthesentencesource).Discusskeyeventsstep-by-step:MsChenwritesthesentence→WangHanhesitates→Asksquestion→Correctsthemistake→MsChenpraises.DesignIntent:Understandstoryflow,practicedetailretrieval.Activity3:DeepComprehension(SecondRead)Studentsre-readindependently.Completetextbooktasks:Choosemainidea(c:Studentsneedtothinkforthemselves).Fillsummarywithwordsfromthepassage(e.g.,writes,right,Questions,meaning,putup,think).Teacherchecksanswers,explainingvocabularylike“pointout”(identifyerrors)and“jumpinto”(suddenlyappearinmind).DesignIntent:Reinforceunderstanding,mastervocabularyincontext.4.Post-reading（10minutes）Activity:CriticalThinkingDiscussionUsetextbook“Thinkandshare”questions:“What’sthemeaningofConfucius’saying‘Learningwithoutthinkingisofnouse’?”(Discuss:Learningneedsactivethinking,notjustmemorizing).“Doyouknowotherfamouslearningsayings?Share!”(e.g.,“Practicemakesperfect.”)Studentsdiscussingroups,thensharewiththeclass.Teacheraddsphilosophicalcontext(e.g.,“Confuciusemphasizedcombininglearningandthinking—keyforjuniorhigh!”).DesignIntent:Deepenculturalandcriticalthinking,connecttolifelonglearning.5.Summary（3minutes）Teacherrecaps:“Today,weexploreddiversefirst-daycustomsandlearnedavaluablelesson—thinkingmatters!Vocabularylikevisit,mistake,meaninghelpedusunderstandthestory.Remember:Learnandthink!”6.Homework（4minutes）Basic:RetellTheFirstLessontoafamilymember,using4-5sentences.Improving:Researchonemorefirst-daycustomfromacountrynotinthetextbook(e.g.,Japan:studentscleanclassroomstogether),write3sentencesaboutit.Advanced:Writeashortessay“WhyThinkingisMySuperpowerinJuniorHigh”,usingideasfromthelesson.DesignIntent:Reinforcereadingcontent,promoteculturalexplorationandwriting.板书设计教学反思授课日期授课班级课题Unit1:ANewStart2ndPeriod:GrammarFocus教学目标LanguageAbilityIdentifyandsummarizepronoungrammarrules(personal,possessivepronouns)fromthereadingpassage.Accuratelyusepronounsintextbookactivities(sentencecompletion,passagecorrection).Applypronounsinpairdiscussionsaboutfavoriteteachers.CulturalAwarenessUnderstandhowpronounsreflectsocialrelationships(e.g.,addressingteachers,referringtoclassmates)inschoolculture.ThinkingQualityDevelopanalyticalskillstogeneralizegrammarrulesfromexamples.Enhanceprecisioninlanguageusethroughpronounpractice.LearningAbilityLearngrammarinductively(fromcontext)andpracticecollaboratively.教学重点Summarizepronoungrammarrules(personal,possessive).Completetextbookpronoun-relatedtasks(sentencecorrection,passageediting).教学难点Distinguishingbetweenconfusingpronouns(e.g.,my/mine,their/them).Usingpronounsnaturallyinextendeddiscussions.教学过程1.Lead-in（5minutes）Activity:PronounWarm-upTeachersays:“Let’stalkaboutourclass!Whoisanewclassmate?Usepronounstointroducethem:‘______isfrom...’”Invite2studentstorespond(e.g.,“Sheisfrom...Hisnameis...”),highlightingpronouns.Linktotextbook:“Today,we’llfocusonpronouns—howtousethemcorrectly,justlikeinyourreadingpassage!”DesignIntent:Activatepriorpronounknowledge,connecttolessonfocus.2.Presentation（12minutes）Activity1:DeriveRulesfromPassageOpentextbook“Readthesentencesfromthereadingpassage...”section.Showsentences:(a)IlookupatMsChen.Myeyesmeethers.(b)Infact,thisismyfirstlessonforallofyou.Studentsanalyzeinpairs:“Whatpronounsdoyousee?Howaretheyused?”Summarizerules:Personalpronouns(I,my)refertothespeaker;possessivepronouns(hers,your)showownership.DesignIntent:Learngrammarinductively(fromcontext),promoteanalyticalthinking.Activity2:FindMoreExamplesStudentsre-readthereadingpassage(fromPeriod1)tofindadditionalpronounsentences.Shareexamples(e.g.,“WangHan’seyesmeethers”),labelpronountypes(personal/possessive).DesignIntent:Reinforceruleunderstanding,connecttopriorreading.3.Practice&Application（15minutes）Activity1:CircleCorrectPronounsDotextbook“Circlethecorrectwords”task.Studentsworkindividually,thencheckinpairs.Discusstrickyitems(e.g.,“newfriendofmine/my”→mineshowspossessionwithoutanoun).DesignIntent:Practicepronoundistinction,clarifycommonerrors.Activity2:PassageCorrectionUsetextbook“Readthepassageandcirclethecorrectwords”(Agreatteacher).Studentseditthepassage,focusingonpronouns(their/my,your/his,I/he,his/her).Teacherexplainscorrections(e.g.,“MyEnglishteacher”→referstothespeaker’steacher).DesignIntent:Applypronounsincontext,improveeditingskills.4.Production（8minutes）Activity:PairDiscussionAboutFavoriteTeachersOpentextbook“Workinpairs.Talkaboutateacheryoulike...”section.Usethethinkingmap:Whoishe/she?Whatlesson?Whylike?Whatlearn?Studentsplaninpairs,usingusefulexpressions(e.g.,“Mr/Ms...isour...teacher.He/Shemakesmefeel...”).Share2-3pairs’ideas,e.g.,“MsLiisourartteacher.Shemakesmefeelcreative.Ilearntoexpressideas!”DesignIntent:Usepronounsinextendeddialogue,practicespeaking.5.Summary（3minutes）Teacherrecaps:“Today,wemasteredpronouns—personal(I,my)andpossessive(hers,your).Practicehelpsususethemcorrectly!Remember:Pronounsshowwho/whatwe’retalkingaboutclearly.”6.Homework（4minutes）Basic:Write5sentencesaboutyourfamilyusingdifferentpronouns(e.g.,“Mysisterlovesherbooks.”).Improving:Writeashortparagraphaboutaclassmate,usingatleast3pronouns.Advanced:Createadialoguebetweentwostudentstalkingabouttheirfavoriteteacher,focusingonpronounaccuracy.DesignIntent:Reinforcepronounuseinwriting,extendtoreal-lifecontexts.板书设计教学反思授课日期授课班级课题Unit1:ANewStart3rdPeriod:DevelopingIdeas（Listening&SpeakingClass）教学目标LanguageAbilityComprehendlisteningmaterialsaboutnewstudents’time-managementproblems.Usetargetlanguage(It’shardto...,Youcan...)togiveadvice.Completetextbooklisteningtasks(radiotalk,conversation)andspeakingactivities(pairadvice-giving).CulturalAwarenessUnderstandthattime-managementstrugglesarecommoninjuniorhigh,andstudents’unionssupportsolutions.ThinkingQualityEnhancelisteningskills(extractingmainideas,details)andcriticalthinking(problem-solving).LearningAbilityDevelopindependentlisteningstrategiesandcollaborativespeakingskills.教学重点Masterlisteningcomprehensionoftime-managementproblems/solutions.Usefunctionallanguagetogiveadviceinpairwork.教学难点Accuratelycapturingdetailsinlisteningtasks.Providingdetailed,practicaladviceinspeaking.教学过程1.Lead-in（5minutes）Activity:ChallengeSharingTeachersays:“Juniorhighbringsnewchallenges!Raiseyourhandifyou’vefelt:‘Somuchtodo,solittletime!’”Invite2-3studentstosharestruggles(e.g.,“Homeworkandsports—hardtobalance!”).Linktotextbook:“Today,we’lllistentohowotherssolvetheseproblemsandpracticegivingadvice—let’sopenyourbooks!”DesignIntent:Activatepersonalexperience,connecttolesson’sproblem-solvingtheme.2.Pre-listening（8minutes）Activity1:Predict&VocabularyPrepShowtextbook“Developingideas”image(studentsdiscussing).Ask:“Whatdoyouthinkthey’retalkingabout?Time?Homework?Friends?”Teachkeyvocabularyfromthelistening:plantime,after-schoolactivities,tasks(writeonboardwithsimpledefinitions).DesignIntent:Buildbackgroundknowledge,pre-teachtrickywordsforlisteningsuccess.3.While-listening（18minutes）Activity1:FirstListen—RadioTalk(MainIdea)Playtextbookradioaudio(“Listentotheradio.What’sthebiggestproblemfornewstudents?”).Studentschoose:a)Makefriends/b)Plantime/c)Exams.(Answer:b).Discuss:“Whyisplanningtimehard?Morehomework?Activities?”DesignIntent:Practicemain-idealistening,identifycoreproblem.Activity2:SecondListen—PosterCompletion(Details)Playaudioagainfortextbook“Listenagainandcompletetheposter”task.Studentsfillblanks:term2.new3.subjects4.after-school5.time6.FridayCheckanswers,clarify:“‘After-schoolactivities’—whatareexamples?Clubs,sports!”DesignIntent:Improvedetail-listening,reinforceproblem-relatedvocabulary.Activity3:ThirdListen—Conversation(Solutions)PlaytextbookdialoguebetweenWangPengandLiLin.Complete“Listentotheconversationandcompletethetable”:WangPeng’sproblems:hardtoplantime,manytasks,bigprojectsLiLin’ssolutions:writetasks,doimportantfirst,breakbigtasksDiscuss:“Why‘writetasks’?Howdoesbreakingtaskshelp?”DesignIntent:Deepencomprehension,learnproblem-solvingstrategies.4.Post-listening（12minutes）Activity:PairAdvice-GivingUsetextbook“Workinpairs.Chooseaproblem...giveadvice”section.Studentspickaproblem(e.g.,“Hardtofinishhomeworkwithactivities”).Modeldialogue:A:Ihaveaproblem.It’shardtodecidewhattodofirst—somuchhomework!Canyouhelp?B:Sure!First,writedownalltasks.Thendothemostimportantonefirst.Thatworks!Pairspractice,using“It’shardto...,Youcan...”andusefulexpressions.Teachermonitors,providesfeedback(e.g.,“Add‘second,third’formoreadvice!”).DesignIntent:Applylistening-learnedlanguage,practicespeakingfluency.5.Summary（3minutes）Teacherrecaps:“Today,welistenedtonewstudents’timeproblemsandlearnedtosolvethem:plantasks,prioritize,breakbigjobs.UseIt’shardto...andYoucan...tohelpfriends!”6.Homework（4minutes）Basic:Write2sentencesaboutatime-managementtipyou’lltry(e.g.,“I’llwritetasksdowneverymorning.”).Improving:Recorda1-minuteaudiogivingadvicetoa“newstudent”withatimeproblem(usetextbookphrases).Advanced:Createa“Time-ManagementGuide”forjuniorhigh,including3tipsandexamples.DesignIntent:Reinforcelearning,extendtowriting/speakingpractice.板书设计教学反思授课日期授课班级课题Unit1:ANewStart4thPeriod:ReadingforWriting(Reading)教学目标LanguageAbilityMastervocabularyandphrasesfromthepassage(e.g.,byyourself,tryyourbest,workhard,primaryschool,juniorhigh).Comprehendtheletter’sstructureandcontent,includingmetaphors(asmallpool,ariver,thesea).Completetextbooktasks:vocabularylookup,titlemeaningexploration,thinkingmapcompletion,andquestionanswering.CulturalAwarenessUnderstandtheculturalsignificanceofparentalguidanceandsupportduringeducationaltransitions.ThinkingQualityDevelopreadingcomprehensionskills(extractingdetails,interpretingmetaphors).Enhanceanalyticalthinkingbyconnectingtheletter’scontenttopersonalexperiences.LearningAbilityLearnindependentlythroughdictionaryuseandtextanalysis;collaboratein“Thinkandshare”discussions.教学重点Comprehendtheletter’scontentandmetaphors.Completetextbook“ReadingforWriting”tasks:vocabulary,title,thinkingmap,questions.教学难点Interpretingmetaphors(primaryschoolasasmallpool,juniorhighasariver).Connectingtheletter’sadvicetopersonaljuniorhighexperiences.教学过程1.Lead-in（5minutes）Activity:TransitionTalkTeacherasks:“Startingjuniorhighisabigchange!Howdoyoufeel?Excited?Nervous?Shareyourfeelings!”Invite3-4studentstorespond(e.g.,“I’mnervousbutexcited—newchallenges!”).Linktotextbook:“Today,we’llreadaletterfromparentstoachildstartingjuniorhigh—let’sseewhatadvicetheyshare!”DesignIntent:Activatepersonalemotionsaboutjuniorhightransition,connecttotheletter’stheme.2.Pre-reading（8minutes）Activity1:VocabularyLookupOpentextbook“Lookatthewordandexpressions...lookuptheirmeaningsinadictionary”.Studentsworkindividuallytolookupbyyourself,problem,tryyourbest,workhardindictionaries.Sharedefinitionsinpairs,e.g.,“‘Tryyourbest’meansdoeverythingyoucan.”DesignIntent:Developdictionary-usingskills,pre-teachkeyvocabulary.3.While-reading（18minutes）Activity1:TitleExplorationReadthepassagetitle“Beforeyourjourneystarts”andask:“Whatdoes‘journey’refertohere?Juniorhighlife?”Studentsreadthepassagetofindout,thenshare:“Yes—Mia’sjuniorhighjourney.”DesignIntent:Practicetitleinterpretation,engagewiththetext’spurpose.Activity2:ThinkingMapCompletionUsetextbook“Completethethinkingmapwiththewordsandexpressionsfromthepassage”.Studentsfillthemap:juniorhigh2.thoughts3.newproblems4.best5.workhard6.helpsDiscuss:“Whydoparentswritethisletter?Toshareadviceandsupport.”DesignIntent:Extractkeydetails,understandtheletter’sstructure.Activity3:MetaphorAnalysisFocusonquestions:“Whatdo‘asmallpool’,‘ariver’,and‘thesea’standfor?”Studentsdiscussinpairs:“Primaryschoolisasmallpool(safe,protected),juniorhighisariver(wider,faster),theseaisfuturesuccess.”DesignIntent:Interpretmetaphors,deepencomprehensionofthetransition.4.Post-reading（10minutes）Activity:ThinkandShareUsetextbook“Thinkandshare”questions:“Doyouagreewiththedescriptionofprimaryschoolandjuniorhigh?Why?”“Doyourparentsgiveyouadviceaboutjuniorhigh?Whatisit?”Studentsdiscussinpairs,thensharewiththeclass.Teacheradds:“Differentfamilieshavesimilarhopes—supportandgrowth!”DesignIntent:Connecttexttopersonalexperiences,promotecriticalthinking.5.Summary（3minutes）Teacherrecaps:“Today,wereadameaningfulletter!Itusesmetaphorstodescribejuniorhighasajourney.Vocabularyliketryyourbestandworkhardgivesadvice.Remember:Parentssupportyou,butyousailyourownboat!”6.Homework（4minutes）Basic:Writeashortsummaryoftheletterin3sentences.Improving:Drawapictureofthe“journey”metaphors(pool,river,sea)andwrite2sentencesexplainingthem.Advanced:Writealettertoyourfutureself,givingadviceforjuniorhigh(usemetaphorsifpossible).DesignIntent:Reinforcereadingcontent,extendtowritingandcreativity.板书设计教学反思授课日期授课班级课题Unit1:ANewStart5thPeriod:ReadingforWriting(Writing)教学目标LanguageAbilityUnderstandthestructureofareplyletter(showthanks,describedifferences,stateproblems,shareplans).Useunit-relatedvocabularyandexpressions(e.g.,juniorhighlife,challenges,trymybest)tocompleteMia’sreply.Followtextbooksteps(read,plan,write,check,share)forwritingpractice.CulturalAwarenessAppreciatetheculturalvalueoffamilycommunicationandexpressinggratitude.ThinkingQualityDevelopwritingplanningskills(structuringcontentwithathinkingmap).Enhanceself-editingskillsbycheckingwritingagainstunitcriteria.LearningAbilityLearntowritestep-by-stepusingtextbookguidance;collaborateinpeersharing.教学重点Masterthestructureofareplyletter.CompleteMia’sreplyusingunit-relatedideasandlanguage.教学难点Writingdetailedandcoherentcontentforeachpartofthereply.Effectivelyusingunitvocabularyandexpressionsincontext.教学过程1.Lead-in（5minutes）Activity:LetterRecapTeacherasks:“Lastclass,wereadMia’sparents’letter.Whatadvicedidtheygive?Shareonekeypoint!”Invite2-3studentstorespond(e.g.,“Theysaidjuniorhighislikeariver—facenewproblems,tryyourbest!”).Linktotextbook:“Today,we’llhelpMiawriteareplytoherparents—let’slearnhowtostructureandwriteit!”DesignIntent:Recappriorreading,activatewritingpurpose.2.Pre-writing（10minutes）Activity1:AnalyzeReplyStructureOpentextbook“CompleteMia’sreplytoherparents”.ReadStep1:“ReadMia’sreply.Howmanypartsarethere?”Studentsidentifyparts:Showthanks,Describedifferences,Stateproblems,Shareplans.Discusseachpart’spurpose(e.g.,“Showthanks”buildsapositivetone).DesignIntent:Understandletterstructure,prepareforwriting.Activity2:BrainstormContentUseunitideastobrainstormforeachpart:Showthanks:“Thankyouforyourletterandsupport.”Describedifferences:“Juniorhighhasmoresubjects/homework.”Stateproblems:“Hardtomanagetime/meetnewfriends.”Shareplans:“Trymybest,workhard,askforhelp.”Writeideasontheboardforreference.DesignIntent:Generatecontentusingunit-relatedlanguage,reducewritingbarriers.3.While-writing（15minutes）Activity:WriteMia’sReplyFollowtextbookStep2:“CompleteMia’sreply.Useideasfromthisunit.”Studentswriteeachpart,usingbrainstormedcontentandunitvocabulary(e.g.,juniorhighlife,challenges,trymybest).Teachermonitors,providingfeedback(e.g.,“Adddetails:‘Juniorhighhasmoresubjects,soIneedtoplantimebetter.’”).DesignIntent:Practicewritingwithstructureandunit-relatedlanguage.4.Post-writing（8minutes）Activity1:Self-CheckDotextbookStep3:“Check:Didyouwriteaboutjuniorhighlife?Useunitwords?Writeaboutplans?”Studentsself-edit,ensuringallcriteriaaremet.DesignIntent:Developself-editingskills,improvewritingquality.Activity2:PeerSharingFollowtextbookStep4:“Shareyourreplywiththeclass.”Pairsexchangereplies,givefeedback(e.g.,“Youdescribeddifferenceswell—addaproblemtomakeitcomplete!”).DesignIntent:Promotepeerlearning,enhancecommunicationskills.5.Summary（3minutes）Teacherrecaps:“Today,wewroteareplyletterlikeMia!Structurematters:thanks,differences,problems,plans.Usingunitwordsmakesitconnected.Remembertocheckandshareyourwriting!”6.Homework（4minutes）Basic:Polishyourin-classreply,addingonemoredetailtothe“problems”or“plans”section.Improving:Writeareplylettertosomeonewhogaveyouadvice(parent,friend),usingthisstructure.Advanced:Createa“WritingChecklist”forreplyletters,includingstructureandunit-languagecriteria.DesignIntent:Reinforcewritingskills,extendtoreal-lifecommunication.板书设计教学反思授课日期授课班级课题Unit1:ANewStart6thPeriod:PresentingIdeas教学目标LanguageAbilityUseunit-relatedvocabulary(studies,activities,problems,feelings)andexpressionstodescribethefirstweekinjuniorhigh.Presentaposterconfidently,applyingstructuredlanguagefordescriptionandexplanation.Collaborateingroupstocreateandpresentcontent,followingtextbooksteps.CulturalAwarenessValuethesharingofschool-lifeexperiencesasawaytobuildclasscommunity.ThinkingQualityDevelopcreativityinposterdesignandlogicalthinkingincontentorganization.Enhancecommunicationskillsthroughgroupworkandpublicpresentation.LearningAbilityLearnthroughcollaborativeproject-basedtasks;practiceself-expressionandpeerevaluation.教学重点Createaposteraboutthefirstweekinjuniorhighwithrequiredelements.Presenttheposterusingclear,structuredlanguage.教学难点Designingacohesive,visuallyappealingposter.Deliveringanengaging,detailedpresentation.教学过程1.Lead-in（5minutes）Activity:First-WeekRecallTeacherasks:“Let’stakeatripdownmemorylane!What’sonethingthatmadeyourfirstweekinjuniorhighspecial?Anewfriend?Acoolclass?”Callon3-4studentstoshare,e.g.,“MyfirstPEclasswasawesome—weplayedteamgames!”Transition:“Today,we’llturnthesespecialmomentsintoapostertosharewiththeclass,justlikethetextbookguidesus!”DesignIntent:Activatepriorexperiences,connecttolesson’sposter-makingtask.2.Presentation(Input&Model)（10minutes）Activity1:UnderstandPosterRequirementsShowtextbook“Presentingideas”section.Explainsteps:Step1:Groupdiscussion(decidepostercontent:studies,activities,problems,feelings).Step2:Organise&create(useoutline,addpictures).Step3:Present(shareposterwiththeclass).Step4:Vote(selectbestposters/presentations).Highlightunit-relatedlanguage:“Myfavouritesubjectsare...”,“Ifeltnervouswhen...”Activity2:ModelaPosterSegmentTeachermodelspartofaposter,e.g.,Studiessection:Title:MyfirstweekinjuniorhighStudies:MyfavouritesubjectsareEnglishandscience.MyfirstlessonwasEnglish—welearnedtointroduceourselves.Ilearnthatspeakinguphelpsmemakefriends.Explainhowtouseunitvocabularyandstructureideaslogically.DesignIntent:Clarifytaskexpectations,providelanguageandstructuremodels.3.Practice(GroupWork)（15minutes）Activity:CreatePostersinGroupsStudentsformgroups(3-4pergroup).Followtextbooksteps:Step1:Discuss:Talkaboutfirst-weekstudies,activities,problems,feelings.Voteonwhattoinclude.Step2:Create:Organiseideasintosections(studies,activities,problems,feelings).Addpictures.Useunitlanguage(e.g.,“singsongsandreadpoems”foractivities).Teachercirculates,offeringhelpwithlanguage(e.g.,“Use‘It’shardto...’forproblems”)anddesign(e.g.,“Arrangesectionsclearly”).DesignIntent:Practicecollaborativecreation,applyunitlanguageandcreativity.4.Production(Present&Evaluate)（10minutes）Activity1:GroupPresentationsEachgrouppresentstheirposter,followingthestructure:Introduction:“Today,we’llshareourfirstweekinjuniorhigh...”Sections:Explainstudies,activities,problems,feelingswithdetails.Conclusion:“Thanksforlistening!”Encourageusingexpressionslike“Questionsjumpintomymind”(forfeelings)and“Wedidteamactivities”(foractivities).Activity2:PeerVotingAfterpresentations,studentsvoteforthebestthreepostersandpresentations(textbookStep4).Votingcriteria:Clearcontent,creativedesign,gooduseofunitlanguage,engagingpresentation.DesignIntent:Developpublic-speakingskills,promotepeerassessment.5.Summary（3minutes）Teacherrecaps:“Today,weworkedasteamstocreateamazingposters!Youusedunitwordstosharefirst-weekstories—fromfavouriteclassestonervousmoments.Presentingtaughtushowtocommunicateideas.Remember,everyexperience,goodortough,helpsusgrow!”6.Homework（2minutes）OptionalTask:Writeashortparagraphreflectingon“WhatIlearnedfrommakingandpresentingtheposter”(e.g.,teamwork,usingnewvocabulary).DesignIntent:Reinforcelearningthroughreflection,extendthetask.板书设计教学反思授课日期授课班级课题Unit1:ANewStart7thPeriod:Review&Reflection教学目标LanguageAbilityRecallanduseunitvocabulary,grammar,andexpressionstoreflectonjuniorhighschoollife.Completetextbookreflectiontasks,includingunderstandingkeylearningsandself-assessment.CulturalAwarenessAppreciatethevalueofself-reflectionandcontinuousimprovementinjuniorhigheducation.ThinkingQualityDevelopmetacognitiveskillsbysummarizingunitlearningsandidentifyingareasforimprovement.LearningAbilityLearntoreflectonlearningprocessesindependentlyandsetgoalsforfutureimprovement.教学重点Reviewunitcontent(vocabulary,grammar,skills).Completetextbookreflectiontasks:understandingkeymessages,self-assessment,andgoal-setting.教学难点Deeplyreflectingonunitlearningsandarticulatingimprovementareas.教学过程1.Lead-in（5minutes）Activity:UnitJourneyRecapTeacherasks:“We’vefinishedUnit1—whatajourney!Let’srecall:Whattopicsdidwecover