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中小学教育资源及组卷应用平台
Unit 1 A new start-Starting out教学设计
This unit, titled "A new start", falls within the theme category of "Man and Self", specifically focusing on "Colorful, Safe, and Meaningful School Life". The Starting out section, as the opening part of this unit, plays a crucial role in leading students into the exploration of junior high school life.
The first part involves learning about the first - day - of - school traditions in different countries. By showing students pictures or short videos of how students in Russia, Indonesia, France, and the United States start their school year, students can understand the diversity of school life in different cultures. For example, in Russia, parents and students visit the school; in Indonesia, students play games and do team activities; in France, new students give flowers to the teachers; and in the United States, students get timetables and start their lessons.
The second part is about students' expectations and thoughts on their own junior high school life. Students are encouraged to think about and share what they know, what they want to know, and how they can find out more about junior high school life in terms of lessons, plans, and activities. This helps them actively engage in the new learning environment and build their own learning goals.
教学目标 Students will be able to master key words and phrases related to school life, such as "start", "activity", "timetable", "without", etc.Students can understand and use sentence patterns like "It's important to...", "What do people do on the first day of school "
教学重难点 Teaching Key PointsGuide students to learn about different countries' school - starting traditions and master relevant vocabulary and sentence patterns.Help students express their own expectations and plans for junior high school life in English.Teaching Difficult PointsEncourage students to think deeply about the differences and similarities of school life in different cultures and express their views clearly.Assist students in organizing their thoughts and expressing themselves fluently when talking about their own junior high school life plans.
Vocabulary
start v. 开始 (做某事) e.g. School starts at 8:00 in the morning.
activity n. 活动 e.g. We have many activities after school.
timetable n. 时间表 e.g. Here is your new timetable.
without prep. 缺乏；没有 e.g. You can't learn English well without practice.
Sentence Patterns
What do people do on the first day of school This sentence is used to ask about the activities on the first day of school.
It's important to... It emphasizes the importance of doing something. e.g. It's important to listen carefully in class.
教学过程
Warming - up (5 minutes)
Greet the students and introduce myself briefly. Then, show a picture of a school and ask students: "What can you see in the picture What do you think of when you see this picture " Encourage students to share their ideas freely. This activity can activate students' prior knowledge about school and arouse their interest in the topic.
Presentation (15 minutes)
Step 1: Different Countries' School - Starting Traditions
Show students pictures or short videos about the first - day - of - school traditions in Russia, Indonesia, France, and the United States. While showing, introduce the relevant vocabulary and sentence patterns: "In Russia, parents and students visit the school. visit, it means to go to a place and stay there for a short time. What do people do in Russia Yes, they visit the school." Do the same for other countries.
After that, ask students to match the activities with the countries on the blackboard or in their books. Check the answers together.
Step 2: Our Junior High School Life
Present a mind - map on the blackboard with three branches: "I know", "What I want to know", "How I can find out more". First, give an example for "I know": "I know we will have more subjects in junior high school, like history, geography." Then, ask students to think and share what they know about junior high school life in groups. Each group chooses one representative to share their ideas with the whole class.
Next, guide students to think about what they want to know about junior high school life. For example, "Some of you may want to know if there will be more interesting activities in junior high. What else do you want to know " Let students write down their questions in the "What I want to know" part of the mind - map.
Finally, discuss with students how they can find out more about junior high school life, such as asking teachers, senior students, or searching on the Internet.
Practice (15 minutes)
Step 1: Pair - work
Ask students to work in pairs. One student acts as a student from a certain country and describes the school - starting activities in that country, while the other student asks questions. For example:
Student A: In Indonesia, we play games and do team activities on the first day of school.
Student B: That sounds interesting. What kind of games do you play
Walk around the classroom to monitor and offer help if necessary.
Step 2: Group - work
Divide students into groups of four. Each group is required to complete a table about their expectations for junior high school life. The table has columns like "Lessons", "Plans", "Activities". For example, in the "Lessons" column, they can write "I hope we can have more science experiments in science lessons"; in the "Plans" column, "I plan to join the English club"; in the "Activities" column, "I want to take part in the school sports meeting".
After that, each group makes a report to share their table with the whole class.
Summary (7 minutes)
Review the key words and sentence patterns learned in this class with students. Write them on the blackboard and ask students to read them aloud together.
Summarize the different countries' school - starting traditions and students' expectations for junior high school life. Emphasize the importance of having a positive attitude towards the new start of junior high school.
Homework (3 minutes)
Ask students to write a short passage about their own plans for junior high school life, including at least three aspects. They can refer to the content discussed in class.
Tell students to prepare for the next class by thinking about their first - day experiences in junior high school.
教学反思
After this class, I found that most students were actively involved in the learning process. The use of pictures and videos about different countries' school - starting traditions successfully attracted students' attention and aroused their interest. The group - work and pair - work activities provided students with opportunities to practice speaking English, and most students could express their thoughts to some extent.
However, there were also some problems. For example, in the group - work when students were discussing their expectations for junior high school life, some students had difficulty organizing their thoughts and expressing complex ideas. In the future, I should provide more language scaffolds and guidance for students in such activities. Also, the time for each part of the class should be more precisely controlled. Sometimes, the discussion in group - work took a little longer than expected, which made the summary part a bit hasty. I will adjust the teaching process according to these problems in the following classes to improve teaching effectiveness.
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