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中小学教育资源及组卷应用平台
Unit 1 A new start-Developing ideas教学设计
The Students' Union
Students learn about the role of the Students' Union in school. It is an organization that supports students. It holds different activities like cultural festivals and sports meets, which helps students understand the rich extracurricular life in junior high. Also, knowing that the Students' Union can help with problems gives students a sense of security and resources in the new school environment.
Challenges in Junior High
Through listening materials, students become aware of the challenges that new junior high students may face. For example, Zhang Wen has difficulties in planning his time because there are numerous tasks. This makes students realize that they are not alone in facing such problems and prepares them to think about solutions.
教学目标 Students will be able to understand and master key vocabulary related to school life and problem - solving, such as "Students' Union", "challenge", "solution", "task", "plan", etc.They will grasp common sentence patterns used to describe problems and give advice, for example, "It's hard to...", "You can...".Students will learn the basic structure of a letter for personal communication.
教学重难点 A. Key PointsMastery of key vocabulary and sentence patterns related to school life and problem - solving.Ability to accurately obtain information from listening materials and use this information for further communication and writing.Understanding and applying the structure of a letter for personal expression.B. Difficult PointsHelping students understand complex listening content, especially when there are multiple details and ideas involved.Guiding students to give logical and practical advice when communicating about problems, rather than just simple suggestions.Teaching students to organize their thoughts and write a coherent and meaningful letter, especially in terms of expressing emotions and problem - solving strategies.
A. Vocabulary
The Students' Union - 学生会
Example: The Students' Union in our school organizes many interesting activities.
challenge - 挑战
Example: Learning a new subject is a big challenge for me.
solution - 解决方案
Example: We need to find a solution to the problem of too much homework.
task - 任务
Example: I have a lot of tasks to finish today, such as reading and writing.
plan - 计划
Example: I make a plan to study English every day.
B. Sentence Patterns
Describing problems
It's hard to...
Example: It's hard to get up early in the morning.
I have difficulty in...
Example: I have difficulty in understanding math problems.
Giving advice
You can...
Example: You can ask your teacher for help.
Why not...
Example: Why not join a study group
C. Letter Structure
Beginning
Usually start with expressions like "Dear Dad and Mum," and then express gratitude, such as "Thank you for your letter and your love."
Body
First, describe new life changes, for example, "I have made many new friends in junior high school." Then, state problems, like "I find it difficult to manage my time because there are so many subjects." Finally, introduce solutions, such as "I plan to make a schedule every day to solve this problem."
End
End with something like "Best wishes," or "Love you," and then sign your name.
教学过程
A. Lead - in (5 minutes)
Show some pictures of students participating in different school activities, such as a sports meet, a cultural festival, and a study group discussion.
T: "Boys and girls, look at these pictures. What can you see Have you participated in any of these activities in our school "
Ss may answer: "I can see students running in the sports meet. I joined the reading group in our school."
Then, ask students about their feelings about these activities and life in junior high school so far.
T: "How do you feel about these activities Do you think junior high school life is different from primary school life Share your feelings with your partners."
Students discuss in pairs and then share their ideas with the class. This activity can arouse students' interest and make them recall their experiences in the new school, leading to the topic of this lesson.
B. Listening (10 minutes)
Listening for the main idea
Tell students that they are going to listen to a radio broadcast. Before playing the recording, show them three options on the PPT:
a. Junior high is fun for new students.
b. New junior high students face problems.
c. There are many activities at junior high.
T: "Listen carefully and choose the main idea of the radio broadcast."
Play the recording once. After that, ask students to raise their hands to share their answers and reasons.
T: "Who can tell me your answer and why you choose it "
Ss may answer: "I choose b because I heard they talked about some problems new students met, like too much homework."
Listening for details
Show a poster on the PPT with some blanks. Tell students that they will listen to the recording again to complete the poster about the Students' Union.
T: "Now, listen again and fill in the blanks in the poster. The Students' Union is very important in our school life. Let's find out more about it."
Play the recording a second time. Students listen and fill in the blanks independently. Then, ask them to check their answers with their partners. Finally, invite some students to come to the front and fill in the blanks on the big poster on the blackboard. Check the answers together and explain any difficult points.
C. Speaking (15 minutes)
Learn to describe problems
Present some common problems that students may encounter in junior high school on the PPT, such as "It's hard to make friends," "There is too much homework," "I can't understand the teacher in class."
T: "Look at these problems. Sometimes, we need to describe our problems clearly to get help. First, we state the problem simply, like 'I have a problem. It's hard to make friends.' Then, we can provide more details, such as 'I am too shy to talk to new classmates.' Now, practice with your partner. Choose one problem and describe it in this way."
Students practice in pairs. Walk around the classroom, listen to their conversations, and give necessary guidance.
Learn to give advice
After students finish describing problems, continue the activity.
T: "Now, after your partner describes the problem, you need to give advice. For example, if your partner says 'It's hard to make friends,' you can say 'You can join some clubs in school. You will meet many students with the same interests.' Practice giving advice to each other."
Students continue to practice in pairs. Then, invite some pairs to come to the front and act out their conversations. Other students listen and evaluate whether the advice is reasonable and useful.
D. Reading and Writing (10 minutes)
Reading a letter
Show Mia's letter to her parents on the PPT. Let students read it quickly and answer two questions:
What are the changes in Mia's new life
What problems does she face and how does she plan to solve them
T: "Read the letter quickly and find the answers to these two questions. Then, share your answers with your group members."
Students read and discuss in groups. After that, each group sends a representative to share their answers with the class.
Writing a letter
T: "Now, it's your turn to write a letter to your parents. Think about your new life in junior high school, including the changes, problems, and your plans. First, make a simple outline. Then, start writing your letter."
Give students some time to write. Walk around the classroom, offer help if students have difficulties in vocabulary or sentence structure. After students finish writing, ask them to exchange their letters with their partners and check for mistakes.
E. Summary and Homework (5 minutes)
Summary
T: "Boys and girls, today we learned a lot. We knew about the role of the Students' Union, how to describe problems and give advice, and how to write a letter to our parents about our new life in junior high school. Let's review the key words and sentence patterns together."
Review the key vocabulary and sentence patterns with students, such as "Students' Union", "It's hard to...", "You can...".
Homework
Ask students to revise their letters according to their partners' suggestions and then write a clean copy.
Tell students to listen to the recording of this lesson again to improve their listening skills.
教学反思
After teaching this lesson, I think there are several aspects that need to be reflected on.
A. Successes
The lead - in activity was effective in arousing students' interest. By showing pictures of school activities, students were actively engaged in sharing their experiences, which smoothly led to the following teaching content.
In the listening part, the two - step listening practice (first for the main idea and then for details) helped students gradually improve their listening skills. They were able to understand the content of the radio broadcast better and complete the relevant tasks.
The speaking activities provided students with sufficient opportunities to practice English in a real - life context. Most students were able to describe problems and give advice using the learned expressions, which enhanced their oral communication ability.
B. Shortcomings
In the writing part, some students still had difficulties in organizing their thoughts and using proper grammar. Although I provided guidance during the writing process, more pre - writing training, such as showing more sample outlines, may be needed in the future.
During group discussions, a few students were less active. In the future, I need to find ways to encourage all students to participate actively, such as setting group competition rules to make the activities more attractive.
C. Improvements
For writing training, I will design more targeted exercises, such as sentence - writing practice related to the content of the letter first, and then gradually guide students to write a complete letter. Also, I can provide more model letters for students to analyze and imitate.
To make group discussions more effective, I will assign specific roles to each group member, such as a leader, a recorder, and a presenter. This will ensure that every student has a clear task and is more likely to participate in the discussion.
In conclusion, through continuous reflection and improvement, I hope to make my teaching more effective and help students better master English knowledge and skills.
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