资源简介

Unit 1 A new start Reading for writing
文本分析
This lesson falls under the category of reading and writing instruction, with the thematic scope of “People and Self–Life and Learning”, covering sub-theme clusters: colorful, safe, and meaningful school life; self-awareness, self-management, and self-improvement; positive learning experiences, appropriate learning methods and strategies, and diligent thinking.
What
The discourse of this lesson is a letter from parents to Mia, themed “The Beginning of Junior High School Life”. Through the metaphor of a “paper boat”, the letter connects primary school(pool), junior high(river), and future(sea) learning experiences. It offers advice on overcoming academic challenges in junior high, encouraging Mia to solve problems independently and manage time wisely. After studying the text, students are tasked with writing a reply letter
imitating the format while incorporating their own school experiences and reflections.
How
Text structure: The letter follows a clear format with salutation, body, and signature. The body comprises three sections: reminiscing primary school days(Para. 1), describing junior high challenges and suggestions(Para. 2), and encouragement with blessings(Para. 3). The reply letter should include gratitude, encountered difficulties, and solutions.
Language features: Metaphors(e.g., “journey”, “paper boat”) enhance emotional resonance; suggestion patterns like “It’s important to...” and “You need to...” are employed; predominant use of present tense and first-person narration aligns with students’ daily lives. The text highlights differences between primary and junior high life while conveying parental support.
Why
Through studying the letter, students will comprehend parental care and expectations, appreciate the significance of personal effort and family support, and learn to express reflections on junior high life in English. They will master the basic structure and linguistic expressions of letter writing, thereby enhancing practical communication skills.
学情分析
Know
1. Students have previously learned basic letter formats(e.g., greeting cards, notes).
2. They have mastered foundational sentence structures such as “I like...” and “There is/are...”.
3. Students have studied earlier lessons in Unit 1, which cover the transition from primary to junior high school. They have acquired vocabulary and sentence patterns to describe school life and possess preliminary experience with junior high routines, enabling them to describe daily activities(e.g., classes, homework).
Want
1. They aim to systematically learn formal letter-writing techniques to improve their written expression skills.
2. Students, filled with curiosity and anxiety about junior high life, are eager to learn how to describe their experiences and plans in English and seek practical advice for coping with academic pressure.
3. They need to express personal feelings through writing and gain emotional support.
Learn
1. Analyze the structure of a letter, learn to organize paragraph logic, and master the “introduction-development-conclusion” writing framework.
2. Use metaphors and parallel structures to enhance expressive impact.
3. Draw on personal experiences and apply linguistic knowledge to write a reply letter, sharing reflections and plans for junior high life.
教学目标
By the end of this lesson, students will be able to:
I. Language Competence
1. Master the three-part structure(opening-body-conclusion) of a letter and understand the expressive power of metaphorical language(e.g., “journey”, “paper boat”).
2. Learn to use first-person narration and present tense for emotional expression, and correctly apply suggestion patterns(e.g., “You should...”, “Why not...”).
3. Understand the communicative function of letters and master practical writing conventions(formatting salutations/signatures, using cohesive devices, etc.).
II. Learning Abilities
1. Extract key information from texts(problem description→advice→resolution) using mind-mapping tools.
2. Develop strategies for analyzing discourse structure: identifying topic sentences→dividing paragraphs→summarizing writing frameworks.
3. Enhance English writing skills and create personalized writing templates(transferring personal experiences→imitating structures→innovating expressions).
III. Thinking Skills
1. Cultivate logical thinking: Plan life using the “identify problems→analyze problems →solve problems” writing logic.
2. Strengthen critical thinking: Interpret deeper meanings of metaphors(e.g., “paper boat” symbolizes hope for growth).
3. Foster creative thinking: Adapt textual structures to new contexts and design personalized junior high life plans.
IV. Cultural Awareness
1. Understand the cultural significance of growth: Recognize the value of junior high as a pivotal transitional stage in life.
2. Develop a proactive attitude: Build adaptability and problem-solving awareness in new environments.
3. Establish cross-cultural communication awareness: Appreciate letters as a universal cultural medium for emotional exchange, fostering intergenerational communication.
评价任务
阅读理解题检测对文本细节和结构的理解（如选择题、填空题）（指向目标 1）
通过选择题和填空题检测对信件内容的理解（准确率≥90%）小组讨论活动中观察学生语言
表达的准确性和逻辑性（指向目标 2）
小组合作复述信件思维导图，评估逻辑梳理能力通过互评表与自评表评估学生书信写作的完成度和语言应用能力（指向目标 3 和 4）
根据评价量表（自评+互评），判定回信是否符合“总-分-总”结构与语言要求
教学重、难点
Teaching Key Points:
1. Comprehend and apply letter writing structure
(1)Master the composite logical framework combining “problem-suggestion-determination” and “general-specific-general”
(2)Skillfully employ three-paragraph letter structure(introductory-opening elaboration-conclusive)
(3)Understand metaphorical connotations and connections of “river/sea/journey/paper boat”
2. Enhance metaphorical expression capabilities
(1)Establish symbolic connections between abstract concepts(growth journey) and concrete objects(navigation imagery)
(2)Utilize suggestion patterns(You might consider.../Why not try...) and parallel sentences to enhance persuasiveness
Teaching Difficult Points:
1. Imagery transformation and life connections
Concretize “learning journey” metaphors(river rapids/origami boat challenges/ocean goals) into junior high life scenarios
2. Comprehensive application of writing techniques
(1)Maintain first-person perspective consistency within simple present tense framework
(2)Logical cohesion: Use transitional words(just like) to connect metaphors with narratives
(3)Linguistic accuracy: Balance literary devices(personified textbooks) with epistolary colloquial features
教学过程
环节/时间 教学目标 学习活动 评价
Step 1 Lead-in (5mins) 激活学生关于“初中生活”的已有知识，激发学习兴 趣。 1. 观看白板展示的“纸船”图片，回答提 问： What did they give to Mia 2. Read the dialogue in roles. 3. Answer two questions: (1) Is it the only paper boat from her parents (2) What do Mum and Dad want to share with Mia 通过视觉与实 物刺激，激活学生关于“新起点”的已 有经验，为文本阅读铺垫背景知识；观察 学生回答问题 的积极性和准 确性。
设计意图： 通过展示“纸船”图片和提问，激活学生对初中生活的已有认知，将抽象概念（如“新起点”，“挑战”）与具体形象（纸船航行）联系起来，引发情感共鸣。同时，借助视觉材料激发兴趣，为后续文本分析铺垫情境，帮助学生自然过渡到书信主题。
Reading & Analysis (15mins) 1. 理解语篇内容和语言特点，掌握隐 喻的含义。 2.分析语篇结构，提取关 键信息。 1. 观察文章，回答问题： (1) What kind of passage is it A. A poem. B. A letter. C. A report. (2) How many paragraphs are there (3) Match each paragraph with the main idea. A. Make a new paper boat and give good wishes. B. Mia’s new start-junior high school. C. The differences between primary school and junior high school and some advice. 2. Para. 1&Para. 3 Read and choose. (1)What does “journey” mean A. Mia’s new house. B. Mia’s new life in junior high. C. Mia’s travel plan for the summer holiday. (2) Why did Dad and Mum write the letter A. To play a game. B. To invite Mia to a party. C. To help their daughter in junior high. 3. Para. 2 (1) Read and answer. What do “a pool”, “a river” and “the sea” stand for (2) Read and complete. Then try to retell. 观察学生速读回答问题的准确性。 通过分层阅读任务，引导学生深入分析文本结构与语言特点，培养信 息提取与逻辑思维能力。 通过思维导图完成度检测学生对文本结构和内容的掌握。
设计意图： 通过快速阅读和分层精读任务，引导学生关注书信的整体结构（回忆—建议—祝福）和 语言特点（比喻、建议句式）。小组合作分析文本，旨在培养逻辑思维能力与团队协作意识，同时帮助学生建立“问题—建议—决心”的写作逻辑框架，为后续写作奠定基础。通过标注关键句式和仿写练习，强化学生对比喻表达（如“junior high is like a river”）和建议句式（如“It’s important to...”）的掌握。结合生活场景的仿写任务，帮助学生将文本语言迁移到实际表达中，提升语言应用能力，同时为写作积累素材。
Writing (20mins) 1. 运用三段式结构撰写回信，规划写作 内容，明确写作思路，表达初中生活的规 划与决心。 2. 掌握隐喻的使用方法。 3. 修改和完善书信内容。分享优秀作品，激发写作 兴趣。 1. If you were Mia, please write a letter to your parents. 2. The structure of the letter. (5 parts) 3. Key sentences or structures. Beginning Show thanks 1. Thank you for your letter. 2. I’m glad to hear from you. 3. I feel very happy to receive your letter. 4. ...... How is life different & My problems 1. Junior high is like a river. It’s wide and the water moves fast. 2. Learning is more difficult. It’s important to think more in learning. 3. There are so many tasks. A project may take weeks. It takes one month to finish a book report. It’s hard to finish it on time. 4. There is a lot of homework. It’s hard to decide what to do first. 5. I have a problem. It’s hard to plan my time. 6. ...... body Going to do 1. I’m going to write down my tasks and the time for each task. 2. I’m going to do the most important things first. 3. I’m going to turn a big task into small ones. 4. I’m going to work hard/try my best/make friends with my classmates. 5. I hope that I will have a happy junior school life! 6. ...... Ending 通过支架式写作训练，帮助学生将文本知识迁移至实际写作，提升语言应用能力。 观察学生写作过程中语言和结构
设计意图： 基于前序环节的输入，学生通过列提纲和独立写作，将所学结构、语言与个人经历结合，完成从“理解”到“输出”的转化。写作任务设计为回信形式，贴近学生真实需求，培养他们在实际情境中运用英语解决问题的能力，同时增强对初中生活的积极规划意识。通过自评和同伴互评，学生从读者视角审视自己的作品，发现语言错误或逻辑漏洞，同时学习他人的优点。互评表（内容、语言、逻辑）提供明确的反馈标准，促进学生批判性思维的发展，并推动写作质量的迭代提升。展示优秀作品并总结要点，旨在巩固学习成果，增强学生的自信心与表达能力。总结环节梳理书信写作的核心要素（结构、语言、逻辑），帮助学生形成系统化知识框架，为后续学习迁移提供支持。
Homework： Must do: Polish your writing with the help of the checklist. Stick your writing in the classroom and give your stars to the best ones according to the checklist. Choose to do: Write a thank you letter to your own parents, expressing gratitude and writing about your problems and plans for junior high school life.

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