Unit 1 A new start-Developing ideas-Reading for writing教学设计2026-2027学年外研版英语七年级上册

该初中英语教学设计聚焦“父母信件隐喻理解与回信写作”核心，通过热身问题激活学生初中生活体验，结合词典技能教学夯实词汇基础，用思维地图梳理信件内容，搭建从阅读输入到写作输出的学习支架。 资料特色在于读写结合的深度融合，通过分析“小池-小学”等隐喻培养思维品质，借助四部分回信模板提升语言能力，词典技能教学强化学习能力。小组讨论隐喻含义、写作自我检查清单等设计，助力学生发展读写能力与反思习惯，为教师提供结构化教学流程与实用评估工具。

Unit 1 A new start Developing ideas-Reading for writing Lesson type: Reading-to-writing & process writing lesson（读写结合课） 1. Teaching objectives 1.1 Knowledge objectives 1. Students can understand key words and expressions from the reading passage: by yourself, problem, try your best, work hard, and learn dictionary skills for looking up unfamiliar words. 2. Students can understand the letter Before your journey starts from Mia's parents and identify the metaphors (small pool, river, sea, storms) used in the passage. 3. Students can recognise the structure of a reply letter (thank-you → describe new life → state problems → express hopes/plans). 4. Students can use the words and expressions from the unit to write a reply letter to their parents about their junior high life. 1.2 Skill objectives 1. Students can read and understand a parent-to-child letter and complete a thinking map to show comprehension. 2. Students can analyse metaphors and explain what they stand for in the context of life changes. 3. Students can write a structured reply letter (at least 6-8 sentences) to their parents, describing their new school life, problems they face, and their plans. 4. Students can use dictionary skills to find the meanings of unfamiliar words and expressions. 1.3 Emotional & cultural objectives 1. Help students appreciate parental love and support during the transition to junior high school. 2. Encourage students to reflect on their own feelings and challenges in their new school life. 3. Build students' confidence in expressing their thoughts and feelings in writing. 4. Foster a growth mindset: encourage students to face challenges with courage and determination ("try your best and work hard"). 2. Key and difficult points Key points: - Understand the main ideas and metaphors in the letter Before your journey starts. - Complete the thinking map with correct words and expressions from the passage. - Write a reply letter to parents using the given structure and useful expressions from the unit. Difficult points: - Analyse and interpret the metaphors ("small pool", "river", "the sea", "storms") and connect them to real-life experiences. - Organise the reply letter logically with a clear structure (thanks → description of new life → problems → plans/expectations). - Use appropriate vocabulary and sentence patterns from the unit in the writing task. 3. Teaching aids Textbook, PPT (with the letter, thinking map, writing framework, and sample reply), blackboard, dictionary (or online dictionary tool), worksheet with the thinking map and writing template, vocabulary list for reference. 4. Teaching procedures (40 mins total) Step 1 Warm-up & vocabulary (6 mins) 1. Greet the whole class. Teacher raises a warm-up question: - Q1: How did you feel on your first day of junior high? Did you feel nervous, excited, or worried? - Invite 3-4 students to share their feelings. 2. Show the four words and expressions on PPT: - by yourself - problem - try your best - work hard 3. Dictionary skills mini-lesson (3 mins): - Teacher asks: "If you don't know the meaning of a word, what can you do?" Students answer: "Look it up in a dictionary." - Briefly demonstrate how to find the meaning of by yourself and try your best using an English dictionary (or online tool). Show the steps on PPT. - Students quickly write down the meanings of the four expressions in their notebooks. - Expected meanings: - by yourself = alone; without help - problem = a difficulty or issue - try your best = make the greatest effort - work hard = make a lot of effort 4. Transition: "Today we will read a letter from parents to their daughter Mia. Let's see what advice they give her." Step 2 First reading – Find the meaning of the title (5 mins) 1. Show the title Before your journey starts on PPT. Ask students: - Q: What does "journey" mean here? What "journey" is about to start? - Students guess: "The journey of junior high school." / "A new stage of life." 2. Students read the letter Before your journey starts silently (2 minutes). 3. Whole-class check (3 mins): - Teacher asks: "What is the meaning of the title?" - Expected answer: The letter gives advice to Mia before she starts her junior high school journey. It encourages her to be brave, work hard, and face challenges by herself. - Teacher supplements: "The title suggests that Mia is about to begin a new and important journey in her life — the journey of growing up." Step 3 Second reading – Complete the thinking map (8 mins) 1. Show the thinking map on PPT. Explain the task: "Read the passage again and complete the map with words and expressions from the passage." 2. Students read the passage again (2 minutes) and complete the thinking map individually. 3. Pair check (2 mins): Students compare answers with deskmates. 4. Whole-class check (4 mins): - Call on students to give answers. - Expected answers: 1. Mia is now in junior high. Dad and Mum want to share some thoughts with her. 2. Mia will face new problems. Dad and Mum will still help her. 3. Mia should try her best and work hard. 4. Dad and Mum hope this letter helps Mia in the coming years. - Teacher writes the completed thinking map on the blackboard. Step 4 Deep comprehension – Analyse metaphors (7 mins) 1. Activity 2: Answer the questions. - Show the three questions on PPT: 1. What do "a small pool", "a river" and "the sea" stand for? 2. What do you think Mia's parents do to protect her boat from winds? 3. What do you think the "storms" are? 2. Pair discussion (4 mins): Students discuss the three questions with their partners. 3. Whole-class sharing (3 mins): - Question 1: A small pool = primary school (safe, small, manageable); a river = junior high school (wider, more challenging, fast-paced); the sea = the bigger world / future after school. - Question 2: They give her love, support, advice, guidance, and a safe home environment. - Question 3: Difficulties and challenges in life — tough exams, peer pressure, homework stress, etc. - Teacher writes the key metaphorical meanings on the blackboard. Step 5 Think and share – Personal reflection (5 mins) 1. Activity 3: Think and share. - Show the two questions: 1. Do you agree with the ideas in the letter? Why or why not? 2. Do your parents give you any advice about life in junior high? What is it? 2. Learning to think: Teacher gives guiding prompts: - What are your ideas about junior high? Are your ideas similar to those in the letter? 3. Students think individually (1 minute), then share with a partner (2 minutes). 4. Invite 2-3 students to share their opinions with the class: - Sample answers: - "I agree with the letter because we need to be independent in junior high. My parents also tell me to work hard." - "My parents tell me to study hard and ask teachers for help if I have problems." - Teacher gives positive feedback and encourages students to connect the letter to their own lives. Step 6 Writing – Complete Mia's reply (8 mins) 1. Step 1: Read Mia's reply – How many parts are there? - Show the reply template on PPT. Students read it and identify the structure: - Part 1: Thank you (show thanks to Dad and Mum) - Part 2: Describe junior high school life (what is different) - Part 3: State problems (what difficulties I have) - Part 4: Express plans / hopes (what I will do) - Teacher writes the four-part structure on the blackboard. 2. Step 2: Complete Mia's reply. - Students work individually to complete the reply letter. They should use ideas from this unit (e.g., "We need to think more in learning", "It's hard to plan time", "We should write down tasks", "We should try our best and work hard"). - Teacher walks around the classroom to provide individual help with vocabulary and sentence structure. - Useful expressions to guide students: - Junior high school life is different because... - We have more subjects and more homework. - It's hard to... - I will try my best to... - I plan to... 3. Step 3: Check (Self-check). - Students check their writing against the checklist: - □ Did I write about junior high school life? - □ Did I use the words and expressions from the reading passage? - □ Did I write about plans in junior high? 4. (If time allows, proceed to Step 4; otherwise assign as homework.) Step 7 Summary & homework (1 min) 1. Teacher briefly summarises: "Today we read a beautiful letter from Mia's parents. We discussed the metaphors and the advice they gave. We also started writing our own reply to parents. Remember, junior high is a new journey. It's normal to have problems, but we should try our best and work hard." 2. Homework: - Write: Complete Mia's reply to her parents. Write at least 8-10 sentences. - Revise: Check your writing against the three checklist points. - Prepare: Read your reply aloud to practise pronunciation. Be ready to share it with the class next lesson. 5. Blackboard design Unit 1 Teenagers today – Writing: Before your journey starts Key words & expressions: - by yourself = alone; without help - problem = a difficulty - try your best = make the greatest effort - work hard = make a lot of effort Metaphors: - a small pool → primary school (safe, small) - a river → junior high school (wide, fast, challenging) - the sea → the future / the bigger world - storms → difficulties, challenges, stress Thinking map (completed): - Mia is in junior high. Parents want to share thoughts. - Mia will face new problems. Parents will still help her. - Mia should try her best and work hard. - Parents hope this letter helps Mia. Structure of Mia's reply: 1. Thank you (show thanks) 2. Describe junior high school life (what is different) 3. State problems (difficulties) 4. Express plans / hopes (what I will do) Useful sentences: - Thank you very much for your letter. - Junior high school life is different because... - We have more subjects and more homework. - It's hard to... - I will try my best to... - I plan to... 6. Teaching reflection (for teacher reference) 1. Observe whether students can understand the metaphors in the letter. If students struggle, provide additional scaffolding by drawing a simple diagram comparing "small pool → primary school" and "river → junior high". 2. Check students' completion of the thinking map. If some students cannot find the correct words, guide them to locate specific sentences in the passage. 3. For the writing task, assess students' ability to organise their ideas logically. Some students may write all parts in one paragraph — remind them of the four-part structure. 4. Pay attention to whether students use the target expressions from the unit in their writing (e.g., try one's best, work hard, face problems, plan one's time). If not, provide a vocabulary bank on the board for reference. 5. For mixed-ability classes, consider providing sentence starters for weaker students and encouraging stronger students to write more detailed paragraphs. 6. The sharing (Step 4) can be extended in the next lesson, where students read their letters to the class or in small groups. 1 学科网（北京）股份有限公司 $