Unit 1 A new start Reading for writing-Before your journey starts 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围绕“父母给Mia的信”展开读写教学，核心是通过隐喻（小池塘、河流、大海等）解读文本，引导学生以Mia视角写回信。课堂导入联系学生初中新生活经验，预读预测激活认知，再通过思维导图梳理信件要点、问题链分析隐喻，搭建格式框架与句子库支架，实现阅读输入到写作输出的转化。 此资料以任务型教学和读写结合为特色，突出思维品质（隐喻推断、思维导图组织）和语言能力（信件格式、be going to时态）培养，通过分层句子库适配不同学情，反馈环节展示样本促进提升。既让学生感受家庭关爱、提升读写能力，又为教师提供系统可操作的教学流程与支架设计。

Unit 1 A new start — Reading for writing: Before your journey starts 1. Analysis of teaching materials What This reading‑for‑writing lesson centres on a letter from Mia’s parents. The parents use vivid metaphors: small pool, river, sea, storms to describe primary school, junior high, future life and growing‑up difficulties. The textbook provides target phrases (by yourself, problem, try your best, work hard), dictionary‑lookup strategies, dialogue on P24, thinking‑map task, question chains and Think‑and‑Share activities. The core output task is writing a reply in Mia’s perspective. Reading input serves for writing output. Why Students practise information extraction, metaphor inference and personal‑letter imitation. Students learn to make predictions before reading, infer implied meaning from textual evidence, and organise ideas by mind‑map. Students reflect on parents’ care and advice for new junior‑high life, build positive attitudes towards new challenges, and know the format of English personal letters. How The lesson follows: Lead‑in (real‑life connection) → Pre‑reading (predict + vocabulary) → While‑reading (skimming & deep metaphor analysis) → While‑writing (scaffolded drafting) → Post‑writing (feedback & summary) → Homework. All activities are tightly rooted in textbook resources, avoiding empty general discussion. 2. Analysis of students Grade 7 students are experiencing the transition to junior high. They can understand short simple texts, but find metaphor interpretation difficult; they often mix up be going to tenses and Englishletter formats.Their abstract thinking is developing. They enjoy personalexperience sharing, but need clear scaffolds to move from literal meaning to figurative meaning. They can relate to the theme: parents’ advice for newterm life, yet they lack systematic practice in readingtowrite tasks. Common errors: letter format mistakes, confused firstperson perspective, failure to tell literal and metaphorical meanings. 3.Teaching Objectives By the end of the lesson, students will be able to: 1) Language ability: Master key phrases by yourself, problem, try your best, work hard and new words sail, storm. Understand the parents’ letter; write a 5080word reply as Mia with correct letter format and proper be going to structures. 2) Thinking quality: Predict text content from title and pictures; infer metaphorical meanings using sentences from the letter; organise writing ideas with mindmap tools. 3) Cultural awareness: Feel family love and expectations from the parentletter; tell format differences between Chinese and English personal letters. 4) Learning ability: Use dictionarylookup strategies; finish selfassessment and peerassessment with checklists. 4. Teaching Key and Difficult Points Key Points： 1) Get main information of the parents’ letter: reasons for writing, messages to Mia and parents’ hopes. Complete the textbook thinking‑map task. 2) Grasp the structure of a reply letter: greeting‑thanks‑personal worries‑future plans‑closing. Difficult Points： Write a coherent firstperson reply as Mia: correct format, accurate tense and proper use of target vocabulary. 5. Teaching Methods TaskBased Language Teaching, Situational Approach, ReadtoWrite Approach 6. Teaching Aids Courseware, students’ textbooks，chalks 7. Teaching Procedures (45 mins) Step 1 Leadin (4 mins) Open with real-life free talk: “You have just started your junior‑high journey. Think: What do your parents do or prepare for you before the new term? Do they give you gifts, advice or warm words?” Invite 3-4 students to share short answers. Write key words on blackboard: gifts, advice, books, encouragement. 设计意图: 将学生的现实生活经验与背景知识相结合，以激活其已有认知。 Step 2 Prereading: (4 mins) Direct students to look at the textbook picture on P24. Ask: “Look at the picture. Who are they? What are the parents giving to the girl? Please guess.” Collect predictions on the board. Present the title Before your journey starts. Ask: “What does ‘journey’ refer to here? Guess before reading.” 设计意图: 激活学生已有知识；练习预读预测技能；为新课创设情境背景。 Step 3 Whilereading: Analyse the letter and unlock metaphors (12 mins) Activity A — Skim and fill the thinking map (4') Ask students to skim the parents' letter (P25) and complete Activity 3 on P26 in groups of 4. Walk around and guide. Check answers together: (1) Why do Dad and Mum write the letter? — Because Mia is now in junior high, and they want to share some thoughts with her. (2) What do they want to tell Mia? — Mia will face new problems. Dad and Mum will still help her. Mia should try her best and work hard. (3) What do they hope? — Dad and Mum hope this letter helps Mia in the coming years. Activity B — Unlock the metaphors (5') Use the question chain from Activity 4: Q1: What do "a small pool", "a river" and "the sea" stand for? Q2: What do Mia's parents do to protect her boat from winds? Q3: What do you think the "storms" are? Activity C — Think & share (3') Pose the "Think and share" question on P26: "Do you agree with the description of primary school and junior high in the letter? Why or why not?" Invite 2–3 students to share briefly. 设计意图: 基于文本进行隐喻解读；充分运用教科书原题；将文本与学生的现实生活经验相联系。 Step 4 While‑writing: Compose Mia’s reply (13 mins) Activity 1 Analyse reply‑letter structure (3 mins) Teacher shows the framework of a personal reply letter. Show two flawed letter samples (errors in greeting / closing position / person). Students spot mistakes and summarise format rules. Remind students to use be going to for future plans. Activity 2 Brainstorm (3 mins) Guided thinking frame on screen: Thank Mum and Dad for the paper boat and letter My feelings about junior high My possible problems My plans for the new term (be going to) Provide a sentence bank for differentiated support. Basic: Use sentences from the bank. Advanced: Rewrite; try to reuse metaphors from the reading text. Activity 3 Independent drafting(9 mins) ： Teacher walks around to offer on‑the‑spot guidance, focusing on format, tense and first‑person perspective. 设计意图: 搭建格式、内容双层写作支架，通过改错、头脑风暴梳理回信要点，分层适配不同学情。学生独立完成初稿，教师随堂指导，实现阅读输入向写作输出转化。 Step 5 Postwriting: Feedback (4 mins) Sample commenting Select two student drafts: one mediumlevel sample for error correction (format / tense), one good sample for appreciating good expressions and metaphor transfer. Show a short teachermodel paragraph for reference. 设计意图: 提供针对性反馈,让学生的写作获得即时反馈与提升。 Step 6 Summary&Homework (4 mins) Teacher and students review together: strategies for metaphor reading; main structure of a reply letter. Compulsory: Revise your draft of Mia’s reply. Selfcheck against the checklist. Optional: Write a short note (3040 words) to your parents, using at least two target phrases. Challenge (for top students): Create one original growthmetaphor sentence. Blackboard Design Unit 1 A new start — Reading for writing Before your journey starts Key phrases by yourself; problem; try your best; work hard Reply‑letter structure Dear Dad and Mum, ① Thanks ② My feelings ③ My problems ④ My plans (be going to…) Yours, Mia 学科网（北京）股份有限公司 $