Unit 1 A new start Lesson 3 Developing ideas 课件 2026-2027学年外研版英语七年级上册

nullnullnullnull This lesson “Developing ideas” from Unit 1 A new start focuses on helping seventh‑grade students describe junior‑high learning challenges and offer practical advice to solve these difficulties. It also includes pronunciation practice for three common phonetic sounds: /æ/, /e/ and /ɑː/. The lesson opens with the topic of the Students’ Union. Students give speeches in order to apply for union membership. The Students’ Union plays an important role in school life. It organizes various campus activities such as sports meetings and cultural festivals. Besides holding events, it also gives support to students when they meet troubles at school. Students are encouraged to think about whether their own school has a Students’ Union and whether they would like to join it. A picture shows union members working together on group projects, designing surveys or holding study group meetings. Then students listen to a radio material. The main idea of the audio is that new junior high students are faced with plenty of problems. To offer support, the Students’ Union creates a poster to announce a helpful talk for new students. Through listening tasks, students complete information on the poster. As the new school year begins, freshmen’s main worries come from more subjects, heavier homework, colourful school activities and the big challenge of time management. The union plans to hold the talk on Thursday to work out these puzzles for new‑comers. After that, free‑talk activity guides students to share their real‑life learning challenges in junior high. Typical troubles include more difficult subjects, large amounts of homework, difficulty remembering knowledge and nervous feelings brought by tests. Next, students listen to a conversation between Zhang Wen and Li Lin. Zhang Wen finds it hard to manage his time because of countless tasks. Li Lin shares useful time‑management advice. Students learn that they should write down daily tasks as well as their time limits, finish the most important work first, and divide long, big projects into small parts so that they can work on them little by little every day. An important learning skill is taught here: how to describe problems properly. The suggested way is to state your difficulty first, and then add detailed explanations. For example, you may say “It’s hard to plan my time”, and then explain “There are so many tasks”. Two typical study problems are provided for group discussion. One is struggling to decide the order of heavy homework; the other is finishing long‑term assignments like a one‑month book report before the deadline. Practical solutions are offered for each situation. For heavy homework, students can do easy tasks first, start with their favourite subject or list tasks and finish them step by step. For long projects, they should read small parts each day, take notes while reading and make daily reading plans. Following the discussion, pair‑work role‑play is arranged. With given sentence patterns, one student describes study troubles, while the other gives pieces of advice. The model sentences are “I have a problem. It’s hard to ... Can you give me some advice?” and “Sure. Here’s the first piece of advice...”. This speaking exercise helps students practise describing difficulties and giving suggestions in real communication contexts. At the end of this part, students review what they have learned about making proper study plans for junior‑high life. The last section of this lesson is pronunciation practice. Students learn three vowels: /æ/, /e/ and /ɑː/. For the sound /æ/, example words are cat, map and cap. Words such as bed, pen and leg demonstrate the short vowel /e/. The sound /ɑː/ appears in car, card and park. Students observe the spelling rules for these sounds, look at mouth‑shape diagrams, and repeat groups of target words. Words for practice include activity, plan, thank for /æ/; welcome, friend, head for /e/; are, hard, car, star for /ɑː/. This phonetic training improves students’ listening and oral pronunciation skills. Overall, this lesson combines listening, speaking, discussion and pronunciation learning. It connects classroom knowledge with real junior‑high experiences. Not only do students get practical strategies to deal with study pressure and time‑management problems, but they also master the expressions to describe difficulties and give suggestions. Meanwhile, phonetic practice strengthens their basic English pronunciation ability, which supports their future English learning. Unit 1 A new start Developing ideas Watch the video. Why do the students make speeches? Do you know what the Students’ Union does? The Students Union supports students at school. They hold all kinds of activties, such as cultural festivals sports meets They also help students with their problems. Does your school have Students’ Union? Do you want to join? These students are members of the Students’ Union. What do you think they are doing? They are having a study group meeting. They are designing a survey. They are working on a group project. Listen to the radio and choose the main idea. a Junior high is fun for new students. b New junior high students face problems. c There are many activities at junior high. Look at the picture. What’s this? It’s a poster made by the Students’ Union. What’s the purpose of this poster? The Students’ Union wants to hold a talk to help new students with problems they might have. They will also give the new students some advice. Listen again and complete the poster. Students’ union talk The new 1.____________ is beginning. What are the news students’ 2.________? Question There are more subjects and more 3._____________. school year problems homework There are also many 4.____________. How can they make good use of their 5.________? We will hold a talk this 6.__________ to help you. Come and join us! activities time Thursday Free Talk What learning challenges do you have when studying in junior high? subjects get harder more homework have trouble in remembering lots of things tests make you nervous Look at the table. Try to guess what words you can use to fill in the blanks. Li Lin’s advice Zhang Wen’s problems It’s 1._______ to plan my time. Every day, 2.______ your tasks and the time for each task. There are 3.______ tasks. Do the most important things 4.______. A project may take weeks. Turn a big task into 5.______ ones. Then you can 6.______ on them day by day. Listen to the conversation and complete the table. Li Lin’s advice Zhang Wen’s problems It’s 1._______ to plan my time. Every day, 2.____________ your tasks and the time for each task. There are 3.________ tasks. Do the most important things 4.______. A project may take weeks. Turn a big task into 5.______ ones. Then you can 6.______ on them day by day. hard write down so many first small work Problem 1 There is a lot of homework today. It’s hard to decide what to do first. Problem 2 It takes one month to finish a book report. It’s hard to finish it on time. Here are the problems you may have in your study: Do you have any advice for dealing with each problem? Discuss Listen again. Then talk about how Zhang Wen describes his problems. Learning to learn Describing problems Sometimes, we need to describe our problems to get help. We can first state our problem. For example, It’s hard to plan my time. Then we can provide more details. For example, There are so many tasks. Problem 1 Do the easiest homework first. Start with your favourite subject. Write down what you need to do and do it step by step. Problem 2 Read a little every day. Take notes as you read. Plan your time so you know how much you need to read each day. Role-play Work in pairs. Choose a problem in planning your studies and give advice. I have a problem. It’s hard to ... Can you give me some advice? Sure. Here’s the first piece of advice: ... But how about ...? That’s the second piece of advice: ... Free Talk Talk about what you have learnt about making good plans at junior high in this section. Pronunciation Look at the pictures. What are they in English? cat map cap 1. Which letter is the same in all three words? 2. Read these words. What sound does “a” make in each word? /æ/ bed pen leg 1. Which letter is the same in all three words? 2. Read these words. What sound does “e” make in each word? /e/ car card park What sound does “ar” make in each word? /a:/ /æ/ /e/ /a:/ Listen and repeat. /æ/ /e/ /a:/ are hard car star arm activity plan thank back sad map welcome second friend twelve head bed Lavf58.29.100 Packed by Bilibili XCoder v2.0.2 Lavf58.29.100 Bilibili VXCode Swarm Transcoder v0.7.31 Lavf58.29.100 Bilibili VXCode Swarm Transcoder v0.7.31 $