Unit1 Starting out & Understanding ideas教学设计2026-2027学年外研版七年级英语上册

1.1 Starting out & Understanding ideas — The first lesson Unit 1 A new start Trial Lecture Verbatim Script (无生试讲·全英文) 【Teaching Objectives (aligned with core competencies)】 1. Language competence: Students can master key words and expressions such as junior high, write down, point out, mistake, polite, jump into one's mind, think about, meaning, in fact and remember. They can understand the narrative passage “The first lesson”, retell the story in order and use pronouns to talk about their own first lesson at junior high. 2. Cultural awareness: Students understand the Confucian idea behind the famous saying “Learning without thinking is of no use; thinking without learning is dangerous”. They appreciate the value of independent thinking and polite, brave communication in Chinese classroom culture. 3. Thinking quality: Students can predict the plot from pictures, sequence the events, infer the writer's feelings and evaluate the meaning of the lesson, developing logical and critical thinking. 4. Learning capacity: Students develop reading strategies of skimming for the main idea and scanning for details, and they can cooperate in group work, express ideas confidently and reflect on their own learning. 【Key and Difficult Points】 Key Points: ① Master the key vocabulary and phrases in the passage and understand the main idea and the event sequence of the story. ② Retell what happened in Wang Han's first English lesson with the help of pictures and a thinking map. ③ Understand the meaning of the famous saying about learning and thinking. Difficult Points: ① Infer the changes of Wang Han's feelings (nervous, puzzled, brave, moved) from the context. ② Express personal understanding of the first lesson and the importance of thinking in English fluently and logically. ③ Use subject and object pronouns correctly when retelling the story. 【Trial Lecture Verbatim Script】 Welcome Remarks Good morning, boys and girls! What a sunny day and what a lovely class! I am so happy to see your smiling faces. Welcome to my English class. Today we will start a brand new journey—Unit 1, A new start. Are you excited? Wonderful! I can see confidence in your eyes. Now, let's begin our happy time together! Ⅰ. Lead-in (Starting out) First, please look at the screen. Let's enjoy a short video. It shows the first day of school in different countries, such as Japan, India, Germany and China. Look carefully and find out what the students are doing. Now the video is over. Who can tell me what you saw? Tommy, please, you raised your hand so high! Yes, some students are bowing to their teachers, and some are having a party with flowers. You have sharp eyes! Excellent observation! Then here is my second question: What do people do on the first day of school in our country? Lily, would you like to have a try? Great! We introduce ourselves, get new textbooks and meet new teachers. You really know our school culture well. I am so proud of you! Boys and girls, the first day of school is always special. Now please look at the table on the screen. What do you know about junior high school life? Please discuss it in groups of four for one minute. Off you go! Time is up! Group 3, please share your ideas. Wow, you said junior high has more subjects, more activities and more friends. That is a fantastic answer! Give Group 3 a big hand! Today, we will read a warm story about a boy's very first lesson. Maybe you will find your own story in it. Ⅱ. Pre-reading Now please open your books and turn to page 16. Look at activity 1. It is a questionnaire. What was your first lesson at junior high? What did you do in that lesson? Before reading, let's learn some new words. Look at the blackboard: junior high, write down, point out, mistake, polite. Please read after me, loudly and clearly! Well done, your pronunciation is beautiful! Let's look at the phrase “point out the mistake”. Who can act it out? Sam, please come to the front. You write “appel” on the blackboard, and now you point out the mistake and correct it. What a clever little teacher! Class, when we point out a mistake, what should we say? Right, we should say it in a polite way. You are learning so quickly. Next, look at the pictures in activity 2. A boy is sitting at a desk, looking nervous. What happens to him? Can you guess? Please have a discussion with your partner. Anna, what is your guess? You think the boy cannot answer a question? That is a reasonable guess. Peter, do you agree? You think he finds a mistake on the blackboard? What a creative idea! Let's read the passage and check who is right. Ⅲ. While-reading Now let's read for the first time—skimming. Please read the whole passage quickly and choose the main idea in activity 4. You have two minutes. Ready, go! Time is up. What is the main idea? Is it a, we should learn from great thinkers; b, teachers sometimes make mistakes; or c, it is important for students to think and learn? Cindy, please! You choose c. Exactly! You grasped the key idea at once. Good job! Now let's read carefully for details. Please read paragraphs 1 to 4 first. What did the teacher write on the blackboard, and what did Wang Han do? Mike, please! Yes, Ms Chen wrote a sentence and asked the class to write it down, but Wang Han stopped after the first word. You found the detail perfectly! Then read paragraphs 5 to 8. Questions jumped into his mind: “That's not right. But is it OK to point out the mistake? Is that polite?” How did Wang Han feel at that moment? David, please! Nervous and puzzled, right? His mouth felt dry and his eyes met Ms Chen's. Wonderful! You really put yourself in his shoes. What happened next? Let's read the last part together. Wang Han put up his hand and said, “Ms Chen, there's a mistake.” What did Ms Chen do? Did she get angry? Kelly, please! No! She smiled and told the class the truth. In fact, that was her first lesson for all of them. What a surprise! Now can anyone tell me the famous saying on the blackboard? Yes, everyone together: “Learning without thinking is of no use; thinking without learning is dangerous.” Your voices are like music! Now please complete the summary in activity 3 with words from the passage. Then check the answers with your deskmate. I will walk around and help you. ... Most of you have finished. Let's check together. Ms Chen wrote a sentence on the blackboard; Wang Han found it was not right; he thought about the meaning and put up his hand. All correct! You are careful readers. Now let's think a little deeper. Why does the writer use so many questions in paragraph 3—“Is it OK to point out the mistake? Is that polite?” Who can tell me? Julia, please! Exactly! The questions show the fight inside Wang Han's heart, and they make the story more vivid and true. You can read between the lines! That is exactly what a good reader should do. I'm so impressed with your thinking. Ⅳ. Group discussion Now comes our show time! Please work in groups of four. Discuss these two questions: Why did Ms Chen give such a special first lesson? What can we learn from the story? Each group should choose a reporter and share your ideas in three minutes. Begin, please! Stop here, please. Which group would like to be the first reporter? Group 1, brave and confident! You think Ms Chen wanted to teach students to think bravely and not just follow the teacher. That is a deep understanding! Excellent! Any different ideas? Group 5 please! You add that we should be polite when we point out problems. What a thoughtful answer! Two thumbs up! Group 2, do you want to add something? You say the story also teaches us that teachers are happy when students raise questions. What a warm and special point! You really understand the heart of the lesson. Let's give all the groups a big hand. Every group did a wonderful job, and I can see the little thinkers shining in our classroom. Ⅴ. Post-reading and retelling Now please look at the thinking map on the screen: first lesson, wrote a sentence, found a mistake, put up the hand, a famous saying. Work in pairs and retell the story in your own words. One student can be Wang Han and the other can be the narrator. The more you speak, the better you will be! Let's begin! Who wants to come to the front and retell it? Tom, please come here! ... What a fluent retelling! You used the words write down, point out and in fact correctly. You are a little storyteller! Big applause for Tom! Mary, would you like to try as well? Lovely! You even described Wang Han's feelings. Your English is amazing! I'm so proud of you. Closing Remarks How time flies! Let's make a summary together. Today we read the story of Wang Han's first lesson. We learned that learning without thinking is of no use, and that being brave, polite and thoughtful makes a true learner. After class, please share your own first-lesson story with your partner and write down three sentences about it. I believe you will have many wonderful stories. Think more, question more and learn more! Class is over. Goodbye, everyone! See you next time! 【Blackboard Design】 Unit 1 A new start Period 1 Starting out & Understanding ideas: The first lesson Key words & phrases: junior high | write down | point out | mistake | polite | in fact | jump into one's mind Plot: wrote a sentence → Wang Han stopped → found a mistake → put up the hand → Ms Chen's first lesson Feeling: nervous → puzzled → brave → moved Theme: Learning without thinking is of no use; thinking without learning is dangerous. (Think and learn!) 【Defense Questions】 Q1: How do you achieve the four core competencies in this reading lesson? Answer: For language competence, students learn key words, understand the narrative and retell the story. For cultural awareness, they explore the Confucian saying about learning and thinking and understand Chinese classroom culture. For thinking quality, they predict, sequence events, infer feelings and evaluate the theme. For learning capacity, they practise skimming and scanning and cooperate in group work to build independent learning habits. Q2: What is the key point of this lesson, and how do you break through it? Answer: The key point is understanding the story and the meaning of the famous saying. I use picture prediction, layered reading tasks (skimming for main idea, scanning for details), a thinking map and group discussion to guide students from surface information to deep meaning, so that the key point is reached step by step. Q3: Why do you design a group discussion about the meaning of the lesson? Answer: Reading is not only for information but also for thinking. The group discussion offers a relaxed platform for students to express personal opinions, learn from different perspectives and deepen their understanding of the theme. It also develops cooperation and oral expression, putting students at the centre of the classroom. Q4: How do you use reading strategies in this lesson? Answer: I train two basic strategies: skimming to get the main idea quickly, and scanning to locate details such as the characters' actions and feelings. I also guide students to infer feelings from action descriptions and to use a thinking map to retell, which helps them form a clear reading path. Q5: How will you help students who are weak in English take part in the reading class? Answer: I provide picture clues, key words and sentence frames for them, and I design easy questions such as matching and fill-in tasks first. I let them discuss with supportive partners before sharing publicly, and I praise every small progress so that they gain confidence and experience success in reading. 【Post-class reflection】 ① The video lead-in and the guessing questions quickly activated students' interest and background knowledge, creating a lively atmosphere and naturally leading into the topic of the first lesson. ② The layered reading design and the thinking map helped most students grasp the plot and the theme, and the group discussion produced many thoughtful ideas about independent thinking. ③ A few weaker students still hesitated to speak during retelling. In the next lesson, I will provide more sentence frames and pair them with supportive partners, and give more encouragement to make sure every student participates. 学科网（北京）股份有限公司 $