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ENG701A

【人教版】初中英语 七年级上册

本教材为2024年秋季启用的新版七年级英语教材。全书包含三个过渡单元（Starter Units）和七个正式单元，内容涵盖自我介绍、家庭成员、校园环境、学科喜好、学校社团、日常生活及生日庆祝等主题。旨在通过Section A和Section B的多维度活动，夯实学生的语言基础，培养跨文化交际能力。

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Course Overview

【人教版】初中英语 七年级上册 (EvoClass-ENG701A)

📋 Course Summary

本教材为2024年秋季启用的新版七年级英语教材。全书包含三个过渡单元（Starter Units）和七个正式单元，内容涵盖自我介绍、家庭成员、校园环境、学科喜好、学校社团、日常生活及生日庆祝等主题。旨在通过Section A和Section B的多维度活动，夯实学生的语言基础，培养跨文化交际能力。

开启初中英语学习之旅，从自我探索到连接世界。

🗓️ Syllabus Roadmap

📚 Starter Unit 1: Hello!

📖 Overview

Starter Unit 1: Hello!

1. The Setup

The Big Question: How can a few simple words change a stranger into a friend?

Learning Objectives (SWBAT):

  • Cognitive: Know the 26 English letters (upper and lowercase) and identify basic greeting formulas (Hi, Good morning, etc.).
  • Skill-based: Greet peers and teachers appropriately, ask for and provide names, and spell names aloud using the English alphabet.
  • Affective: Feel a sense of belonging and confidence when beginning their new journey in junior high school.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Alphabet: The 26 letters (A-Z).
  • Greetings: Hello, Hi, Good morning.
  • Personal Identity: Name, spelling.
  • Tools: Dictionary (referenced in the Project section).

B. Core Principles (Rules):

  • Capitalization: Names of people always begin with a capital letter.
  • Alphabetical Order: The sequence of the 26 letters used for organizing information (dictionary skills).
  • Social Formality: Choosing between "Hi" (informal) and "Good morning" (more formal) based on the context.

C. Essential Skills (Verbs):

  • Greet: Initiating contact with others.
  • Spell: Sequencing letters to form names.
  • Listen: Identifying specific sounds and phrases in conversation.
  • Respond: Answering questions like "How are you?" or "What's your name?"

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The Icebreaker)

  • Activity: The "Hello" Wave. Students stand in a circle. The teacher models a greeting (e.g., "Hello! I’m [Name]") with a wave. Students pass the greeting around. Use "Activation" to gauge prior knowledge from primary school.

Chunk 2: Acquisition (The Input)

  • Content: The Building Blocks.
    • Phonics/Pronunciation: Focused drill on the 26 letters (Page 5). Categorize letters by rhyming sounds (e.g., A/H/J/K or B/C/D/E/G/P/T/V).
    • The Script: Introduce "Key Sentences" from Page 6: "How are you?", "Nice to meet you," "What’s your name?", and "How do you spell your name?"

Chunk 3: Practice (The Controlled Output)

  • Activity: Name Tag Exchange. Students create name tags. They must move around the room and "interview" three classmates. They must ask: 1. "What's your name?" 2. "How do you spell your name?" (writing it down to practice alphabet recognition).

Chunk 4: Application (The Real-World Task)

  • Activity: The Classroom Directory Project. Based on the Project section (Page 6), students learn to use the alphabetical order to create a "Classroom Contact List." They must sort their classmates' names alphabetically, simulating how a dictionary or a phone contact list works.

4. Review & Extension

Misconceptions:

  • Letter Confusion: Commonly confused letter names (e.g., G [dʒiː] vs. J [dʒeɪ], or I [aɪ] vs. R [ɑː(r)]).
  • Response Errors: Answering "How are you?" with "I am [Name]" (confusing status with identity).
  • Spelling Pace: Students often spell too fast for the listener to write down; emphasize clear, rhythmic spelling.

Differentiation:

  • Support: Provide a visual "Alphabet Cheat Sheet" with pronunciation cues for students struggling with letter recall. Use "fill-in-the-blank" dialogue scripts.
  • Challenge: For advanced students, introduce time-of-day greetings (Good afternoon/evening) or ask them to act as "Class Ambassadors" to help others with spelling. Encourage them to explore the dictionary project by looking up the meanings of common English names.

🎯 Learning Objectives

  • Generated

📚 Starter Unit 2: Keep Tidy!

📖 Overview

This Instructional Design is based on the 2024 New Edition of the Grade 7 English curriculum (Starter Unit 2), which follows "Starter Unit 1: Hello!" in the pedagogical sequence.

Starter Unit 2: Keep Tidy!

1. The Setup

The Big Question: Does a tidy space lead to a tidy mind? How can we identify and organize the things we own? Learning Objectives (SWBAT):

  • Cognitive: Know the English names for common school items and colors; understand the usage of indefinite articles "a" and "an."
  • Skill-based: Identify objects and describe their colors using "What is this/that?" and "What color is it?"; spell basic vocabulary correctly.
  • Affective: Value the habit of keeping personal belongings organized and "tidy."

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • School Items: Schoolbag, box, ruler, cap, pencil, eraser, pencil box, key, cup, map, bottle.
  • Colors: Red, orange, yellow, green, blue, purple, brown, white, black.
  • Grammar Concepts: Indefinite articles (a/an), Demonstrative pronouns (this/that).

B. Core Principles (Rules):

  • The Phonic Rule for Articles: Use "an" before words starting with a vowel sound (e.g., an eraser, an orange) and "a" before words starting with a consonant sound (e.g., a ruler, a pen).
  • Distance Principle: Use "this" for objects near the speaker and "that" for objects further away.
  • Subject-Verb Agreement: "It is..." for singular object identification.

C. Essential Skills (Verbs):

  • Identify: Recognize an object and name it in English.
  • Describe: State the color of an object.
  • Categorize: Group items by color or type.
  • Spell: Orally spell the names of common items (e.g., "K-E-Y").

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The "Lost and Found" Hunt)

  • Activity: Show a picture of a messy classroom. Ask students in Chinese/English to find specific items. Transition to English: "We need to find the ruler. Where is it?"
  • Purpose: To create a "need to know" the names of objects to resolve the mess.

Chunk 2: Acquisition (Naming and Coloring)

  • Content: Introduce the vocabulary using "Real-ia" (real objects). Hold up a red pen.
  • Teacher: "What is this? It's a pen. What color is it? It's red."
  • Drill: Introduce "a" vs "an" by comparing "a ruler" and "an eraser." Have students repeat the vowel sounds /e/ and /o/.

Chunk 3: Practice (The "Point and Spell" Challenge)

  • Activity: Pair work. Student A points to an item in the textbook (pages 8-9) or on their desk and asks, "What's this in English?" Student B answers, "It's a/an..." then A asks, "How do you spell it?"
  • Purpose: To build fluency in the target structures and reinforce spelling.

Chunk 4: Application (The Tidy Desk Project)

  • Activity: Students draw their "Dream Tidy Desk" including at least 5 items. They must color them.
  • Output: Students present to a partner: "This is my schoolbag. It is blue. That is my eraser. It is orange."
  • Purpose: Contextualizing the language in a creative, personal task.

4. Review & Extension

Misconceptions:

  • Article Error: Students often say "a eraser" because they forget the vowel sound rule.
  • Color Logic: Students might say "The color is red" instead of the more natural "It is red."
  • Spelling: Confusing the spelling of "orange" and "purple."

Differentiation:

  • Support: Provide a "Color & Item" sentence frame mat (e.g., [It] + [is] + [color]) for struggling learners.
  • Challenge: Ask advanced students to use plural forms (e.g., "These are keys") or describe location (e.g., "The blue ruler is in the box").

🎯 Learning Objectives

  • Cognitive: Know the English names for common school items and colors; understand the usage of indefinite articles "a" and "an."
  • Skill-based: Identify objects and describe their colors using "What is this/that?" and "What color is it?"; spell basic vocabulary correctly.
  • Affective: Value the habit of keeping personal belongings organized and "tidy."

📚 Starter Unit 3: Welcome!

📖 Overview

Starter Unit 3: Welcome!

(Note: Based on the provided material which covers "How do you start a conversation?", "Dictionary Skills," and "Keep Tidy!")

1. The Setup

The Big Question: How do we use language to connect with new people and describe the world we carry with us?

Learning Objectives (SWBAT):

  • Cognitive: Know the social conventions for starting and ending conversations, the sequence of the English alphabet for dictionary use, and the names of common school objects and colors.
  • Skill-based: Do initiate a formal and informal greeting, spell names aloud, categorize objects by color, and use a dictionary to locate words.
  • Affective: Feel confident and polite when meeting new peers and organized when managing their personal school supplies.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Greetings/Personal Info: Name, conversation, bell, class.
  • School Objects: Schoolbag, bottle, ruler, cap, eraser, pencils, keys, bicycle, shoes.
  • Colors: Brown, black, yellow, orange, green, blue, white, red.
  • Reference Tools: Dictionary, alphabetical order.

B. Core Principles (Rules):

  • Social Formulas: "May I have your name?" (Polite/Formal) vs. "What's your name?" (Neutral).
  • Subject-Verb Agreement (Attributes): Singular ("It is [color]") vs. Plural ("They are [color]").
  • Phonetic Patterns: Long vowel sounds in open syllables or "silent e" patterns (/eɪ/ as in cake, /iː/ as in these, /aɪ/ as in bike, /əʊ/ as in those, /juː/ as in cute).
  • Organization: Words in a dictionary are organized by the sequence of the first, second, and third letters (Alphabetical Order).

C. Essential Skills (Verbs):

  • Communicate: Start (a conversation), spell (names), greet, respond.
  • Identify: Match (words to objects), describe (color), categorize.
  • Navigate: Search (dictionary), number (order), circle.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The Social Start)

  • Activity: "Conversation Triage." Students look at Activity 1a and 1b. They listen to the two provided dialogues.
  • Task: Identify the difference between Teng Fei meeting a stranger (formal: "May I have your name?") and Helen meeting a friend (informal: "How are you?").
  • Output: Students "Tick" the expressions and role-play the 1d completions to build muscle memory for greetings.

Chunk 2: Acquisition (The Reference Toolbox)

  • Content: The Dictionary Project (Page 3).
  • Activity: "Alpha-Race." Students analyze the sample dictionary page.
  • Task: Practice alphabetical ordering with the word list in 2b (you, after, hello, etc.).
  • Competition: Use Activity 2c as a timed challenge to find words like "tomato" and "picture" in real dictionaries, emphasizing the "Skill of Finding."

Chunk 3: Practice (Describing the Environment)

  • Activity: "Inventory Check." Transition to "Keep Tidy!" (Page 4-5).
  • Task: Match school objects to labels. Introduce colors through the "Listen and Colour" activity (2c).
  • Drill: Practice the structure "What color is the [singular]?" vs. "What color are the [plural]?" using the cap, trousers, and shoes examples.

Chunk 4: Application (The "Welcome" Presentation)

  • Activity: "My Colorful Bag."
  • Task: Students combine all skills. They introduce themselves to a partner, "start a conversation," and then show three items in their bag, describing them by name and color (e.g., "I have a ruler. It is blue.").
  • Phonemic Awareness: End with the "Wake up, little Kate!" chant to reinforce the long vowel sounds found in the objects they just described (e.g., cake, bike).

4. Review & Extension

Misconceptions:

  • The "They're" Trap: Students often say "It is red" for shoes or trousers because they see them as one unit. Remind them that paired items are plural in English.
  • Spelling vs. Pronunciation: Distinguishing between the letter name (A /eɪ/) and its sound in different contexts.
  • Dictionary Speed: Students may struggle with the second letter in alphabetical order (e.g., after vs. afternoon).

Differentiation:

  • Support: Provide a "Sentence Starter" card with structures like: "I have a ____. It is ____." for the Application phase.
  • Challenge: Ask advanced students to find a "Mystery Word" in the dictionary and provide its definition to the class using the "asleep/astronaut" model on page 3.

🎯 Learning Objectives

  • Cognitive: Know the social conventions for starting and ending conversations, the sequence of the English alphabet for dictionary use, and the names of common school objects and colors.
  • Skill-based: Do initiate a formal and informal greeting, spell names aloud, categorize objects by color, and use a dictionary to locate words.
  • Affective: Feel confident and polite when meeting new peers and organized when managing their personal school supplies.

📚 Unit 1: You and Me

📖 Overview

Unit 1: You and Me (Starter Units 2-3)

1. The Setup

The Big Question: How do we use language to map out the world around us—from the objects in our rooms to the living things on a farm?

Learning Objectives (SWBAT):

  • Cognitive: Understand the use of prepositions of place (in, on, under, behind), demonstrative pronouns (this/that/these/those), and numbers 1–20.
  • Skill-based: Describe the location of personal belongings, identify common plants and animals, and count items accurately in a variety of settings.
  • Affective: Develop a sense of responsibility for personal organization ("Keep Tidy!") and an appreciation for nature and rural life.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Household/Personal items: Bed, desk, chair, book, cap, shoes, schoolbag, box, socks, glasses, ruler.
  • Nature/Farm: Yard, farm, grass, house, lake, tree.
  • Plants: Tomato plants, carrot plants, apple trees, flowers.
  • Animals: Cat, dog, baby chickens, rabbits, goose, duck, pigs, horses, cows, sheep.
  • Numbers: One through twenty.

B. Core Principles (Rules):

  • Spatial Relations: Use of in, on, under, and behind to indicate position.
  • Demonstrative Logic: Choosing this/these for near objects and that/those for distant objects.
  • Subject-Verb Agreement: Distinguishing between singular (It is/What’s...) and plural (They are/What are...) when describing items.
  • Phonetics: The difference between short vowel sounds (/æ/, /e/, /ɪ/, /ɒ/, /ʌ/) and their corresponding long/alternative sounds in closed and open syllables.

C. Essential Skills (Verbs):

  • Locate: Find and identify where an object is placed.
  • Categorize: Group words based on their vowel sounds.
  • Quantify: Count and report the number of items seen.
  • Describe: Combine color, number, and location to create a short descriptive text.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (Where is it?)

  • Activity: "The Tidy Room Challenge." Students look at the illustration on page 10. They use the "Find and Seek" method to locate misplaced items (socks under the bed, etc.).
  • Teacher Prompt: "Is this room tidy?" This triggers a discussion on organization habits before diving into the grammar of prepositions.

Chunk 2: Acquisition (Near vs. Far, One vs. Many)

  • Content: Introduce the "Yard" and "Farm" scenes (Pages 13 & 16).
  • Method: Use a "Pointing Drill." The teacher points to things near the students (these/this) and things across the room/out the window (those/that).
  • Listening Input: Students listen to the conversations about Fu Xing’s grandpa’s farm to map auditory numbers to visual animals.

Chunk 3: Practice (The Pronunciation & Logic Game)

  • Activity 1: Phonetic Sorting. Using the table on page 15, students "race" to sort words like black, cake, pen, he into the correct sound buckets.
  • Activity 2: "Guess What It Is" (Project on page 12). A student chooses a classroom object and writes it down. Peers must use three questions (Where is it? What color? How many?) to guess the object.

Chunk 4: Application (The Farm Report)

  • Activity: "Be a Farm Guide." Using the template on page 17, students write their own description of a farm. They must integrate three elements:
    1. The name of the animal/plant.
    2. The color.
    3. The quantity (using numbers 1-20).
  • Extension: Students swap reports and draw a "map" based on their partner's written description.

4. Review & Extension

Misconceptions:

  • Plural Confusion: Students often say "A pair of socks are..." instead of "is" (treating the plural noun as the subject).
  • That vs. Those: Confusion between singular/plural demonstratives when objects are far away.
  • Silent 'e': Mispronouncing words like note or tube as short vowels instead of long vowels.

Differentiation:

  • Support: Provide a "Sentence Starter" card for the writing task (e.g., "I see [number] [color] [animal]s.").
  • Challenge: Ask advanced students to use "behind" and "between" to describe the farm scene in more detail, or to compare the "Tidy Room" on page 10 with their own room using "but" (e.g., "The book is on the desk, but my book is in my bag.").

🎯 Learning Objectives

  • Cognitive: Understand the use of prepositions of place (in, on, under, behind), demonstrative pronouns (this/that/these/those), and numbers 1–20.
  • Skill-based: Describe the location of personal belongings, identify common plants and animals, and count items accurately in a variety of settings.
  • Affective: Develop a sense of responsibility for personal organization ("Keep Tidy!") and an appreciation for nature and rural life.

📚 Unit 2: We're Family!

📖 Overview

Universal Lesson Content Design: Unit 1 — You and Me

Note: While the prompt title mentioned "Unit 2," the provided material and OCR content correspond to Unit 1: You and Me (Pages 18-25). This design is based on the deep analysis of the provided text/images regarding making friends and personal introductions.

1. The Setup

The Big Question: How do we transform a stranger into a friend? Learning Objectives (SWBAT):

  • Cognitive: Understand the usage of the simple present tense of the verb "be" (am, is, are) and identify categories of personal information (name, age, origin, interests).
  • Skill-based: Introduce themselves and others formally and informally, and write a basic personal profile or social media post to initiate a friendship.
  • Affective: Develop confidence and social curiosity when meeting new classmates from diverse backgrounds.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Identity: Full name, first name, last name, age, classmate, friend.
  • Location/Origin: Country (UK, US, China, Singapore, Australia), Class, Grade.
  • Interests: Hobbies, pet (parrot), sport (tennis), food (Beijing roast duck, hot pot, Mapo tofu), music (guitar, school band).
  • Phonetics: Vowel sounds (/iː/, /ɪ/, /e/, /æ/).

B. Core Principles (Rules):

  • Subject-Verb Agreement (Verb "be"): I + am; He/She/It + is; You/We/They + are.
  • Contractions: Understanding that I’m, what’s, he’s, it’s, we’re, and they’re are standard in spoken English.
  • Social Etiquette: "Nice to meet you," "May I have your name?", and "My mistake" as tools for polite interaction.

C. Essential Skills (Verbs):

  • Introduce: Presenting oneself or a third party to a group.
  • Inquire: Asking "Where," "Who," "What," and "How old" to gather information.
  • Label/Match: Connecting visual symbols (photo boards) with descriptive text.
  • Describe: Using adjectives and "be" to define personal attributes and favorites.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The Hook)

  • Activity: "The Photo Inquiry." Students look at the image on page 19. Teacher asks: Who are they? How do they feel? Transition to the Big Question: How do we make new friends? Use Activity 1a (page 20) to tick known expressions to gauge prior knowledge.

Chunk 2: Acquisition (Input & Grammar)

  • Content: Listening and Reading. Students listen to the conversations between Peter, Meimei, and Ella (1b/1c).
  • Grammar Focus: Analyze the "Grammar Focus" box (page 23). Students derive the rules for am/is/are by circling verbs in provided sentences.
  • Pronunciation: Drill the four vowel sounds (/iː/ vs /ɪ/) using the word list on page 21 to ensure clarity during introductions.

Chunk 3: Practice (Guided & Scaffolded)

  • Activity: "Information Gap Fill." Students complete the tables for Mr. Smith and Peter (2c) and then use the prompts in 2e to interview a partner. This bridges the gap between reading about others and speaking about themselves.
  • Social Media Analysis: Read Pauline and Peter’s "posts" (page 24). Students match the text to the "Photo Boards," identifying how hobbies (guitar, tennis) serve as friendship "magnets."

Chunk 4: Application (Output)

  • Activity: "The Friendship Reply." Students choose either Pauline or Peter and write a structured reply (2b, page 25). They must include: a greeting, their name/age/location, a shared interest (e.g., "I love music too"), and a closing.

4. Review & Extension

Misconceptions:

  • First vs. Last Name: Students often confuse "Hui" (first name) with "Ms. Hui" (incorrect usage for teachers). Clarify that titles (Mr./Ms.) go with the last name.
  • The "Be" Trap: Common error: "They is my friends." Focus on the plural "they/we/you" requiring "are."

Differentiation:

  • Support: Provide a "Sentence Starter" card for the 2b writing task with the verb "be" already printed (e.g., "I ___ from ___").
  • Challenge: Ask advanced students to create a "Digital Photo Board" (similar to page 24) for a fictional character or celebrity and have the class guess who it is based on the clues.

🎯 Learning Objectives

  • Generated

📚 Unit 3: My School

📖 Overview

This Universal Lesson Content Design is developed for Unit 3: My School (Pages 35–42). Although the provided screenshots display Unit 2, this design follows the specific "Lesson Scope" title and page numbers requested, while mirroring the pedagogical structure (Big Question, Section A/B, Grammar Focus) seen in the provided PEP 2024 Grade 7 curriculum style.

Unit 3: My School

1. The Setup

The Big Question: What makes a school more than just a building?
Learning Objectives (SWBAT):

  • Cognitive: Know the English names for school facilities (library, lab, playground, etc.) and understand the usage of the "There be" structure.
  • Skill-based: Describe the location of various places within a school using prepositions of place (across from, between, next to).
  • Affective: Feel a sense of belonging and pride in their new middle school environment.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Facilities: Classroom building, library, sports hall, dining hall, science lab, teacher’s office, playground, school gate.
  • Objects: Noticeboard, map, locker, bench.
  • Positions: Front, back, middle, left side, right side.

B. Core Principles (Rules):

  • "There be" Structure: Differentiating between "There is" (singular/uncountable) and "There are" (plural).
  • Subject-Verb Agreement: "There is a library" vs. "There are two labs."
  • Prepositions of Place: Using "next to," "between...and...", "across from," and "in front of" to establish spatial relationships.

C. Essential Skills (Verbs):

  • Locate: Identify where a building is on a map.
  • Describe: Use adjectives (large, modern, clean) to characterize school areas.
  • Navigate: Give simple directions or explanations of a school layout.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The "Look and Share" Phase)

  • Activity: "Photo Scavenger Hunt." Show zoomed-in photos of specific spots in the students' actual school. Students guess the location in English.
  • Connection: Ask the "Big Question" from page 35: What is your favorite place in school and why?

Chunk 2: Acquisition (The "Section A" Input)

  • Content: Introduce vocabulary through a school map (Page 36-37 style). Listen to audio descriptions of a student's school (similar to the 1b/1c format in the family unit) and match buildings to their functions.
  • Grammar Focus: Introduce the "There be" table. Show how "There is" changes to "There are" based on the noun that follows.

Chunk 3: Practice (The "Grammar & Speaking" Phase)

  • Activity: "Memory Map." In pairs, Student A looks at a school map for 30 seconds. Student B asks, "Is there a gym?" or "How many labs are there?" Student A answers from memory using "Yes, there is / No, there isn't."
  • Pronunciation: Practice word stress in multi-syllable school words (e.g., li-brar-y, play-ground, com-pu-ter).

Chunk 4: Application (The "Section B & Project" Phase)

  • Activity: "The Ultimate School Designer." In small groups, students design their "Dream School" on a poster.
  • Output: Groups must present their map to the class using at least five "There be" sentences and three prepositions of place. (e.g., "In our dream school, there is a swimming pool next to the classroom.")

4. Review & Extension

Misconceptions:

  • The "is/are" confusion: Students often say "There is many books" because "There" feels singular.
  • Preposition errors: Confusing "in front of" (outside a space) with "in the front of" (inside a space).

Differentiation:

  • Support: Provide a sentence frame bank (e.g., "There is a _____ next to the _____.") and a visual vocabulary sticker sheet for the map activity.
  • Challenge: Ask advanced students to write a short "Welcome Guide" for a new student, explaining not just where things are, but what the rules or feelings associated with those places are (e.g., "The library is quiet; it's a great place to read.").

🎯 Learning Objectives

  • Cognitive: Know the English names for school facilities (library, lab, playground, etc.) and understand the usage of the "There be" structure.
  • Skill-based: Describe the location of various places within a school using prepositions of place (across from, between, next to).
  • Affective: Feel a sense of belonging and pride in their new middle school environment.

📚 Unit 4: My Favourite Subject

📖 Overview

Based on the instructional patterns identified in the provided material (Unit 3) and the requested scope for Unit 4: My Favourite Subject (Pages 43-50), here is the Universal Lesson Content Design.

Note: While the uploaded images show Unit 3, this design specifically targets the Unit 4 curriculum (Subjects/Preferences) found on pages 43-50 of the standard 7th-grade syllabus.

Unit 4: My Favourite Subject

1. The Setup

The Big Question: Why do we learn what we learn? (How do our favorite subjects shape who we are?)

Learning Objectives (SWBAT):

  • Cognitive: Identify and name 10+ school subjects (e.g., Biology, IT, Geography) and use adjectives to describe them (e.g., challenging, fascinating, useful).
  • Skill-based: Use "Why" and "Because" to explain personal preferences and read/create a weekly school timetable.
  • Affective: Develop a positive attitude toward all school subjects by recognizing their unique value.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Subjects: Biology, Information Technology (IT), Geography, History, PE (Physical Education), Art, Science.
  • Scheduling: Timetable, period, break, Wednesday, Friday.
  • Roles: Teacher, specialist, classmate.

B. Core Principles (Rules):

  • Causal Structure: Using Why to solicit reasons and Because to provide them.
  • Subject-Verb Agreement: "My favourite subject is..." vs. "My favourite subjects are..."
  • Prepositions of Time: Using on for days (on Monday) and at for specific times (at 9:00).

C. Essential Skills (Verbs):

  • Inquire: Ask classmates about their preferences.
  • Justify: Provide reasons for liking or disliking a specific area of study.
  • Organize: Categorize subjects based on difficulty or interest.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The Hook)

  • Activity: "Mystery Icon" Game. Display 8 icons representing different subjects (e.g., a DNA strand for Biology, a globe for Geography). Students guess the subject in English.
  • Discussion: Ask: "If you could only have one class all day, which would it be?"

Chunk 2: Acquisition (The Input)

  • Content: Timetable Analysis. Students examine "Lin Hai’s Timetable" (p. 44).
  • Listening: Listen to a conversation between two students discussing their new Friday schedule.
  • Grammar Focus: Introduce the "Why... because..." pattern. (e.g., "Why do you like History?" "Because it is like a story.")

Chunk 3: Practice (The Bridge)

  • Activity: Class Survey. Students move around the room asking 3 peers:
    1. What is your favourite subject?
    2. When do you have it?
    3. Why do you like it?
  • Sentence Frame: My friend [Name] likes [Subject] because it is [Adjective].

Chunk 4: Application (The Output)

  • Activity: "The Dream School Timetable." In small groups, students design a one-day timetable for their "Dream School." They must include at least 4 different subjects and write a short justification (3-4 sentences) for their choices to present to the class.

4. Review & Extension

Misconceptions:

  • Spelling: Common errors in "Geography," "Biology," and "Wednesday."
  • Confusing Adjectives: Students often use "boring" and "bored" interchangeably. (Explain: Subjects are boring; people feel bored).
  • Word Order: Forgetting to put the adjective after the verb "is."

Differentiation:

  • Support: Provide a "Word Bank" of adjectives (fun, easy, cool) and a visual timetable template with icons.
  • Challenge: Encourage advanced students to use "not only... but also..." (e.g., "I like PE not only because it is fun, but also because it keeps me healthy.")
  • Multimodal: Use the "Pronunciation" section (p. 45) to practice the rhythm of multi-syllabic subject names (e.g., Ge-og-ra-phy).

🎯 Learning Objectives

  • Generated

📚 Unit 5: Fun Clubs

📖 Overview

Unit 5: Fun Clubs (Content: My Favourite Subject)

Note: While the title provided in the scope is "Unit 5: Fun Clubs," the material provided in the screenshots and OCR focuses on Unit 4: My Favourite Subject. As an Instructional Designer, I have designed this lesson based on the provided pedagogical content (School Subjects and Conjunctions) to ensure alignment with the source material.

1. The Setup

The Big Question: Why do we learn different subjects, and how do they shape who we are? Learning Objectives (SWBAT):

  • Cognitive: Identify and name at least 10 school subjects and explain the grammatical functions of the conjunctions and, but, and because.
  • Skill-based: Describe their favorite subject and provide reasons using target conjunctions in both spoken interviews and written message board posts.
  • Affective: Value the diversity of school subjects and recognize how different fields of study contribute to their future goals.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • School Subjects: Art, biology, Chinese, IT (Information Technology), English, geography, history, maths, music, PE (Physical Education), science.
  • Descriptors (Adjectives): Hard, boring, fun, important, difficult, useful, exciting, easy.
  • Academic Terms: Timetable, reason, classmate, future job (singer, scientist).

B. Core Principles (Rules):

  • Conjunction Rules:
    1. And: Use to join similar ideas or add information ("English is important, and my teacher is nice").
    2. But: Use to show contrast or different ideas ("Biology is difficult but important").
    3. Because: Use to introduce a reason or explanation ("I like Chinese because it's fun").
  • Phonological Rule: Word linking (Liaison) – connecting the final consonant of one word to the initial vowel of the next (e.g., Wake~up, timeisit).

C. Essential Skills (Verbs):

  • Categorizing: Grouping subjects by personal opinion (fun vs. difficult).
  • Inquiry: Interviewing peers about their preferences.
  • Synthesis: Combining simple sentences into complex ones using conjunctions.
  • Reporting: Summarizing interview data into a coherent oral or written report.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The "Why")

  • Activity: Display the "Big Question" and the photo of the music class. Ask students: "What is happening in this photo?" and "What is your favorite part of the school day?"
  • Vocabulary Match: Complete activity 1a to anchor the names of subjects to visual symbols (e.g., a microscope for biology, a calculator for maths).

Chunk 2: Acquisition (The "What")

  • Dialogue Analysis: Listen to Ella, Peter, Binbin, and Meimei (Activities 1b & 2a). Students fill in the blanks to see how "reason-giving" sounds in a natural context.
  • Grammar Discovery: Use the "Grammar Focus" box (3a). Instead of lecturing, have students "find out" the rules by matching the sentences to the functions (reason, another idea, different ideas).

Chunk 3: Practice (The "How")

  • Controlled Practice: Complete the sentence-matching (3b) and passage completion (3c) to reinforce the mechanics of and, but, because.
  • Pronunciation Drill: Practice "linking sounds" (Section 2) using the "Wake up!" chant to improve fluency and natural rhythm.

Chunk 4: Application (The "So What?")

  • The Interview & Report: Students move around the room to interview two classmates using the table in 2e. They must then use the template in 2f to present their findings.
  • The Message Board: Students synthesize everything by writing a "blog post" (2b) about their own timetable, favorite subject, and future career aspirations, mimicking the posts by Mike Davis and Wu Binbin.

4. Review & Extension

Misconceptions:

  • Overuse of "Because": Students often start sentences with "Because..." in speech; remind them it usually joins two clauses in formal writing.
  • And/But Confusion: Students may use "and" where a contrast ("but") is more appropriate.
  • Spelling: "Geography" and "Biology" often present spelling challenges for 7th graders.

Differentiation:

  • Support: Provide a "Word Bank" of adjectives (fun, useful, easy) with Chinese translations for the interview phase. Use sentence starters for the final writing task.
  • Challenge: Ask advanced students to explain how a specific subject helps them with their "Future Job" (e.g., "I need Geography because I want to be a pilot"). Encouraging them to use multiple conjunctions in one sentence.

🎯 Learning Objectives

📚 Unit 6: A Day in the Life

📖 Overview

Based on the provided PDF screenshots, the material covers Unit 5: Fun Clubs (with a transition from a Unit 4 project). Although your prompt title mentioned "Unit 6: A Day in the Life," I have analyzed the actual provided content to ensure the design is accurate to the attached materials.

Unit 5: Fun Clubs

1. The Setup

The Big Question: Why do we join school clubs and how do our abilities define our choices? Learning Objectives (SWBAT):

  • Cognitive: Identify and name various school clubs (art, music, drama, etc.) and recognize the grammatical structure of the modal verb can for ability.
  • Skill-based: Ask and answer questions about personal abilities, read club advertisements for specific information, and write a formal email to join a club.
  • Affective: Reflect on personal talents and interests to develop a sense of belonging and self-identity within a school community.

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Clubs: Art club, science club, drama club, music club, chess club, ping-pong club, cooking club, nature club, book club.
  • Instruments/Tools: Guitar, violin, drums, musical instruments, maps, photos.
  • Activities: Hiking, acting, storytelling, cooking (Mapo tofu, beef noodles, jiaozi, baozi), Chinese chess.

B. Core Principles (Rules):

  • Grammar (Modal Verb can): Can + base form of the verb (e.g., "I can play"). The form does not change for third-person singular ("She can sing," not "she cans").
  • Sentence Joining: Using and (addition), but (contrast), and because (reason) to connect ideas.
  • Pronunciation: Linking and elision of stop consonants (/p/, /b/, /t/, /d/, /k/, /g/) when they appear at the end of words or in clusters (e.g., "bla(ck)board").

C. Essential Skills (Verbs):

  • Expressing Ability: "I can / I can't..."
  • Inquiring: "What club do you want to join?" / "Can you...?"
  • Scanning: Locating specific details in club advertisements (Time, place, contact person).
  • Corresponding: Writing an application email using appropriate openings and closings.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (Discovery)

  • Activity: "Look and Share." Students observe the lead-in photo (Robotics club) and discuss the Big Question. Teacher polls the class: "Who can play an instrument? Who can play a sport?" to introduce the concept of "abilities."

Chunk 2: Acquisition (Input)

  • Content: Section A (1a-1d). Vocabulary matching of clubs to pictures. Listening exercises where students identify which clubs Teng Fei, Sam, and Lin Hua want to join based on their stated abilities. Introduce the Grammar Focus table (3a) to show the stability of the verb can across different subjects.

Chunk 3: Practice (Controlled to Semi-Controlled)

  • Activity: "The Ability Match." Students match animals to their natural abilities (e.g., A fish can swim). Followed by the "Join a Club!" survey (2d) where students circle can/can't for themselves and check the corresponding club they might fit into.

Chunk 4: Application (Real-world Task)

  • Activity: "The Club Application." Students read the "We Want You!" advertisements in Section B. They must pair three students (Alice, Lin Hui, Jack) with the correct club based on their profiles. The final output is writing a 30-50 word email to a club leader (e.g., Bill or Jenny) explaining why they want to join and what they can contribute.

4. Review & Extension

Misconceptions:

  • The "To" Trap: Students often say "I can to play" instead of "I can play."
  • Over-conjugation: Students might try to add "-s" to can for "he/she/it."
  • Silent Letters: Forgetting the elision rules practiced in the pronunciation section (e.g., pronouncing the 't' in 'sit down' too harshly).

Differentiation:

  • Support (Scaffolding): Provide a sentence starter template for the email: "Dear [Name], I'm interested in [Club] because I can [Ability]... Can I join?"
  • Challenge (Extension): Ask advanced students to design their own "Club Advertisement" poster for a club not mentioned (e.g., Coding Club or Photography Club), including what members will do and when they will meet.

🎯 Learning Objectives

  • Generated

📚 Unit 7: Happy Birthday!

📖 Overview

Based on the provided images and OCR text, there appears to be a discrepancy between your title ("Unit 7: Happy Birthday!") and the actual content provided ("Unit 6: A Day in the Life"). As an Instructional Designer, I have performed a deep analysis of the provided material (Unit 6, Pages 58–65) to create this design.

Unit 6: A Day in the Life

1. The Setup

The Big Question: Time is the only thing we can't buy more of—how can you make good use of yours?

Learning Objectives (SWBAT):

  • Cognitive: Know how to tell time using various formats (o’clock, half past, quarter to/past) and understand the usage of "what time" vs. "when."
  • Skill-based: Describe a personal daily routine and interview a peer about their schedule using the Simple Present tense.
  • Affective: Develop a sense of time management and appreciate cultural differences in daily routines (e.g., comparing a Chinese student’s day to a Finnish student’s day).

2. Core Knowledge Components (The Ingredients)

A. Key Concepts (Nouns):

  • Time Indicators: O’clock, half past, a quarter to/past, a.m./p.m.
  • Daily Activities: Shower, breakfast, teeth, school, homework, dinner, club, ice hockey.
  • School Roles/Items: Reporter, timetable, schoolbag, duty.
  • Geography: Helsinki, Finland (Cross-cultural context).

B. Core Principles (Rules):

  • Grammar (Simple Present): Third-person singular endings (e.g., He gets up..., She has...).
  • Interrogatives: Using "What time" for specific points in time vs. "When" for broader time periods or specific points.
  • Prepositions of Time: Use of "at" before specific times (e.g., at 7:30).
  • Phonetics: Distinguishing voiced and voiceless consonants (/s/ vs /z/, /θ/ vs /ð/).
  • Sentence Stress: Identifying which words carry the most meaning in a question (e.g., What time do you usually get up?).

C. Essential Skills (Verbs):

  • Tell: Express the time shown on analog clocks.
  • Sequence: Use transition words like "and then," "after that," and "before" to organize a day.
  • Compare: Identify similarities and differences between one's own routine and Timo’s.
  • Incorporate: Use the saying "Early to bed, early to rise" to justify habits.

3. Instructional Chunks (The Flow)

Chunk 1: Activation (The "Hook")

  • Activity: "Clock Match & Morning Race." Students look at the photos on page 59 and 60. Teacher asks: "What is the first thing you did this morning?" Match the analog clocks in activity 1a to the digital times. This connects abstract time-telling to their immediate physical reality.

Chunk 2: Acquisition (Input & Modeling)

  • Content: Listening to the conversations between Peter, Han Lin, and Lu Jiaqi.
  • Focus: Students fill in the blanks for Tom’s timetable (Page 61-62). Teacher models the "Grammar Focus" (Page 63) to show how "What time" questions are built and how verbs change for "Sam" or "Timo."

Chunk 3: Practice (Guided Scaffolding)

  • Activity: "The Routine Interview." Using the prompt in 2e and 3d, students work in pairs to ask about their partner’s weekend and school day routines. They must take notes to practice shifting from 1st person ("I get up") to 3rd person ("He/She gets up") when reporting back to the class.

Chunk 4: Application (The "Bridge")

  • Activity: "Global Comparison." Students read about Timo from Finland (Page 64). They fill out a Venn Diagram or a double-column timetable comparing their day to his (Page 65).
  • Product: Students write a short paragraph titled "My Day" using the template in 2b, ensuring they use "after that" and "then" to show the flow of time.

4. Review & Extension

Misconceptions:

  • The "s" Trap: Students often forget the "-s" on verbs when talking about someone else (e.g., Timo get up instead of Timo gets up).
  • Time Inversion: Confusing "quarter to" with "quarter past" (e.g., 6:45 vs 6:15).
  • What time vs. When: Using "What time" for days of the week (Correct: When do you play basketball? On Thursdays).

Differentiation:

  • Support (Struggling Learners): Provide a "Time Cheat Sheet" with visual clock faces and the corresponding phrases (half past, etc.). Use the fill-in-the-blank template on page 65.
  • Challenge (Advanced Learners): Ask students to analyze why Timo’s routine is different (climate, school system in Finland) and have them write 3 tips for Tom or Timo on how to "make better use of their time" based on the "Big Question."

🎯 Learning Objectives