Unit 9 Lesson 3 Thinking Skills & Reading Strategies 教学设计 -2024-2025学年仁爱科普版（2024）七年级英语下册

Unit 9 From Here to There Lesson 3 Thinking Skills & Reading Strategies I. Material Analysis 内容解读： 本课时围绕“人与社会”中“事件发展的顺序性”和“阅读理解中的推断策略”展开。学生将学习如何用时间顺序词（如first, next, then）描述事件的发展过程，并通过上下文线索（如符号、文本）推断文本的隐含意义。 II. Teaching Aims 1.掌握时间顺序词（first, next, then, finally）并描述事件的发展过程； 2.通过上下文线索推断文本的隐含信息（如地点、时间、情感）； 3.培养逻辑思维能力和阅读理解技巧； 4.在小组合作中分享推理过程，提升批判性思维能力。 III. Teaching Procedures 课时教学内容概述 本课时分为两部分：顺序链（Sequencing）和推断策略（Making Inferences）。学生将通过图片、文本和小组活动，学习如何描述事件发展的顺序，并通过上下文线索进行合理推断。 教学步骤 教学步骤 学习活动 效果评价 Step 1: Lead-in 1. Start with questions: "How do you describe the steps of doing something? For example, making a cup of tea or finishing a task." Then show the learning objectives. 2. Show pictures (such as the process of Xiaoya hiding a gift) and ask: "What is the order of these pictures?" 观察学生回答问题的表现，评判其参与度。 设计意图： 创设情境，引入主题，激发学生对顺序性和逻辑推理的兴趣。 Step 2: Sequencing Skills 1. Read the text in Activity 1 and learn about the sequence chain: - First, Xiao Ya drew a map. - Next, Li Xiang looked at the map. - Then, he dug under the tree. - Finally, he found the gift. 2. Complete the sequence chain of transportation development (from walking to high - speed rail) in Activity 2. 根据学生完成顺序链的准确性，判断其逻辑思维能力。 设计意图： 通过顺序链练习，帮助学生掌握时间顺序词的应用。 Step 3: Reading Strategies 1. Learn the inference strategy (Activity 1): - Step 1: Look for clues (such as map symbols). - Step 2: Combine with known knowledge (such as the symbols representing places). - Step 3: Infer the conclusion (This is a street map). 2. Read the text in Activity 2 and tick the correct answer (for example, infer that the author is at sea). 观察学生勾选答案的表现，评价其推断能力。 设计意图： 通过文本分析，帮助学生掌握从上下文提取隐含信息的技巧。 Step 4: Group Work 1. Group Activity (Activity 3): Fill in the inference table according to the text clues: - What I can infer (the author's location, time, emotion). - The clues I can find (key words in the text, such as “rowed”, “dark”). 2. Share the reasoning process and discuss different possibilities. 观察学生讨论和填写表格的表现，评价其合作与逻辑推理能力。 设计意图： 在合作中深化对推断策略的理解，培养批判性思维。 Step 5: Summary & Homework 1. Summarize the key points of this lesson: the application of sequence chains and the steps of the inference strategy. 2. Assign homework: - Write a short sequence chain of event development (such as "How to make a sandwich"). - Read a short passage and complete the inference table (such as inferring the character's motivation or the story background). 帮助学生巩固知识并联系实际。 设计意图： 通过写作和阅读任务，深化逻辑思维和阅读理解能力。 IV. Blackboard Design Lesson 3 Thinking Skills & Reading Strategies Key Vocabulary Sequencing Words: first, next, then, finally Inference Clues: context, symbols, emotions 顺序链示例： First: Walk → Then: Use animals → Next: Use boats → Later: Use bikes/cars → Now: Use planes/high - speed trains 推断策略步骤： Step 1: Look for clues (such as "rowed"). Step 2: Combine with what we already know (rowing needs to be done on water). Step 3: Infer the conclusion (The author is at sea).示例推断表格： What I can infer The clues I can find The author is at sea. “rowed”“island” V. 教学反思 教学亮点： 通过藏礼物和交通发展的例子，学生能直观理解顺序链的概念。分步骤教授推断方法，帮助学生逐步掌握逻辑推理技巧。小组讨论中，学生能积极分享不同角度的推理，提升思维深度。 改进空间： 推断表格填写环节时间紧张，部分学生未能充分讨论，需精简任务或延长活动时间。对逻辑较弱的学生，可提供更多范例或简化推断任务（如仅推断地点）。加入更多视觉化线索（如地图、符号卡片），增强学生的直观理解。 总结： 本课通过顺序链和推断策略的结合，成功帮助学生提升逻辑与阅读理解能力，但在时间管理和资源多样性上需进一步优化。未来可尝试引入数字化工具（如互动推理游戏）和分层任务，以提升课堂效率和学生的参与度。 学科网（北京）股份有限公司 $$