Unit 1 This is me! Reading 教案-2024-2025学年译林版（2024）英语七年级上册

Unit 1 This is me!-Reading教学设计 教材分析 The "Reading" part in this unit features texts introducing students' basic information. It plays a pivotal role in enhancing students' reading proficiency. 教学目标 In terms of the Four - Dimensional Core Competencies, students' language ability is sharpened as they learn new words, phrases and sentence structures. For instance, they can master expressions like "be good at" while reading. Culturally, it exposes students to how Westerners introduce themselves, thus fostering cultural awareness. In terms of thinking quality, activities like summarizing the main idea of the text can train students' logical thinking. It also promotes learning ability, as students explore reading strategies such as skimming and scanning. 重难点 The key points involve grasping new vocabulary and understanding the text's main content. However, the difficult part lies in enabling students to infer implicit information from the text and apply the learned language in real - life communication. 教学环节 学习活动 新课教学 Teacher (T): Good morning, class! Today we're going to explore the Reading section of Unit 1: This is me! (Holds up textbook) Let's start with a question: When you meet someone new, what information do you want to know about them? (Pauses, scans the room) Lily, would you like to share? Student (S1): Their name! T: Absolutely! Names are the first step. What else, Jack? S2: Maybe... where they're from? T: Great observation! And you, Mia? S3: Their hobbies or favorite things! T: Perfect! These are exactly the kinds of details we'll find in today's reading. Now, let's look at the title: "New friends at Sunshine Middle School." (Points to textbook) Prediction time: What do you think this passage will be about? (Raises hand) Yes, Ethan? S4: Maybe students introducing themselves? T: Excellent guess! Let's check the pictures. (Points to textbook images) What can you see? S5: Two kids talking! One is holding a basketball. S6: There's a girl with a paintbrush and a cat! T: Fantastic! You're already noticing clues. Now, let's set our reading purpose: We'll read to find out about three new students' personalities and interests. Part 1: Pre-reading Vocabulary Building T: Before we dive in, let's tackle some key words. (Writes on board) 1. Personality 2. Hobby 3. Introduce 4. Classmate Task: Turn to your partner and explain each word in simple English. Use gestures if needed! (Students discuss for 1 minute) T: (Monitors, then stops class) Let's check. Who can define "personality"? S7: It's... how someone acts or feels? T: Close! It's the combination of qualities that make someone unique. (Shows thumbs-up) Now, "hobby"? S8: Something you like to do in free time! T: Exactly! Now, let's play "Hobby Charades." (Explains rules) I'll whisper a hobby to a volunteer, and they'll act it out. Guess correctly as a class! (Game proceeds with actions like reading, dancing, playing guitar) Part 2: First Reading - Skimming for Main Idea T: Now, open your books to Page 6. We'll read silently for 3 minutes. Task: Skim the passage and answer: How many students are introduced? (Students read while teacher walks around) T: (Stops class) Hands up if you found the answer! (Counts) Most of you! So...? Class: Three students! T: Correct! Let's write their names on the board: Daniel, Sandy, and Simon. (Writes names) Now, let's look at the structure. (Points to textbook) Notice how each student has a separate paragraph with a bold heading. This helps organize information clearly. Part 3: Second Reading - Scanning for Details T: Now, let's scan for specifics. Task: In pairs, complete this chart: Student Personality Hobby Favorite Subject Daniel Sandy Simon (Students work while teacher assists) T: (Stops class) Let's fill in Daniel's row together. Where does it say his personality? S9: "He is kind and helpful." T: Great! Now his hobby? S10: "He loves playing basketball." T: And favorite subject? S11: "PE, because he can play sports." T: Excellent teamwork! Now, let's check Sandy's paragraph. (Points to text) What words describe her personality? S12: "She is quiet and artistic." T: Perfect! "Artistic" means she's good at creative things. What's her hobby? S13: "She enjoys drawing and painting." T: And her favorite subject? S14: "Art, of course!" T: You're all reading carefully! Now, Simon's turn. (Points to text) How is he different? S15: "He is funny and outgoing." T: "Outgoing" means...? S16: He likes talking to people! T: Right! Now his hobby? S17: "He likes telling jokes and making friends." T: And favorite subject? S18: "English, because his teacher is very nice." T: Super job! Let's clap for our detective work! (Class claps) Part 4: Post-reading Analysis - Language & Inference T: Now, let's analyze the language. Look at this sentence: "Daniel loves playing basketball." Why does the writer use "loves" instead of "likes"? S19: Because he really enjoys it! T: Exactly! "Loves" shows stronger feeling. Now, find another example of strong emotion words. S20: "Simon likes telling jokes a lot!" T: Good catch! Now, let's practice inference. (Writes on board) Question: Why does Sandy like Art class? S21: Because she's artistic! T: Smart! The text says she's artistic and enjoys drawing, so we can infer Art class lets her do what she loves. Now, your turn: Why might Simon's favorite subject be English? S22: Because his teacher is nice! T: Excellent reasoning! You're using clues from the text. Part 5: Group Activity - "Create a New Friend" T: Now, let's get creative! In groups of four, invent a new student for Sunshine Middle School. Use this template: 1. Name & appearance 2. Personality traits (2-3 adjectives) 3. Hobby (with action verb, e.g., "enjoys singing") 4. Favorite subject + reason (Students discuss while teacher provides vocabulary support) T: (Stops class) Group 2, would you like to present? Group 2: "This is Lucy. She has long curly hair. She's energetic and friendly. She enjoys dancing hip-hop. Her favorite subject is Music because she can learn new dance moves!" T: Wow, Lucy sounds amazing! I love the detail about hip-hop dancing. Group 5, your turn! Group 5: "Meet Tom. He wears glasses and is very smart. He's patient and hardworking. He loves solving math problems. His favorite subject is Math because it's like a puzzle." T: Fantastic! You used great adjectives like "patient" and "hardworking." Part 6: Reading Strategy Focus - Identifying Text Structure T: Let's review how this passage is organized. (Points to textbook) Notice each student has: 1. A heading with their name 2. A topic sentence introducing personality 3. Supporting details about hobbies and subjects Task: Find the topic sentence in Simon's paragraph. S23: "Simon is in Class 1, Grade 7 too. He is funny and outgoing." T: Correct! The first sentence introduces him, and the rest give details. This structure helps readers follow easily. Now, your turn: Write a paragraph about your best friend using this structure. (Students write for 5 minutes) T: (Collects papers) Let's share one example. Emma, read yours! Emma: "My best friend is Sarah. She is kind and funny. She enjoys playing volleyball and listening to music. Her favorite subject is Science because she likes doing experiments." T: Wonderful! You used clear topic sentences and details. Part 7: Error Correction & Language Feedback T: Let's correct common mistakes I noticed. (Writes on board) 1. Incorrect: She is like drawing. Correct: She enjoys drawing. Why? "Like" needs "-ing" or "to do," but "enjoy" always uses "-ing." 2. Incorrect: He is friend. Correct: He is friendly. Why? "Friend" is a noun; we need the adjective "friendly." (Students take notes and ask questions) Part 8: Summary & Exit Ticket T: Today we learned: · How to skim for main ideas and scan for details · Key vocabulary: personality, hobby, introduce · How to infer information from clues · Text structure: headings + topic sentences + details Exit Ticket Task: (Distributes sticky notes) Write one new thing you learned today and stick it on the board before leaving. (Students write while teacher checks understanding) T: (Reads notes aloud) "I learned how to describe people's personalities!" "I can use 'enjoy doing' now!" Fantastic! You've all worked hard today. Homework: 1. Read the passage again to a family member. 2. Draw a picture of one of the students from the reading and label their personality traits. T: Any final questions? (Pauses) No? Great! See you tomorrow! Students: Goodbye, teacher! Design Notes: 1. Scaffolded Reading: Skimming → Scanning → Analysis → Creation builds comprehension step-by-step. 2. Multisensory Learning: Combines visual (charts), auditory (discussions), and kinesthetic (charades) activities. 3. Differentiation: Group work allows stronger students to support peers; exit tickets provide quick formative assessment. 4. Real-world Connection: Homework encourages sharing English with family, reinforcing language use beyond classroom. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$