Unit 1 Learning to be B Reading and critical thinking 教学设计-2024-2025学年沪外教版（2024）七年级英语下册

Unit 1 B Reading and critical thinking 教学设计 I. Teaching Objectives Enable students to understand the letter “Growing deep, growing strong” thoroughly, extracting key information to answer comprehension questions and complete word - related tasks. Improve students' reading skills, including scanning for details, understanding vocabulary in context, and retelling a story. Foster critical thinking by discussing Brad’s “new pot” and sharing personal experiences similar to Brad’s situation. II. Language Knowledge 1. Key words & phrases Survival - related: survive, dig out, grow deep and strong Emotion & experience: worried, share, upside down, hurt Comprehension verbs: scan, retell, understand 2. Key sentences “Last spring, my mother and I were working together in the garden. When she saw some plants in small pots, she said, ‘We will dig them out and move them to bigger pots.’” “Often, when change comes my way, I feel like those little plants—I feel like I have been dug up and turned upside down.” “I will remember my mother’s words: That’s how the roots grow deep and strong.” 3. Key and challenging points Accurately answering comprehension questions by scanning the text. Understanding and using vocabulary from the text in new contexts. Engaging in critical thinking discussions about the text’s implications. III. Teaching Procedures Step 1: Pre - reading (5 minutes) Show a picture of plants in pots and ask: “Have you ever moved a plant to a new pot? How did it feel? What happens to plants after being moved?” Introduce the letter’s context: Linda writes to Brad about plants and changes, connecting to facing challenges. Step 2: Reading for Comprehension (15 minutes) Quick Scan for B1: Students scan the letter to answer B1 questions (who sent the letter, Brad’s worry, etc.). Teacher checks answers, highlighting how to find info (e.g., “Hi Brad,” shows Linda sent it; Brad’s worry is in the first paragraph). Detail Reading for B2: Students read again to choose correct answers for B2. Discuss why choices are right/wrong (e.g., Linda’s purpose is to encourage Brad, not just ask for advice). Story Retelling for B3: Students order pictures for B3, then retell Linda’s plant story in pairs. Share retellings, focusing on sequence (digging out, moving to new pots, plants growing strong). Step 3: Word Work (12 minutes) B4 Vocabulary Matching & Sentences: Students match words to meanings (e.g., survive = continue to live). Complete sentences with correct word forms, discussing context clues (e.g., “I do ______ everything goes well” uses hope). B5 Public Speaking Report: Students fill in B5 with words like worried, upside down. Discuss how vocabulary describes emotions/experiences in public speaking. Step 4: Critical Thinking (10 minutes) Brad’s “New Pot” (Critical Thinking 1): Students discuss what Brad’s “new pot” might be (e.g., starting a new activity). Justify choices, connecting to the text’s “change leads to growth” idea. Personal Experience Sharing (Critical Thinking 2): Students share experiences of being in a “new pot” (e.g., new school, hobby). Use the example to structure stories, focusing on challenges and growth. Step 5: Summary & Homework (3 minutes) Summarize key learnings: comprehension skills, vocabulary, critical thinking. Homework: Write a short letter to a friend, using the text’s structure to encourage them through a “change” situation. IV. Assessment of Teaching Effectiveness Check comprehension answers (B1, B2) for text understanding. Evaluate word work (B4, B5) for vocabulary mastery. Observe critical thinking discussions for depth of engagement. V. Design Purpose Pre - reading activates background knowledge about plants and change. Reading tasks build comprehension skills through scanning and detail analysis. Word work connects vocabulary to new contexts, enhancing retention. Critical thinking discussions deepen understanding of the text’s life lessons. VI. Blackboard Design Unit 1 Reading and critical thinking Key Vocabulary: survive, dig out, worried, upside down Comprehension Steps: Scan → Detail Read → Retell Critical Thinking Qs: Brad’s “new pot”? Personal “new pot” stories VII. Teaching Reflection Notice if students struggle with retelling or critical thinking. Adjust by providing more scaffolding (e.g., retelling sentence starters) or simpler “new pot” examples. Ensure vocabulary practice links clearly to students’ lives for better retention. 学科网（北京）股份有限公司 $$