Unit 6 My clothes, my style Reading 教学设计 2025-2026学年译林版（2024）七年级英语上册

Unit 6 My clothes, my style-Reading This reading passage in Unit 6 “My clothes, my style” mainly focuses on the topic of clothing and personal style. It may introduce different types of clothes, such as casual wear, formal wear, and sportswear, as well as how people choose clothes to express their personalities. The passage might also include some cultural aspects related to clothing, like traditional costumes in different regions. Through vivid descriptions and examples, students will be exposed to new vocabulary and expressions related to clothing, and at the same time, understand the significance of personal style in daily life. 教学目标 Students will be able to master the key vocabulary and phrases related to clothing, such as “outfit”, “style”, “fashionable”, “suit”, etc. They can understand and use the target sentences about describing clothes, like “You wear it well.” “This outfit suits you.” Students will learn about different types of clothing and their functions. 教学重难点 1. Key Points Key vocabulary and sentence patterns about clothing. Reading skills training, especially how to quickly get the main idea and important details from the passage. Understanding the relationship between clothing and personal style. 2. Difficult Points Helping students to understand some implicit information in the passage and make inferences. Guiding students to express their own views on personal style clearly and fluently in English. Letting students realize the cultural connotations behind different clothing styles. 1. Vocabulary Outfit: a set of clothes. For example, “She has a beautiful outfit for the party.” Style: a particular way in which something is done, created, or performed. “I like her unique style of dressing.” Fashionable: following the latest fashion. “This kind of skirt is very fashionable this year.” Suit: to be right or appropriate for someone or something. “The color of this shirt suits you very well.” Casual: not formal. “We usually wear casual clothes on weekends.” Formal: suitable for serious or official occasions. “You need to wear formal clothes for the business meeting.” Sportswear: clothes worn for sports or other physical activities. “He always wears sportswear when he goes to the gym.” 2. Sentence Patterns You wear it well. This outfit suits you. What do you think of my new clothes? I like the style of this dress. 3. Reading Skills Skimming: Read the title, headings, and the first and last paragraphs quickly to get the general idea of the passage. Scanning: Look for specific information, such as numbers, names, or key words, by running your eyes quickly over the text. Inferring from context: Guess the meaning of new words or phrases by looking at the words and sentences around them. 教学过程 1. Lead - in (5 minutes) Show some pictures of different people wearing various clothes on the PPT, including a person in a business suit, a girl in a casual T - shirt and jeans, and someone in sportswear. Ask students: “What kind of clothes are they wearing? And how do you feel about their outfits?” Encourage students to express their opinions freely. This activity can arouse students’ interest in the topic and activate their prior knowledge about clothing. 2. Pre - reading (10 minutes) Present the new vocabulary related to clothing on the blackboard or PPT. Teach the pronunciation, meaning, and usage of each word through examples and gestures. For example, when teaching “outfit”, show a picture of a complete set of clothes and say “Look, this is an outfit. It includes a shirt, a pair of trousers, and a jacket.” Let students read the words aloud several times to practice pronunciation. Divide students into pairs and ask them to use the new words to describe the clothes in the pictures shown in the lead - in part. Walk around the classroom to offer help and monitor their conversations. 3. While - reading (15 minutes) Skimming: Ask students to read the passage quickly without paying attention to the details. Then, ask them to answer the question: “What is the main idea of the passage?” Give them 2 - 3 minutes to read and think. Invite some students to share their answers. Summarize the main idea of the passage together, which is usually about different types of clothes and how they reflect personal style. Scanning: Present some detailed questions on the PPT, such as “What are the common types of casual wear mentioned in the passage?” “What should people wear for a formal event according to the passage?” Let students read the passage again, this time scanning for specific information to answer the questions. Give them 3 - 4 minutes. Check the answers with the whole class. Ask students to point out the sentences in the passage where they find the answers, which can help them improve their scanning skills and understanding of the text. In - depth reading: Divide the passage into several parts. Analyze each part sentence by sentence, explaining the difficult sentences, new grammar points (if any), and the author’s intention. For example, if there is a sentence “People often choose their outfits according to the occasion and their mood.”, explain that “according to” means “in a way that is based on something”. And discuss with students why people choose clothes in this way. After analyzing each part, ask students some comprehension questions to ensure they understand the content. 4. Post - reading (10 minutes) Group discussion: Divide students into groups of 4 - 5. Give each group a topic related to clothing and personal style, such as “If you are going to a special event, what kind of outfit will you choose and why?” or “Do you think clothes can show a person’s personality? Why or why not?” Let students discuss in their groups for 5 - 6 minutes. Encourage each group member to express their opinions. Walk around the groups to listen and offer guidance if necessary. Group presentation: Each group selects a representative to present their discussion results to the whole class. The representative should speak for about 1 - 2 minutes. After each presentation, other groups can ask questions or make comments. This activity can improve students’ speaking skills, critical thinking ability, and cooperation spirit. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including the new vocabulary, sentence patterns, reading skills, and the main content of the passage. Ask students to recall what they have learned in this class and share their learning gains. Homework: Ask students to write a short passage about their favorite outfit, including what it looks like, when they usually wear it, and why they like it. The passage should be at least 80 words. Encourage students to collect more information about different clothing styles from magazines, the Internet, or other resources and share it with the class next time. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in terms of vocabulary teaching, although I used pictures and examples to help students understand, some students might still have difficulty in remembering the new words. Maybe I can design more interesting vocabulary games in the future, such as word bingo or vocabulary matching competitions, to strengthen students’ memory. Secondly, during the reading process, some students had trouble in using reading skills like inferring from context. I should provide more targeted exercises and guidance in class to help them master these skills better. For example, I can select some short paragraphs with new words and ask students to practice inferring the meaning in groups. Thirdly, in the group discussion and presentation part, some students were a bit shy to speak in front of the class. I need to create a more relaxed and supportive atmosphere to encourage them to express themselves bravely. I can give more positive feedback and praise to boost their confidence. Overall, this teaching plan aims to help students learn about clothing and personal style while improving their English language skills. Through continuous reflection and improvement, I hope to make my teaching more effective and engaging for students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$