Unit 1 Let's be friends!Exploring the topicLesson 3 Thinking Skills & Reading 教学设计 2025-2026学年仁爱科普版英语七年级上册

该初中英语教学设计聚焦“人物描述”与阅读策略（图像预测、思维地图），通过展示学习目标明确方向，结合头脑风暴激活学生描述人物的已有知识，搭建从旧知到新知的学习支架。 特色在于以思维地图为工具贯穿始终，从提取文本信息到绘制个人/他人思维地图，结合图像预测策略培养阅读能力，提升语言能力（复述、自我介绍强化表达）、思维品质（分析概括信息），助力学生综合运用语言，教师可高效落实教学目标。

Unit 1 Let's be friends! Exploring the topic Lesson 3 Thinking Skills & Reading Strategies Learning objectives: 1. Using image prediction as a reading strategy, obtain the main idea of this article. 2. Using thinking maps, extracting key information from character descriptions in text. 3. Draw a thinking map about yourself, introduce oneself and others from multiple perspectives. Learning key & difficult points: 1. Obtain the main idea of this article by image skimming. 2. Using thinking maps to extract key information. 3. Draw a thinking map about yourself. Teaching Aids: Multimedia. Blackboard. PPT Teaching Procedures: Step 1: Lead-in 1. Show students the learning objectives of the class. Design Intent: Enable students to clearly understand the learning objectives of this lesson, enhancing the pertinence and purpose of their learning. 2. Brainstorming: Think about how to describe a person in different ways. Design Intent: Activate students' prior knowledge, lay the groundwork for subsequent learning about character description, and stimulate their thinking and enthusiasm for participation. Step 2 Reading & Learning 1. Read the text in A1 and learn how to describe a person with a thinking map. Design Intent: Guide students to read Text A1 and learn how to describe a person using a thinking map, mastering instrumental knowledge. 2. Read the text in A2 and complete the thinking map based on it. Design Intent: Train students' ability to extract key information from the text and deepen their understanding and grasp of the text. 3. Check the answers. Design Intent: Provide timely feedback on students' learning, correct mistakes, and consolidate the results of extracting key information from the text. 4. Retell the text based on the thinking map. Design Intent: Use the thinking map to sort out the text structure, strengthening students' memory of the text content and their language expression ability. 5. Work in pairs. Retell the text to the partner. Design Intent: Increase opportunities for language practice through pair work retelling, improving oral expression and cooperative learning abilities. Step 3 Drawing & Introduction 1. Draw a thinking map based on personal information. Design Intent: Apply the thinking map tool to self-description, achieving knowledge transfer and personalized application. 2. Pair Work. Make a self-introduction to your partner. the thinking map is helpful Design Intent: Use the thinking map to assist in self-introduction, practice self-expression and interpersonal communication skills, and experience the practical value of the thinking map. Step 4 Reading strategies for the saying 1. Look at the picture in A1 and predict what the text may be about. Tick the answer. Design Intent: Predict the text content by observing pictures, cultivate prediction and picture-reading abilities, and stimulate reading interest. 2. Check the answer. Design Intent: Check the predicted answers, verify the rationality of the predictions, and enhance students' confidence in reading strategies. 3. Read the text in A2 and check the prediction. Design Intent: Read the text to verify predictions, experience the role of prediction strategies in reading, and improve the pertinence of reading. 4. Look at the picture in A3 and predict what the text may be about. Design Intent: Predict the text with the help of pictures again, consolidate prediction strategies, and improve reading comprehension skills. 5. Read the text and check the prediction. Design Intent: Further strengthen the application of prediction strategies and cultivate good reading habits and strategic awareness. Step 5 Applying 1. Draw a thinking map about Jim White. Design Intent: Apply character description and thinking maps to a specific person, improving the ability to transfer and apply knowledge. 2. Retell the text based on the thinking map. Design Intent: Retell the text related to the character with the help of the thinking map, practice language organization and expression abilities, and consolidate the learning of character description. Step 6 Summary & Homework 1. Summarize the content students learned in this class. to know to summarize what have learned. Design Intent: Summarize the class content, help students sort out the knowledge system, and cultivate their ability to summarize and generalize. 2. Show students the homework for the class. Finish the textbook. Design Intent: Assign after-class homework to allow students to consolidate what they have learned after class and extend the learning effect. Blackboard Design: Read the text and learn how to describe a person Read the text and complete the mind map Draw a mind-map and make a self-introduction. Teaching Reflection It is essential to establish a more comprehensive assessment system. We should not only focus on students' test scores but also pay close attention to evaluating their language application abilities in various scenarios. In this way, we can gain a more holistic understanding of students' progress and provide targeted support for their English learning and development. 学科网（北京）股份有限公司 $$