Unit 1 Let's be friends!Lesson 4 Theme 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要素（姓名、外貌、爱好、性格）及自我介绍，通过图片描述、自由交谈、结对问答激活旧知，搭建“旧知-新知”学习支架，衔接上节课内容，为主题阅读铺垫。 特色在于以思维导图为工具，读中通过判断正误、绘制人物信息思维导图、小组合作介绍展示，培养思维品质（逻辑思维）与语言能力（信息整合及表达）；读后齐读复述加深理解，引导思考情感，落实语言理解与表达。结构化流程兼顾个体差异，提升课堂互动，助力教师高效教学，促进学生综合素养发展。

Unit 1 Let's be friends! Lesson 4 Theme Reading Learning Objectives: 1. Extracting key elements for describing characters using thinking maps. 2. Draw a thinking map of personal information and introduce yourself. 3. Experience that making new friends can promote the development of good interpersonal relationships. Learning key & difficult points: Relationship. 1. Extracting key elements for describing characters using thinking maps. 2. Draw a thinking map of personal information and introduce yourself. Teaching Aids: Multimedia. Blackboard. PPT. Teaching Procedures: Step 1: Lead-in 1. Choose one of our best friends in the picture and try to describe him/ her. use what have learned last class. 2. Free talk A1. 3. Work in pairs. Ask and answer questions in A1 about the students' best friend. (Design Intent: Activate students' prior knowledge, create a relaxed classroom atmosphere to prepare for the new lesson, and practice students' oral expression skills.) Step 2: Pre-reading 1. Look at the picture and describe it. ①Where are they? ②What are they talking about? ③How well are they getting along with each other? 2. Predict what the text may be about. 3. Check the answer. (Design Intent: By observing the picture and answering related questions, students' observation and description abilities are cultivated. Asking them to predict the text content stimulates their reading interest and curiosity, preparing them for the reading activity.) Step 3: While-reading 1. Read the text in A2 and mark T or F. Why? To know the reasons. 2. Check the answers. 3. Read the text again and draw thinking maps about Kangkang and his friends. 4. Group Work. Ask and answer questions about Kangkang and his friends based on A4, and then introduce them in your group. Speak out. 5. Show in class. (Design Intent: Judging true or false and stating reasons deepens students' understanding of text details. Drawing thinking maps helps students organize character information and develop logical thinking skills. Group work and class presentations enhance students' cooperative learning ability, oral expression ability, and information integration ability.) Step 4: Post-reading 1. Read and repeat. 2. Read along together. 3. How does Kangkang feel at the new school? (Design Intent: Reading and repeating consolidate students' pronunciation and intonation, deepening their memory of the text. Asking about how Kangkang feels at the new school guides students to think deeply about the text's connotation, enhancing the depth of reading comprehension.) Blackboard Design Lesson 4 Theme Reading 1. Key Elements for Describing Characters - Name - Appearance - Hobbies - Personality 2. Thinking Map Example （Draw a bubble map on the blackboard: - Center: Kangkang & His Friends - Branches: Name, Appearance, Hobbies, Interpersonal Relationships —— each branch can be filled with details as students analyze the text.） 3. Interaction Zone - Space for students to display their self-introduction thinking maps. - Key questions: How to introduce yourself effectively? / What makes a good friend? Teaching Reflection: In this lesson, attempts were made to cultivate students' reading abilities through a series of activities. Students were guided to extract key information from the text, organize ideas with thinking maps, and express themselves clearly. However, in future teaching, more attention should be paid to individual differences among students to ensure that every student can fully participate in class activities and make continuous progress in reading and communication skills. 学科网（北京）股份有限公司 $$