Unit 1 Let's Be Friends!-Exploring the Topic-Reading Strategies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“基于图片预测文本内容”的阅读策略，通过free talk（朋友话题）和图片描述激活学生生活经验，搭建“生活观察—图片细节—文本预测”的学习支架，衔接新词汇（如“friend”“together”）学习与策略应用，引导学生从已知到未知逐步深入。 资料亮点在于“策略教学实操化”与“核心素养融合”。通过“观察图片预测—阅读验证—口语复述”活动链（如预测人物信息、小组合作汇报），培养学生细节分析与合理推断的思维品质，提升提取信息及语言表达的语言能力。提供完整流程（含分层练习、反思建议），助力教师高效实施，帮助学生掌握可迁移的阅读策略，发展自主学习能力。

Unit 1 Let's Be Friends!-Exploring the Topic-Reading Strategies This lesson is from Unit 1 "Let's Be Friends!" in the Ren'ai Science Edition (2024) for Grade 7. The main focus is on teaching students reading strategies, specifically predicting text content from pictures. It aims to cultivate students' reading skills and improve their reading comprehension ability. The lesson materials include some simple texts about friends, accompanied by relevant pictures, which are used to guide students to practice the reading strategy of prediction. 教学目标 This lesson is from Unit 1 "Let's Be Friends!" in the Ren'ai Science Edition (2024) for Grade 7. The main focus is on teaching students reading strategies, specifically predicting text content from pictures. It aims to cultivate students' reading skills and improve their reading comprehension ability. The lesson materials include some simple texts about friends, accompanied by relevant pictures, which are used to guide students to practice the reading strategy of prediction. II. Teaching Objectives A. Knowledge Objectives Students will be able to master new words and phrases related to the topic of friends, such as "text", "may", "about", "friend", "together", etc. Students can understand the key sentences in the texts, for example, "We all need friends. Friends can be old. Friends can be young." B. Ability Objectives Students are expected to learn and apply the reading strategy of predicting text from pictures. They should be able to make reasonable predictions about the text content before reading according to the given pictures. Improve students' reading comprehension ability, enabling them to extract key information from the texts, such as personal information (name, age, nationality, hobbies) of the characters in the texts. Develop students' oral English skills. They can retell the text content in their own words based on the information they have read and understood. 教学重难点 A. Teaching Key Points The teaching of new words and phrases related to friends. The explanation and practice of the reading strategy of predicting text from pictures. Helping students master how to extract key personal information from texts about friends. B. Teaching Difficult Points How to guide students to make accurate and reasonable predictions about text content based on pictures, and how to improve the accuracy of their predictions through continuous practice. Helping students use the information they have read to express themselves clearly and fluently in oral English, especially in retelling the text. New Words and Phrases text /tekst/n. 正文 may /meɪ/modal v. 能，会，可以 about /əˈbaʊt/prep. 关于 adv. 大约 friend /frend/n. 朋友 together /təˈɡeðə(r)/adv. 在一起，共同 Key Sentences We all need friends. Friends can be old. Friends can be young. Friends can be tall. Friends can be short. Friends play together and help each other. This is my friend, Jim White. He is from Canada. He is 13 years old. He is tall and strong. He likes playing football. We often play football together. Reading Strategy Predicting text content from pictures: Before reading a text, carefully observe the given pictures, think about the possible topics, characters, and events in the text, and make predictions. Then, read the text to check whether the predictions are correct. 教学过程 A. Warming-up (5 minutes) Greet the students and have a free talk. Ask some simple questions like "Do you have any friends? What do you usually do with your friends?" to arouse students' interest and lead in the topic of friends. Show some pictures of friends playing together on the PPT. Let students describe what they see in the pictures briefly in English, for example, "They are playing basketball together. They look very happy." B. Presentation of New Words (8 minutes) Present the new words and phrases on the PPT one by one. Teach students how to pronounce them correctly, and let students read after the teacher several times. Use some simple sentences to explain the meanings of the new words. For example, for the word "text", say "We are going to read a text about friends. The text has some interesting stories." For "may", say "You may be right. It means it is possible." Let students practice using the new words in pairs. For example, one student uses a new word to make a sentence, and the other student repeats and corrects if there are mistakes. C. Introduction of Reading Strategy (5 minutes) Show a picture related to friends on the PPT without showing the corresponding text. Ask students, "Look at this picture. What do you think the text may be about? Please discuss with your partners and make a prediction." After students discuss, invite some pairs to share their predictions. Write their predictions on the blackboard. Then, introduce the reading strategy of predicting text from pictures to students. Explain that this is a useful way to help us understand the text better before reading. We can observe the details in the picture, such as characters' appearances, actions, and the background, to make predictions. D. Practice of Reading Strategy (15 minutes) Activity 1 Show the first set of pictures and the corresponding text options on the PPT. The text may be about "friends" or "classmates". Let students tick (√) the correct answer according to their predictions. Then, let students read the text quickly: "We all need friends. Friends can be old. Friends can be young. Friends can be tall. Friends can be short. Friends play together and help each other." After reading, ask students to check whether their predictions are correct. Discuss in class why they made such predictions. Activity 2 Show another picture of a boy named Li Xiang and his friend. Let students predict what the text may be about. They can predict like "The text may be about Li Xiang's friend." Next, let students read the text: "This is my friend, Jim White. He is from Canada. He is 13 years old. He is tall and strong. He likes playing football. We often play football together." Ask students to answer some questions about the text, such as "What's the boy's name?", "Where is he from?", "What does he like?", "What do they often do?" to check their understanding of the text. Activity 3 Divide students into groups. Give each group a picture related to friends. Let them predict the text content based on the picture in their groups. Then, distribute a short text about friends to each group. Let them read the text and check their predictions. Each group needs to report their prediction results and the reasons to the whole class. E. Summary and Consolidation (8 minutes) Summarize the new words, phrases, and the reading strategy learned in this class. Review the key sentences in the texts with students. Let students do a small exercise. Show some pictures on the PPT, and students need to write down their predictions about the text content according to the pictures. Then, check the answers together. Ask students to retell one of the texts they have read in this class. They can retell it in pairs first, and then invite some students to retell it in front of the class. F. Homework Assignment (4 minutes) Ask students to observe some pictures in their English textbooks or other English reading materials and make predictions about the text content. Write down their predictions and the reasons. Let students read a short English text about friends at home. Use the reading strategy of predicting from pictures before reading, and then write a short summary of the text. 教学反思 After this class, overall, most students showed great interest in the topic of friends and were actively involved in the class activities. The teaching of new words and the introduction of the reading strategy were relatively smooth. However, there are still some aspects that need improvement. In the practice of the reading strategy, some students had difficulty making accurate predictions. Maybe the guidance on how to observe pictures in detail was not enough. In the future, more specific guidance on picture observation skills should be provided, such as guiding students to pay attention to the characters' expressions, postures, and the relationship between objects in the pictures. During the oral English practice of retelling the text, some students were a bit nervous and made some grammar mistakes. In the following classes, more opportunities for oral English practice should be given, and grammar knowledge should be reviewed and consolidated in a timely manner to help students improve their oral English expression ability. The group activities were carried out well, but the time control was not very accurate. Some groups did not have enough time to fully discuss and report. Next time, better time management should be done to ensure that each group can fully participate and share their ideas. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$