Unit 7 Being a Smart Shopper Exploring the Topic Reading Strategies教学设计 2024-2025学年仁爱科普版（2024）七年级英语下册

本文围绕“Being a Smart Shopper”主题展开，核心知识点为购物相关词汇、阅读策略及文本结构。承接日常购物背景，为提升学生阅读能力奠基，呼应单元主题。通过词汇讲解、阅读实践等环节，渗透语言、文化、思维及学习能力等核心素养。 该设计亮点在于多种阅读策略与小组讨论结合。从学生层面看，强化批判性思维；从教师层面看，提供清晰授课路径；从课堂效果看，增强互动性，有效突破教学难点。

Unit 7 Being a Smart Shopper-Exploring the Topic-Reading Strategies This unit focuses on the theme of "Being a Smart Shopper." The reading materials mainly revolve around shopping scenarios, such as comparing prices, choosing products, and making wise purchasing decisions. Through various texts, students will be exposed to different reading strategies, including skimming for the main idea, scanning for specific information, and predicting content based on titles and headings. The reading materials are designed to not only improve students' reading skills but also cultivate their awareness of being smart shoppers in daily life. 教学目标 Students will be able to understand key vocabulary related to shopping, such as "discount," "brand," "quality," etc. They can master reading strategies like skimming, scanning, and predicting, and know when and how to apply these strategies in different reading situations. Students will be familiar with the structure and common expressions in shopping - related texts. 教学重难点 A. Key Points The teaching of reading strategies, including how to skim a text to get the general idea, scan for specific information, and predict the content. Helping students understand and use shopping - related vocabulary in the context of reading. Guiding students to analyze the structure of shopping - related texts. B. Difficult Points How to make students internalize reading strategies and apply them flexibly in different reading tasks. Teaching students to infer the meaning of unfamiliar words from the context, which is crucial for improving reading comprehension. Encouraging students to think critically about the information in the text, such as evaluating the authenticity of product descriptions. Vocabulary: discount (n.) a reduction in the usual price of something brand (n.) a type of product made by a particular company quality (n.) the standard of something as measured against other things of a similar kind bargain (n.) something bought more cheaply than is usual compare (v.) to examine the similarities and differences between two or more things recommend (v.) to suggest that someone or something is good or suitable for a particular job or purpose Reading Strategies: Skimming: quickly read the text to get a general idea, focusing on the title, headings, first and last paragraphs, and pictures. Scanning: look through the text quickly to find specific information, such as numbers, names, or key words. Predicting: make guesses about what the text will be about based on the title, headings, and prior knowledge. Text Structure: Shopping - related texts usually start with an introduction of the shopping situation or problem. Then, they will present different products or options, along with their features, prices, and advantages. Finally, there may be a conclusion or suggestions on making a choice. 教学过程 A. Warming - up (5 minutes) Greet the students and start a simple conversation. For example, ask students: "Do you like shopping? What do you usually buy when you go shopping?" Show some pictures of shopping scenes, such as a supermarket, a department store, and a street market. Let students describe what they see in the pictures briefly. This activity can arouse students' interest in the topic and activate their prior knowledge related to shopping. B. Pre - reading (10 minutes) Vocabulary Introduction Present the key vocabulary related to shopping on the blackboard or through PPT. Explain the meaning and usage of each word with examples. For example, for the word "discount," show a picture of a price tag with a discount percentage and say, "Look, this shirt has a 20% discount. The original price is \(50, and now you only need to pay \)40." Let students read the words aloud several times to familiarize themselves with the pronunciation. Prediction Show the title and some headings of the reading text to the students. For example, if the title is "How to Be a Smart Shopper" and the headings are "Compare Prices," "Check the Quality," and "Read Reviews," ask students to predict what the text will be about. Divide students into pairs and let them discuss their predictions. Then, invite some pairs to share their ideas with the class. This activity can train students' predicting ability and make them more actively involved in the reading process. C. While - reading (20 minutes) Skimming Give out the reading text to the students. Instruct them to skim the text quickly (about 2 - 3 minutes) and answer the question: "What is the main idea of the text?" After students finish skimming, ask them to share their answers. Guide them to summarize the main idea by referring to the title, headings, and the first and last paragraphs of the text. Scanning Pose some specific questions related to the text, such as "How many ways are mentioned to save money when shopping?" or "What should we check when we want to buy a product?" Let students scan the text to find the answers. Set a time limit (about 3 - 4 minutes) to encourage them to read quickly and efficiently. Check the answers with the class. Explain to students how to use scanning skills, such as looking for key words in the questions and then finding the corresponding information in the text. Detail Reading Ask students to read the text carefully again. This time, they need to pay attention to the details, such as the description of different products, the advantages and disadvantages of each option, and the specific steps of being a smart shopper. Divide students into groups of four. Assign each group a part of the text. Let them discuss and summarize the important information in their assigned part. Each group presents their summary to the class. During the presentation, other groups can ask questions or make comments. This activity can not only help students understand the text in detail but also improve their cooperative learning ability and communication skills. D. Post - reading (10 minutes) Retelling Based on the information in the text, ask students to retell how to be a smart shopper in their own words. They can refer to the key points they summarized during the group discussion. Invite several students to retell in front of the class. Give them positive feedback and correct their language mistakes if any. Discussion Pose some open - ended questions for students to discuss, such as "Do you think online shopping is better than shopping in physical stores? Why or why not?" or "What other tips do you have to be a smart shopper?" Divide students into small groups to have a discussion. After the discussion, each group selects a representative to share their group's opinions with the class. This activity can expand students' thinking, encourage them to express their own views, and further strengthen their understanding of the topic. 教学反思 In this class, the combination of various teaching methods, such as vocabulary introduction, prediction, skimming, scanning, and group discussion, can effectively engage students in the learning process. However, in the future, more real - life examples and interactive activities can be added to make the class more vivid and interesting. When teaching reading strategies, some students may still have difficulties in applying these strategies flexibly. More practice and individual guidance are needed to help them master these skills. The group work in this class promotes students' cooperation and communication skills. But in some groups, there may be situations where some students dominate the discussion while others participate less. In the future, more attention should be paid to ensuring the equal participation of each student in group activities. The post - reading discussion part can well stimulate students' critical thinking. However, the time allocated for discussion may be a bit short. In the next class, more time can be set aside to let students fully express their opinions. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$