Unit 11 Rules Matter! 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

Unit 11 Rules Matter!-Exploring the Topic-Reading Strategies This part of the teaching material focuses on reading strategies, aiming to help students improve their reading skills. It is closely related to the theme of "Rules Matter!". Through various reading materials, students will learn different reading strategies such as skimming for the main idea, scanning for specific information, and inferring meaning from context. These strategies will not only enhance students' reading comprehension ability but also cultivate their independent learning ability. 教学目标 Knowledge Objectives Students can master new words and phrases related to reading strategies, such as "skim", "scan", "infer", "context", etc. Students understand different reading strategies and their functions. Ability Objectives Students are able to use skimming to quickly get the main idea of a text. Students can use scanning to find specific information accurately. Students can infer the meaning of unknown words or phrases from context. Emotional Objectives Students develop an interest in reading and improve their confidence in reading English texts. Students learn to cooperate with their partners in reading activities and cultivate team spirit. 教学重难点 Key Points The introduction and practice of reading strategies, including skimming, scanning, and inferring from context. Helping students apply these reading strategies to different reading materials. Difficult Points How to guide students to correctly distinguish and use different reading strategies according to different reading tasks. How to make students internalize these reading strategies and be able to use them flexibly in their daily reading. New Words and Phrases skim /skɪm/v. 略读，浏览 scan /skæn/v. 细看，审视；浏览，扫描 infer /ɪnˈfɜː(r)/v. 推断，推论 context /ˈkɒntekst/n. 上下文，语境 main idea 主旨大意 specific information 具体信息 Reading Strategies Skimming: Quickly read the text to get a general idea. Focus on the title, headings, pictures, and the first and last sentences of each paragraph. Scanning: Look through the text quickly to find specific information, such as numbers, names, dates, etc. Inferring from context: Guess the meaning of unknown words or phrases by looking at the words and sentences around them. 教学过程 Warming-up (5 minutes) Greet the students and show some pictures related to rules, such as traffic rules, school rules, etc. Then ask students some questions like "What rules can you see in these pictures?" "Why do we need to follow these rules?" to lead in the topic of reading strategies in the context of rules. Presentation (10 minutes) Present new words and phrases related to reading strategies on the blackboard or through PPT. Explain their meanings and pronunciations. For example, when teaching "skim", show students how to quickly look through a text to get the general idea. Let students imitate the action of skimming. Use simple examples to introduce different reading strategies. For skimming, show a short passage and quickly read it aloud, emphasizing the parts of the title, headings, and the first and last sentences of each paragraph, and then ask students what the main idea of the passage is. For scanning, give students a task to find a specific number or name in a passage and show them how to quickly move their eyes through the text to locate the information. When introducing inferring from context, write a sentence with an unknown word on the blackboard, such as "The girl was so famished that she ate three bowls of rice.", and guide students to guess the meaning of "famished" from the part "ate three bowls of rice". Practice (20 minutes) Activity 1: Skimming Practice Distribute a short passage about school rules to each student. Ask them to skim the passage within 2 minutes and then answer the question "What is the main idea of this passage?" on the worksheet. After that, ask several students to share their answers and check the answers together. Activity 2: Scanning Practice Present another passage about traffic rules. Give students some specific questions, such as "What should we do when the traffic light is red?", "How many types of traffic signs are mentioned in the passage?" etc. Let students scan the passage to find the answers within 3 minutes. Then have a pair - work. Students in each pair check their answers with each other and discuss if there are any differences. Activity 3: Inferring from Context Practice Show some sentences with underlined unknown words on the PPT. For example, "The old man was feeble and could hardly walk.", "The cake was so delicious that everyone wanted a second piece." Divide students into groups of four. Each group discusses the meaning of the underlined words based on the context. Then each group selects a representative to share their answers and explanations. Consolidation (10 minutes) Provide a longer reading passage about public rules in a park. This passage combines the need for using all the three reading strategies. First, ask students to skim the passage to get the main idea in 3 minutes. Then, give them some detailed questions that require scanning for specific information, such as "What are the things that are not allowed in the park?" and ask them to complete this task in 4 minutes. Finally, there are some sentences with unknown words in the passage. Let students infer the meanings of these words from context in the remaining 3 minutes. After students finish, check the answers together and summarize the key points of using these reading strategies. Summary and Homework (5 minutes) Summary: Review the new words, phrases, and reading strategies learned in this class with students. Ask students to share what they have learned. Emphasize the importance of using these reading strategies in reading English texts. Homework: Ask students to choose a passage from their English books or other reading materials. Use the reading strategies learned in this class to read the passage and write a short summary about the passage, including the main idea and some specific information they have found. 教学反思 After this class, students showed a certain level of interest in reading strategies. Most students could master the new words and phrases related to reading strategies, and were able to use skimming, scanning, and inferring from context to some extent. However, there were still some problems. Some students had difficulty in accurately distinguishing between skimming and scanning, and sometimes used the wrong strategy to complete the reading task. In the inferring - from - context practice, some students still relied too much on dictionaries instead of trying to guess the meaning from the context. In future teaching, more targeted exercises should be designed to help students better distinguish and use different reading strategies. Also, more encouragement should be given to students to make them more confident in using reading strategies to read English texts independently. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$