Unit 12 Better Together-Exploring the Topic-Thinking Skills 教学设计 2024-2025学年仁爱科普版英语七年级下册

本文聚焦“Unit 12 Better Together - Exploring the Topic - Thinking Skills”，围绕分析问题与解决问题展开，通过系列活动让学生掌握相关词汇、图表运用等核心知识。承接日常活动背景，为解决实际问题奠基，呼应单元主题。教学中，借助图片、文本分析等环节，渗透语言、文化、思维、学习能力等核心素养。 该设计亮点在于以活动为载体，采用小组合作等特色教法。从学生层面看，提升批判性思维与解决实际问题能力；从教师角度，提供清晰授课路径；课堂效果上，增强互动，突破概念理解等教学难点。

Unit 12 Better Together-Exploring the Topic-Thinking Skills This part focuses on the thinking skill of analyzing problems and solutions. It aims to guide students to understand how to identify problems in various situations, especially in team activities, and then come up with effective solutions. Through a series of activities, students will learn to use charts as a tool to organize their thoughts and present the relationship between problems and solutions clearly. The content starts with an introduction to the concept of problems and solutions. Then, it uses pictures and texts to illustrate how to analyze a given situation. For example, in Activity 1, students will look at pictures and learn how to use a chart to analyze a simple problem like a classmate getting hurt during an activity and the corresponding solutions. This helps students build a basic understanding of the thinking skill. In Activity 2, students will read a text about a group activity where the classroom becomes messy after paper - cutting. They need to complete a problem - solution chart based on the text, which allows them to practice applying the skill they learned in Activity 1. This activity also helps students internalize the process of analyzing problems and solutions in a more complex context. Finally, in Activity 3, students will be required to think of a problem related to classroom cleaning in their own school. They will work in groups to discuss and use the problem - solution chart to come up with solutions. This activity encourages students to transfer the knowledge and skills they have learned to a real - life situation, promoting their ability to solve practical problems. 教学目标 Cognitive Aim: Students will be able to understand the concept of analyzing problems and solutions. They will master the use of relevant vocabulary and phrases related to problem - solving, such as "come up with", "divide into groups", etc. Also, they will be able to use charts to clearly show the problems and corresponding solutions. Skill Aim: Develop students' critical thinking skills by training them to identify problems accurately and think of creative solutions. Improve their reading comprehension skills as they need to extract information from texts to analyze problems and solutions. Enhance their communication skills as they will discuss and share their ideas in groups. Emotional Aim: Cultivate students' awareness of teamwork. Through group activities, students will understand that working together can help solve problems more effectively. Also, boost their confidence in solving problems independently and in a team. 教学重难点 Concept Understanding: Ensure students have a clear understanding of what a problem is and what a solution is. They should be able to distinguish between different types of problems, such as those in team activities, daily life, etc. Chart Application: Teach students how to use problem - solution charts correctly. They should know how to list problems in one column and the corresponding solutions in another column, and how to organize the information in a logical way. Vocabulary and Phrases: Make sure students master the key vocabulary and phrases related to problem - solving, so that they can express their ideas accurately when analyzing problems and solutions. 1 Vocabulary Problem - related: problem, difficulty, trouble, mess Solution - related: solution, solve, deal with, come up with, divide into groups, set up, cheer up Activity - related: dragon boat race, school drama show, blackboard newspaper making, tree planting, spring picnic, basketball match, team work activity Emotional - related: angry, happy, proud, trust 2 Phrases Teamwork and Collaboration: work together, share ideas, support each other, work as a team, build trust Action and Response: clean the kitchen, water the garden, tidy up the toys, sweep the floors, take out the rubbish, wash clothes Time and Range: over and over again, at last, in the end, first of all, secondly, lastly, in the first half, during the break 3 Key Sentence Patterns Teamwork Description: Why is teamwork important? Teamwork makes the dream come true. Alone, we can do so little; together, we can do so much. The best team players play for each other, not just with each other. Experience and Response: When we had difficulties, we helped and supported each other. In the second half, they started passing the ball better and supporting each other. Opinion and Suggestion: We should work together as a team. It's important to listen to the ideas of other members in the team. Team members should know how to do their jobs and support each other. 4 Grammar Points (Related to Problem - Solving and Teamwork Descriptions) Past Continuous Tense: Used to describe an action that was in progress at a specific time in the past. Structure: was/were + verb - ing. For example, When we were having a team activity, a problem occurred. Infinitive as Purpose: To + verb 原形 is used to express the purpose. For example, We divided into groups to solve the problem more efficiently. Coordinating Conjunctions (and/but/or): and is used to show addition or connection; but is for contrast; or is for choice. For example, We worked hard and came up with a good solution. They tried their best but still failed. You can choose to clean the desks or sweep the floor. 教学过程 1 Lead - in (5 minutes) Show Pictures: Display some pictures of students participating in different team activities, such as a basketball match, a tree - planting activity, and a blackboard newspaper making. Ask students to describe what they see in the pictures and share their experiences in similar activities. T: Look at these pictures. What are the students doing? Have you ever taken part in such activities? Share your stories with your partners. Ask Questions: Pose some questions related to problems in these activities. For example, "In a basketball match, what problems might the team face?" "When making a blackboard newspaper, what difficulties did you encounter?" T: Now, think about these activities. What problems could happen during a basketball match? Hands up and tell me. 2 Presentation (10 minutes) Define Problem and Solution: Write the words "problem" and "solution" on the blackboard. Explain their meanings in simple English. T: Class, a problem is something that goes wrong. For example, if you lose your pencil in class, that's a problem. A solution is the way to fix the problem. So, if you borrow a pencil from your classmate, that's a solution. Use Pictures to Illustrate: Show a picture of a student falling down during a sports meeting. Analyze the problem and solution with students. T: Look at this picture. What's the problem here? Yes, the student fell down. And what could be the solutions? Maybe a classmate helps him stand up, or a teacher takes him to the school clinic. Let's list them on the blackboard. Introduce Problem - Solution Chart: Draw a simple problem - solution chart on the blackboard. Write the problem "Student fell down" in the problem column and the solutions "Classmate helps him stand up" and "Teacher takes him to the school clinic" in the solution column. Explain how to use the chart. T: This is a problem - solution chart. We write the problem here and the solutions here. It helps us organize our thoughts. 3 Practice (15 minutes) Activity 1 in the Textbook: Ask students to open their textbooks to the Thinking Skills part. Let them look at the pictures and texts in Activity 1. In pairs, students discuss the problems and solutions presented and fill in the chart in their books. T: Now, turn to your textbooks. Look at Activity 1. Work with your partner. Discuss the problems and solutions and fill in the chart. Check Answers: Ask several pairs of students to share their answers with the class. Check the answers together and clarify any misunderstandings. T: OK, let's stop. Which pair would like to share your answers? Come to the front and show us your chart. Activity 2 in the Textbook: Have students read the text in Activity 2. After reading, they need to complete the problem - solution chart individually. T: Next, read the text in Activity 2 by yourself. Then, complete the problem - solution chart on your own. Group Discussion: Divide students into groups of four. In groups, students compare their charts, discuss any differences, and come to a consensus. T: Now, form groups of four. Compare your charts in the group. Discuss the differences and make sure everyone in the group understands. 4 Production (10 minutes) Activity 3 in the Textbook: Present Activity 3 to the students. Ask them to think of a problem related to classroom cleaning in their own school. In groups, they use the problem - solution chart to analyze the problem and come up with solutions. T: Class, for Activity 3, think of a problem about classroom cleaning. Work in your groups. Use the problem - solution chart to find solutions. Group Report: Each group selects a representative to report their group's findings to the class. The representative shows the problem - solution chart made by the group and explains the problem and solutions. T: Now, each group choose a reporter. Come to the front and show your group's chart. Explain the problem and your solutions. Class Evaluation: After each group reports, the rest of the class can ask questions, make comments, and vote for the most creative and practical solutions. T: After each report, you can ask questions or give your comments. Then, we will vote for the best solutions. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including the concept of analyzing problems and solutions, how to use problem - solution charts, and some useful vocabulary and phrases. T: Today, we learned about analyzing problems and solutions. We know what a problem and a solution are, and how to use a chart to show them. Also, we learned some new words and phrases. Homework: Ask students to write a short passage about a problem they encountered in their daily lives and how they solved it. They need to use a problem - solution chart to organize their ideas first and then write the passage based on the chart. T: For homework, think of a problem in your daily life. Make a problem - solution chart and then write a short passage about it. Suggest students to look for more problems in their daily lives and try to analyze and solve them using the methods learned in class. T: Also, pay attention to problems around you. Try to solve them like we did in class. 教学反思 After this class, I need to reflect on several aspects. First, in terms of students' participation, most students were actively involved in group discussions and activities. However, there were still a few students who were a bit shy and less active. In the future, I should design more activities to encourage these students to participate, such as one - on - one conversations at the beginning to build their confidence. Second, when it came to students' understanding of analyzing problems and solutions, from their performance in filling in the charts and reporting, most students grasped the basic concept. But some students still had difficulty in thinking of creative solutions. I might need to provide more examples of creative problem - solving in class and guide students to think from different perspectives. Third, in group work, although most groups cooperated well, there were a few groups with some coordination problems. Some students dominated the discussion, while others hardly had a chance to speak. Next time, I will clearly assign roles in groups before the activity, such as a leader, a recorder, and a reporter, to ensure everyone's participation. Overall, this class achieved most of the teaching aims, but there is still room for improvement in promoting students' all - round development in problem - solving and teamwork skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$