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

Unit 12 Better Together-Exploring the Topic-Theme Reading The Theme Reading in Unit 12 of the Ren'ai Science Edition (2024) English textbook for Grade 7 presents a story about Zhou Dong, an engineer who quit his job in a big company and returned to his hometown with three friends. They aimed to help the villagers grow and sell oranges, facing and solving various problems during the process. The story vividly shows the power of teamwork in rural development, which is in line with the unit theme of "Better Together". This reading material not only provides students with language input but also helps them understand the significance of cooperation and perseverance. 教学目标 Knowledge Aims Students will be able to master new words and phrases such as "hero", "engineer", "company", "villager", "tasty", "means", "loss", "taste", "feel sorry for", "try every means to do sth.", "make up one's mind to do sth." etc. Students can understand the main idea and key details of the reading text. Ability Aims Enable students to use the reading strategies of skimming and scanning learned in this unit to quickly obtain information from the text, improving their reading comprehension ability. Cultivate students' ability to analyze problems and find solutions through the study of this text, enhancing their logical thinking ability. Emotional Aims Let students feel the charm of solving problems through teamwork, and understand the importance of cooperation and dedication in real life. Inspire students to have a sense of responsibility and a spirit of helping others, and encourage them to apply the concept of teamwork in their daily lives. 教学重难点 Key Points The understanding and application of new words and phrases related to the theme. Using skimming and scanning strategies to accurately grasp the main idea and key information of the text. Analyzing the problems and solutions in the story of Zhou Dong's team helping the villagers, and understanding the process of teamwork. Difficult Points Helping students understand the deep meaning of teamwork and the spirit of dedication reflected in the text, and being able to relate it to their own lives. Guiding students to use the learned language knowledge and thinking skills to express their own opinions and experiences about teamwork clearly and fluently. New Words hero /ˈhɪərəʊ/n. a person who is admired for their courage, outstanding achievements, or noble qualities 英雄 engineer /ˌendʒɪˈnɪə(r)/n. a person who designs, builds, or maintains engines, machines, or public works 工程师；设计师 company /ˈkʌmpəni/n. an organization that sells goods or services in order to make money 公司 villager /ˈvɪlɪdʒə(r)/n. a person who lives in a village 村民；乡村居民 tasty /ˈteɪsti/adj. having a pleasant, distinct flavor 美味的；可口的 means /miːnz/n. a method, way, or instrument by which something can be done or achieved 方式；方法；途径 loss /lɒs/n. the fact or process of losing something or someone 丧失；损失 taste /teɪst/n. the sensation of flavor perceived in the mouth and throat on contact with a substance 味道；鉴赏力 Phrases feel sorry for have pity or sympathy for 为…… 感到遗憾 try every means to do sth. do everything possible to do something 想方设法做某事 make up one's mind to do sth. decide firmly to do something 下定决心做某事 Key Sentences The oranges were tasty but didn't sell well. Zhou felt so sorry for them. Zhou's team tried every means to let people know the tasty oranges. Shoppers could get the oranges in just one or two days through online shopping. Water and soil are important to the taste of the oranges. 教学过程 Lead - in (5 minutes) Greet the students as usual. Show some pictures of teamwork activities, such as a football match, a band playing, and cleaning the classroom. Then ask students: "What activities are these? Do you think teamwork is important in these activities? Why?" Encourage students to share their ideas. This activity can arouse students' interest in the topic of teamwork and activate their prior knowledge related to the theme. Pre - reading (8 minutes) Activity 1: Pair work. Show some pictures about the process of oranges from the orchard to the supermarket, including planting, picking, and transportation. Let students talk about where the oranges in the supermarkets come from in pairs. Walk around the classroom to listen to their conversations and offer necessary help. After that, invite some pairs to share their ideas with the class. This activity helps students build a connection with the reading text and prepares them for understanding the following story about oranges. While - reading (20 minutes) Activity 2: Skim and scan the text. Present two questions on the blackboard: What is the main idea of the text? What did Zhou Dong and his friends decide to do in the end? Ask students to skim and scan the text quickly to find the answers. Give them about 3 minutes. Check the answers with the whole class. This step trains students' skimming and scanning skills and helps them get a general understanding of the text. Activity 3: Read the text again and complete the main idea of each paragraph. Divide the text into four paragraphs and write the following blanks on the blackboard: Paragraph 1: Zhu is _______________ in his hometown village. Paragraph 2: Zhu's team helped solve the problem of _______________ . Paragraph 3: Zhu and his friends planned to help _________________ . Paragraph 4: The result is that Zhu and his friends decided to stay and help bring more changes to their hometown. Let students read the text carefully and fill in the blanks. Then check the answers and ask students to explain why they fill in like this. This activity deepens students' understanding of the text structure and the content of each paragraph. Activity 4: Read the text again and complete the problem and solution chart. Present a chart on the blackboard with two columns: "Problems" and "Solutions". Guide students to find the problems that Zhou Dong's team faced in the text, such as "The oranges were tasty but didn't sell well." and "Heavy water and soil loss in most orange gardens." Then ask them to find the corresponding solutions, like "Set up an online shop to sell the oranges." and "Help change the water ways and improve the soil." Let students fill in the chart on their own and then discuss with their partners. Invite some students to come to the blackboard and fill in the chart. This activity trains students' ability to analyze problems and find solutions, which is an important thinking skill in this unit. Post - reading (10 minutes) Activity 5: Group discussion. Divide students into groups of four or five. Give each group a topic related to teamwork, such as "What kind of difficulties might a school cleaning team face and how can they solve these problems?" or "If you want to organize a school sports meeting, what problems may you meet and how will you work together to solve them?" Let students discuss in groups for about 5 minutes. Walk around to listen to their discussions and offer guidance. Then ask each group to choose a representative to share their ideas with the whole class. This activity helps students apply the knowledge and thinking skills they have learned in the text to real - life situations, and at the same time, it improves their cooperation ability and oral expression ability. Activity 6: Summary. Summarize the key points of this reading text, including new words, phrases, and the main idea of the story. Emphasize the importance of teamwork again. Homework Assignment (2 minutes) Ask students to write a short passage about a teamwork experience they have had, using at least three new words and phrases learned in this class. Tell students to preview the next part of the unit. 教学反思 After this class, students have generally achieved the teaching objectives. They have mastered the new words and phrases related to the theme, and are able to use skimming and scanning strategies to understand the reading text. Through group discussions, students have also enhanced their understanding of teamwork and improved their oral expression ability. However, there are still some areas that need improvement. For example, in the group discussion, some students were a bit shy and did not actively participate. In future teaching, more attention should be paid to these students, encouraging them to speak up and providing more opportunities for them to practice. Also, the time for group discussion could be better arranged to ensure that each group has enough time to fully express their ideas. In addition, when explaining some difficult language points, more vivid examples could be given to help students better understand and remember. Overall, this teaching design has achieved certain results, but continuous improvement is needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$