Unit 4 Ready, steady, go-B Reading and critical thinking 教学设计 2024-2025学年沪外教版英语七年级上册.

Unit 4 Ready, steady, go-B Reading and critical thinking 1. Content Overview This reading material is about the amazing Earth. It describes various aspects of the Earth, such as its geographical features like mountains, seas, deserts, and forests. It also mentions the rich biodiversity on the Earth, including different plants and animals. Moreover, it emphasizes the importance of the Earth as it provides us with all the necessities for life, like food, water, air, and energy. The text aims to make students aware of the Earth's wonders and the need to protect it. 教学目标 2.1 Knowledge Objectives Students will be able to understand and master the new words and phrases related to the Earth's features and life, such as "equator", "Pole", "provide... with...", etc. Students will grasp the usage of "there be" sentence pattern through the reading text. Students will learn some descriptive expressions about the Earth's climate, topography, and biology. 2.2 Ability Objectives Students will improve their reading skills, including skimming for the main idea, scanning for specific information, and inferring the meaning of new words from the context. Students will be able to summarize the main content of each paragraph and the whole text. Students will enhance their critical thinking ability by discussing and analyzing the information in the text. 2.3 Emotional Objectives Students will develop a sense of wonder and love for the Earth. Students will raise their awareness of environmental protection and understand the importance of taking care of the Earth. 教学重难点 3.1 Key Points New words, phrases, and sentence patterns in the reading text. Understanding the main idea and details of the text about the Earth's features, climate, biodiversity, and its importance. Learning to use reading strategies to comprehend the text. 3.2 Difficult Points Analyzing and understanding the complex sentences in the text. Applying critical thinking to discuss the relationship between humans and the Earth and how to protect the Earth. Expressing their opinions and ideas about environmental protection in English fluently. 4.1 New Words and Phrases Geographical Features: equator (n. 赤道), Pole (n. 极；极点), mountain (n. 山；山脉), sea (n. 海；海洋), desert (n. 沙漠), forest (n. 森林) Biology: plant (n. 植物), animal (n. 动物), whale (n. 鲸), butterfly (n. 蝴蝶), seahorse (n. 海马) Others: provide... with... (给…… 提供……), support (v. 支持；维持), amazing (adj. 令人惊奇的), freezing (adj. 极冷的) 4.2 Sentence Patterns There be 句型：表示 “某地有某物”。例如：There are fields and mountains, rivers and seas, forests and deserts. The Earth provides us with all the things we need, such as food, water, air and energy. 4.3 Reading Strategies Skimming: quickly read the text to get the general idea. Scanning: look for specific information in the text. Inferring: guess the meaning of new words from the context. 教学过程 5.1 Lead - in (5 minutes) Show students some pictures of the Earth from space, beautiful natural sceneries on the Earth like mountains, oceans, and forests, as well as some endangered animals. Ask students: "What can you see in these pictures? What do you know about the Earth?" Let students share their ideas freely. 5.2 Pre - reading (10 minutes) Present the new words and phrases on the blackboard or through PPT. Teach students to read and understand their meanings. For example, when teaching "equator", show a map of the Earth and point out the equator. Have a word - guessing game. Describe the meaning of a word in English and let students guess which word it is. Let students read the title and the first paragraph of the text quickly. Then ask them to predict what the text will be mainly about. 5.3 While - reading (20 minutes) Skimming: Let students skim the whole text in 2 - 3 minutes and answer the question: "What is the main idea of the text?" Guide students to find the topic sentences of each paragraph to help them summarize the main idea. Scanning: Divide students into groups. Assign each group some specific questions related to different parts of the text, such as: For the part about geographical features: "What are the different geographical features mentioned in the text? How high is the highest mountain and how deep is the deepest part of the sea?" For the part about biodiversity: "What kinds of plants and animals are mentioned? Where do they live?" For the part about the Earth's importance: "Why is the Earth important to us?" Let students scan the text to find the answers. Then each group reports their answers to the class. Detailed Reading: Explain some difficult sentences in the text, especially the usage of "there be" sentence pattern and complex sentences. For example: "There are fields and mountains, rivers and seas, forests and deserts." Analyze how to use "there be" according to the number of the following nouns. And for the sentence "The Earth provides us with all the things we need, such as food, water, air and energy.", explain the structure "provide sb. with sth." and the function of the attributive clause "we need". Let students read the text again carefully and complete a mind - map on the Earth's features, biodiversity, and importance. 5.4 Post - reading (10 minutes) Group discussion: Divide students into small groups. Give them the topic: "What problems is the Earth facing now? And what can we do to protect it?" Let students discuss in groups and write down their ideas. Each group selects a representative to report their discussion results to the class. Encourage other students to ask questions and make comments. Summarize the main points of protecting the Earth, such as saving water, reducing waste, using renewable energy, etc. 5.5 Homework Assignment Ask students to write a short passage about how to protect the Earth in their daily lives, at least 80 words. Encourage students to collect more information about environmental protection and share it in the next class. 教学反思 In this class, the use of pictures in the lead - in part successfully aroused students' interest in the topic. However, some students were still a little shy to share their ideas in the initial discussion. In the future, more warm - up activities can be designed to make students more active. When teaching new words, the word - guessing game was well - received by students. But for some students with weak foundation, they may still have difficulty in remembering all the new words. More vocabulary - building exercises are needed. During the reading process, most students could master the reading strategies of skimming and scanning. But when analyzing complex sentences, some students had trouble understanding. It is necessary to provide more sentence - analyzing exercises in the following classes. The group discussion in the post - reading part promoted students' critical thinking and communication skills. But the time for each group to report was a bit short, which may not fully show all their ideas. Next time, the time can be arranged more reasonably. Overall, through this class, students have a better understanding of the Earth and environmental protection, but there is still room for improvement in teaching methods and time management. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $