Unit 7 Global warming B Reading and critical thinking 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

该初中英语教学设计围绕“全球变暖”主题，涵盖概念、成因、后果及解决方案等核心内容，聚焦相关词汇（如greenhouse effect, carbon dioxide）和因果句型（Because of..., lead to...）。课堂导入通过极端天气图片引发讨论，搭建从学生生活经验到学科知识的学习支架，衔接前后认知。 特色在于融合语言能力与思维品质培养，读中通过略读抓主旨、扫读找细节、推理阅读析逻辑，分层训练阅读理解与分析能力，读后小组讨论“日常减碳方法”等话题，引导学生用所学语言表达观点，落实批判性思维与表达能力。既助学生提升英语综合运用能力和环保意识，也为教师提供可操作的核心素养培养路径。

Unit 7 Global warming-B Reading and critical thinking This part is about the topic of "Global warming" in Unit 7 of the 7th - grade English textbook (Shanghai Foreign Language Education Press, 2024). The reading materials mainly introduce the concept of global warming, its causes, consequences, and some solutions. Through reading, students will not only learn relevant vocabulary and sentence patterns but also enhance their understanding of environmental issues, which helps to cultivate their awareness of environmental protection. 教学目标 A. Knowledge Objectives Students are expected to master key words and phrases related to global warming, such as "global warming", "greenhouse effect", "carbon dioxide", "iceberg", "sea - level rise", etc. Enable students to understand and use sentence patterns for expressing causes and effects, for example, "Because of...", "As a result of...", "lead to", "cause", etc. Let students be familiar with the general structure and main idea of the reading passage. B. Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferential reading. Develop students' critical thinking ability. They should be able to analyze the causes and consequences of global warming and come up with their own opinions on solutions. Strengthen students' oral and written communication skills. Students can talk and write about global warming in simple English. C. Emotional Objectives Raise students' awareness of environmental protection and let them understand the importance of taking actions to combat global warming. Cultivate students' sense of social responsibility, encouraging them to contribute to environmental protection in their daily lives. 教学重难点 A. Key Points Key vocabulary and phrases related to global warming. Sentence patterns for expressing causes and effects. Understanding the main idea and details of the reading passage. B. Difficult Points Analyzing the complex relationship between the causes and consequences of global warming. Developing students' critical thinking to propose practical solutions to global warming. Helping students use the learned language knowledge to express their own views on environmental protection accurately. A. Vocabulary Global warming: the long - term heating of Earth's climate system observed since the pre - industrial period (between 1850 and 1900) due to human activities, primarily fossil fuel burning, which increases heat - trapping greenhouse gas levels in Earth's atmosphere. Greenhouse effect: a process that occurs when gases in Earth's atmosphere trap the Sun's heat. This process makes Earth much warmer than it would be without an atmosphere. Carbon dioxide: a colorless, odorless gas produced by burning carbon and organic compounds and by respiration. It is naturally present in air (about 0.04% by volume) and is absorbed by plants in photosynthesis. Iceberg: a large mass of ice floating in the sea, detached from a glacier or ice sheet. Sea - level rise: an increase in the average level of the world's oceans due to the effects of global warming, such as the melting of ice sheets and glaciers and the thermal expansion of seawater. B. Sentence Patterns Expressing causes: Because of + noun/gerund phrase. E.g., Because of the increase in carbon dioxide emissions, the global temperature is rising. As a result of + noun/gerund phrase. E.g., As a result of deforestation, the ability of the earth to absorb carbon dioxide has been weakened. Expressing effects: lead to + noun/gerund phrase. E.g., Global warming can lead to the extinction of some species. cause + noun/gerund phrase. E.g., The greenhouse effect causes the sea - level to rise. 教学过程 A. Lead - in (5 minutes) Show students some pictures of extreme weather events, such as heatwaves, floods, and wildfires. Then ask them: "What do you think causes these extreme weather events?" Let students have a brief discussion in pairs. After the discussion, invite some pairs to share their ideas with the class. B. Pre - reading (10 minutes) Present the title of the reading passage "Global warming" and let students predict what the passage may be about. Write their predictions on the blackboard. Teach new words and phrases related to global warming. Use pictures, simple explanations, or examples to help students understand. For example, when teaching "iceberg", show a picture of an iceberg and explain that it is a large piece of ice in the sea. After teaching the words, do a quick word - checking activity. Read the words and ask students to raise their hands when they hear the correct word. Ask students to skim the passage quickly to check if their predictions are correct. C. While - reading (20 minutes) Skimming: Let students read the passage quickly in 2 - 3 minutes to get the main idea. Then ask them to answer the question: "What is the passage mainly about?" Invite several students to share their answers. The main idea of the passage is about the concept, causes, consequences, and solutions of global warming. Scanning: Divide the passage into several parts. Set some specific questions for each part. For example: For the part about causes: "What are the main human activities that cause global warming?" For the part about consequences: "What bad effects does global warming bring to the earth?" For the part about solutions: "What can we do to stop global warming?" Let students read the relevant parts carefully to find the answers. After they finish, ask them to share their answers in groups first, and then each group selects a representative to report to the class. Inferential Reading: Present some sentences from the passage and ask students to make inferences. For example, the sentence "If we don't take immediate actions, the situation will get worse." Ask students: "What might the worse situation be?" Let students think and express their ideas. D. Post - reading (10 minutes) Group discussion: Divide students into groups of 4 - 5. Give each group a topic related to global warming, such as "The most effective way to reduce carbon dioxide emissions in our daily lives", "How can schools contribute to combating global warming", etc. Let students discuss in groups and write down their ideas. Each group presents their discussion results to the class. After each presentation, other groups can ask questions or give comments. Summary: Summarize the key points of this class, including important vocabulary, sentence patterns, and the main content of the reading passage. 教学反思 In the lead - in part, the pictures of extreme weather events can effectively arouse students' interest, but more 引导 students to think about the relationship between these events and global warming can be added. During the pre - reading vocabulary teaching, although using pictures and examples can help students understand, more interactive activities like word games can be designed to make the learning process more interesting. In the while - reading part, the questions set for scanning reading are clear, but for some students with lower English levels, more time for reading and understanding may be needed. Also, the inferential reading part can be further deepened to better train students' critical thinking. For the post - reading group discussion, most students can actively participate, but some groups may lack organization. Teachers can give more guidance on how to conduct group discussions effectively before the activity. Overall, this class can basically achieve the teaching objectives, but there is still room for improvement in teaching methods and activity designs. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $