Unit 4 Epic engineering-B Reading and critical thinking 教学设计 2024-2025学年沪外教版英语七年级下册

该初中英语教学设计聚焦“史诗级工程”主题，围绕青藏铁路的建设历程展开，通过导入图片激发兴趣，预测文本内容，逐步搭建语言与思维双支架，引导学生从整体理解到细节挖掘，再深入分析挑战与解决方案，实现知识迁移与能力提升。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在while-reading环节中，学生通过推理工程师建墙阻光的原因，锻炼批判性思维；在小组讨论中表达对最困难挑战的看法，发展语言输出与合作能力；课后作业拓展至全球工程案例，增强文化比较意识与跨文化沟通能力。教师可直接使用结构清晰的教学流程和真实语境任务，既提升课堂实效，又助力学生形成可持续学习习惯。

Unit 4 Epic engineering-B Reading and critical thinking 1. Content Overview This reading material in Unit 4 of the 7th - grade English textbook (Shanghai Foreign Language Education Press, 2024) focuses on "Epic engineering". It mainly introduces the Qinghai - Xizang Railway, one of the most remarkable engineering feats in the world. The text details the construction process of the railway, including the challenges faced, such as the harsh natural environment with extremely cold weather, permafrost, and the need to protect the local wildlife. It also elaborates on the solutions that the engineers came up with, like building walls to block the sun, constructing parts of the railway above ground, and creating special passages for animals. Through this article, students will not only learn about this great engineering project but also gain an understanding of the spirit of perseverance and innovation demonstrated by the engineers. 教学目标 2.1 Knowledge Objectives Students will be able to understand and master key vocabulary related to engineering projects, such as "epic", "challenge", "solution", "permafrost", "passage", etc. Students will learn and be able to use sentence patterns for expressing challenges and solutions, for example, "Although/Though it was difficult, Chinese engineers did their best to overcome the challenges." 2.2 Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and making inferences based on context clues. Develop students' critical thinking ability by analyzing the reasons for the success of the engineering project and evaluating the significance of the solutions. Enhance students' oral and written communication skills. They should be able to describe an engineering project briefly and discuss the challenges and solutions in groups or in writing. 2.3 Emotional Objectives Cultivate students' interest in engineering and scientific exploration. Inspire students' national pride by introducing the great achievements of Chinese engineering. Foster students' awareness of environmental protection and sustainable development through learning about the measures to protect wildlife during the construction of the railway. 教学重难点 3.1 Key Points Comprehending the text about the Qinghai - Xizang Railway, including its construction challenges and solutions. Mastering the key vocabulary and sentence patterns related to the topic. Training students' reading skills, especially skimming, scanning, and making inferences. 3.2 Difficult Points Helping students understand the complex engineering concepts and the impact of the natural environment on the project, such as permafrost. Guiding students to think critically and analyze the significance of the engineering solutions from multiple perspectives. Encouraging students to express their opinions and thoughts about the engineering project in English fluently and accurately. 4.1 Vocabulary Epic: extremely impressive or great, especially in a literary or artistic work; here, it means very remarkable in engineering. Challenge: a difficult task or situation that tests one's ability. Solution: a way of solving a problem or dealing with a difficult situation. Permafrost: ground that is permanently frozen. Passage: a long, narrow space with walls or sides, especially one that connects different rooms or places. Block: to prevent something from moving through a place by putting something in the way. 4.2 Sentence Patterns Although/Though + clause, main clause: used to show a contrast. For example, "Although it was a difficult task, Chinese engineers and workers did their best to overcome the challenges." "One of the + superlative + nouns + in/of...": used to express that something is among the most outstanding in a certain range. For example, "The Qinghai - Xizang Railway is one of the most remarkable engineering feats in the world." 教学过程 5.1 Lead - in (5 minutes) Activity: Show students some pictures of famous engineering projects around the world, such as the Eiffel Tower, the Great Wall, and the Panama Canal. Then ask them to discuss in pairs: "What do you think are the common features of these great engineering projects?" and "Why are they considered epic?" Purpose: Arouse students' interest in the topic of epic engineering and activate their prior knowledge. 5.2 Pre - reading (8 minutes) Vocabulary Introduction: Present the key vocabulary related to the text on the PPT. Explain the meanings and usages of words like "epic", "challenge", "solution", "permafrost", etc. through pictures, examples, and simple explanations. For example, show a picture of frozen ground to explain "permafrost". Prediction: Let students look at the title "The Qinghai - Xizang Railway: An Epic Engineering Feat" and the pictures in the textbook. Then ask them to predict what the text might be about. Guide them to think from aspects such as where the railway is located, what difficulties might be encountered during its construction, etc. Purpose: Help students build a basic understanding of the key vocabulary and get them ready for reading by making predictions. 5.3 While - reading (20 minutes) Skimming: Ask students to quickly read the text to get the main idea. Then answer the question: "What is the main topic of this passage?" Scanning: Instruct students to read the text carefully again and find specific information. Set some questions like: "How long did it take to complete the Qinghai - Xizang Railway?" "What are the main challenges mentioned in the text?" "What solutions did the engineers come up with?" Inference: Present some sentences from the text and ask students to make inferences. For example, "Engineers built walls to block the sun." Ask students: "Why did the engineers need to build walls to block the sun?" Guide them to think about the impact of the strong sunlight in the high - altitude area on the construction and the railway itself. Group Discussion: Divide students into groups of four. Let them discuss the following question: "In your opinion, which challenge was the most difficult to overcome during the construction of the Qinghai - Xizang Railway? And why?" Each group should choose a representative to report their discussion results later. Purpose: Improve students' reading skills of skimming, scanning, and making inferences, and encourage them to think critically and communicate with their peers. 5.4 Post - reading (10 minutes) Summary: Invite students to summarize the main content of the text. The teacher can write down the key points on the blackboard, such as the challenges (cold weather, permafrost, animal protection) and solutions (building walls, above - ground construction, special passages). Oral Presentation: Each group's representative reports the group's discussion results about the most difficult challenge during the construction. Other students can ask questions and make comments. Writing Practice: Ask students to write a short paragraph about an engineering project they know. They should include the basic information of the project, the challenges it faced, and the solutions adopted. Purpose: Consolidate students' understanding of the text, improve their oral and written expression abilities. 5.5 Homework Assignment (2 minutes) Ask students to search for more information about an epic engineering project they are interested in and write a short report about it, including its background, construction process, challenges, solutions, and significance. Purpose: Extend students' learning beyond the classroom and further cultivate their independent learning ability. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in terms of vocabulary teaching, although I used pictures and examples to explain, some students might still have difficulty understanding complex words like "permafrost". Maybe I could use more real - life videos or additional analogies to make it clearer. Secondly, during the group discussion, some students were a bit shy to express their opinions. I should have created a more relaxed and encouraging atmosphere in advance and given more guidance on how to start the discussion. Thirdly, in the writing practice, some students had problems with grammar and sentence structure. This indicates that I need to strengthen grammar teaching in the future and provide more writing templates and examples for students to imitate. Overall, this class has achieved certain teaching objectives, but there is still room for improvement to make the teaching more effective and engaging for 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 $