Unit 6 Writers and their masterpieces B Reading and critical thinking 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

Unit 6 Writers and their masterpieces-B Reading and critical thinking This part of the teaching material focuses on introducing students to famous writers and their masterpieces. The reading passage usually presents information about well - known writers from different eras and regions, including their life stories, writing styles, and representative works. Through reading, students will not only gain knowledge about literature but also improve their reading skills such as skimming for the main idea, scanning for specific details, and making inferences. Moreover, critical thinking exercises are integrated to encourage students to express their own opinions on the works and writers, promoting their ability to analyze and evaluate literary works. 教学目标 A. Knowledge Objectives Students will be able to understand and master new words and phrases related to writers and their works, such as “author”, “novel”, “poem”, “biography”, “masterpiece” etc. They can comprehend the key information in the reading passage, including the basic facts about the writers, the themes of their masterpieces, and the influence of their works. B. Ability Objectives Develop students' reading skills, like skimming to get the general idea of the passage quickly, scanning to find specific details accurately, and inferring the meaning of unknown words from the context. Improve students' critical thinking ability. They should be able to express their personal views on the writers and their works, analyze the reasons why certain works are so famous, and compare different writing styles. Train students' oral and written communication skills. They can talk about their favorite writers and works in English and write a short summary or review of a literary work. C. Emotional Objectives Cultivate students' interest in literature and reading. By learning about famous writers and their excellent works, students are expected to be inspired to read more classic literary works in the future. Foster students' cross - cultural awareness. As they learn about writers from different cultures, they can better understand and respect the diversity of world cultures. 教学重难点 A. Teaching Key Points Guide students to understand the new words and phrases related to literature, and help them use these words correctly in sentences. Teach students effective reading strategies, enabling them to understand the main idea and key details of the reading passage smoothly. Encourage students to actively participate in classroom discussions, express their thoughts on the writers and their works clearly, and improve their communication skills. B. Teaching Difficult Points How to help students develop their critical thinking ability. They need to be trained to think deeply about the literary works, analyze the hidden meanings and values in the works, and form their own unique perspectives. For students with a relatively weak English foundation, it may be difficult to understand some complex sentences and long paragraphs in the reading passage. Teachers need to provide appropriate guidance and explanations to help them overcome these difficulties. A. New Words and Phrases author /ˈɔːθə(r)/n. 作者；作家 e.g. The author of this book is very famous. 这本书的作者非常有名。 novel /ˈnɒvl/n. （长篇）小说 e.g. He likes reading novels in his spare time. 他业余时间喜欢读小说。 poem /ˈpəʊɪm/n. 诗；韵文 e.g. She recited a beautiful poem at the party. 她在聚会上背诵了一首优美的诗。 biography /baɪˈɒɡrəfi/n. 传记 e.g. I am reading a biography of a famous scientist. 我正在读一位著名科学家的传记。 masterpiece /ˈmɑːstəpiːs/n. 杰作；名著 e.g. “Hamlet” is one of Shakespeare's masterpieces. 《哈姆雷特》是莎士比亚的杰作之一。 describe /dɪˈskraɪb/v. 描述；形容 e.g. Can you describe what you saw? 你能描述一下你看到的东西吗？ character /ˈkærəktə(r)/n. （小说、戏剧等中的）人物；角色 e.g. The main character in this story is very brave. 这个故事的主角非常勇敢。 setting /ˈsetɪŋ/n. （戏剧、小说等的）背景 e.g. The setting of this novel is in a small town in the 19th century. 这本小说的背景是 19 世纪的一个小镇。 B. Key Sentence Patterns [Writer's name] is famous for [his/her masterpiece]. e.g. Lu Xun is famous for his novels like “The True Story of Ah Q”. 鲁迅以他的小说《阿 Q 正传》等而闻名。 [Masterpiece's name] tells the story of... e.g. “Journey to the West” tells the story of Monkey King and his companions' adventures. 《西游记》讲述了美猴王和他的同伴们的冒险故事。 The characters in [masterpiece's name] are very... e.g. The characters in “Pride and Prejudice” are very vivid. 《傲慢与偏见》中的人物非常生动。 教学过程 A. Lead - in (5 minutes) Show some pictures of famous books, such as “Romeo and Juliet”, “The Little Prince”, “Journey to the West” etc. on the PPT. Ask students: “Do you know these books? Can you tell me something about them?” Encourage several students to share their knowledge about these books briefly. Then ask: “Do you know who wrote these books? Let's learn more about these great writers and their masterpieces today.” This can arouse students' interest and lead to the topic of this class. B. Pre - reading (8 minutes) Present the new words and phrases on the PPT one by one. Teach students how to pronounce them correctly, and explain their meanings with simple examples. For example, when teaching the word “author”, say: “An author is a person who writes books. J.K. Rowling is the author of the ‘Harry Potter’ series.” Divide students into pairs. Let them discuss and predict what they might read in the passage according to the title and the pictures (if there are any) related to the reading content. Then invite some pairs to share their predictions with the whole class. C. While - reading (18 minutes) Skimming (5 minutes) Ask students to read the passage quickly without paying too much attention to details. While reading, they should try to find out the main idea of the passage and the general information about the writers introduced. After they finish skimming, ask them to answer some general questions on the PPT, such as: “How many writers are mentioned in the passage? What are their names?” Scanning (8 minutes) Let students read the passage again, this time more carefully. They need to scan for specific details to answer some detailed questions. Write these questions on the blackboard or show them on the PPT, for example: “When was [writer's name] born? What is the name of [writer's name]'s most famous masterpiece? What is the main theme of [masterpiece's name]?” Give students some time to read and find the answers. Then check the answers together and ask students to explain where they found the relevant information in the passage. In - depth Reading and Critical Thinking (5 minutes) Select some important paragraphs or sentences from the passage. Analyze the language structure, the use of words, and the implied meanings with students. For example, if there is a sentence that describes a character's personality in a very vivid way, ask students to analyze how the author uses words to show the character's traits. Then, raise some critical thinking questions, such as: “Why do you think [writer's name] chose this kind of writing style? Do you like the ending of [masterpiece's name]? Why or why not?” Let students discuss in groups of four and then invite some representatives to share their opinions in class. D. Post - reading (10 minutes) Group Discussion (5 minutes) Divide students into groups of four. Give each group a topic related to the reading content, such as “Compare two writers introduced in the passage in terms of their writing styles” or “If you could meet one of the writers, what questions would you like to ask him/her?” Let students discuss within the group. Each group member should express their own views, and the group leader needs to summarize the main points of the discussion. Oral Presentation (3 minutes) Invite several groups to come to the front of the class and give an oral presentation about their discussion results. Other students should listen carefully and can ask questions or make comments after the presentation. Writing Practice (2 minutes) Ask students to write a short paragraph about their favorite writer or literary work. They can use the words and sentence patterns they have learned in this class. Encourage them to express their own feelings and opinions. After they finish writing, ask some students to read their paragraphs aloud in class. E. Summary and Homework (4 minutes) Summary (2 minutes) Summarize the key points of this class with students, including the new words and phrases, the main idea of the reading passage, and the reading strategies they have learned. Ask students if they have any questions or need further explanations. Homework (2 minutes) Ask students to choose a literary work they like and write a book report. They should introduce the author, the main plot, the characters, and their own comments on the work. The book report should be at least 100 words. Also, ask them to read more literary works in their spare time and share their reading experiences in the next class. 教学反思 After this class, I need to reflect on the following aspects. First, whether the teaching objectives have been achieved. I should check if students can master the new words and phrases, understand the reading passage, and express their views on literary works. If some students still have difficulties, I need to find out the reasons, such as whether the teaching methods are not suitable enough or the content is too difficult. Second, the effectiveness of the teaching methods should be evaluated. For example, whether the group discussion and oral presentation activities can really stimulate students' enthusiasm and improve their communication skills. Third, I should also consider how to better meet the needs of different students. Some students with a strong foundation may need more challenging tasks, while those with a weak foundation may need more guidance and practice. Based on these reflections, I can adjust my teaching plan and methods in the future teaching to improve the teaching quality. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $