Unit 2 Meet My Family Lesson 3 Thinking Skills and Reading Strategies教学设计.2025-2026学年仁爱科普版(2024)英语七年级上册

该初中英语教学设计聚焦“家庭时间”主题，围绕阅读策略与思维技能展开，通过导入环节的图片问答自然衔接生活经验，引导学生从感知家庭活动过渡到理解文本结构，再借助思维导图梳理信息，形成由输入到输出的学习支架。 本设计亮点突出核心素养融合，以“语言能力”为基，通过skimming和topic sentence识别训练提升阅读效率，如学生在Activity 3中快速定位主旨；以“思维品质”为核，用思维导图可视化组织信息，帮助学生区分主次、理清逻辑，例如在绘制个人家庭时间地图时体现分析与归纳能力；以“文化意识”为魂，将文本内容与真实生活联结，鼓励学生分享家庭故事，增强情感共鸣。教学方法贴合学科特点，注重任务驱动与合作学习，既提升学生表达与理解能力，又助力教师精准落实新课标要求，实现教—学—评一体化。

Teaching Plan Unit 2 Meet My Family!Lesson 3: Thinking Skills and Reading Strategies I. Core Competence Objectives 1. Language Competence: Master reading strategies to identify the main idea and key information (topic sentences, keywords) of a text about family time; be able to retell the text using a thinking map and introduce personal family time. 2. Cultural Awareness: Recognize the importance of family time in building close family relationships; develop a positive attitude toward spending quality time with family. 3. Thinking Quality: Cultivate analytical thinking by extracting topic sentences and keywords from the text; develop organizational thinking by using thinking maps to sort and present family time information. 4. Learning Ability: Improve independent reading skills by applying skimming and information-extraction strategies; enhance collaborative learning skills through pair discussions about thinking maps. II. Key & Difficult Points 1. Key Points: - Use the skimming strategy to get the text’s main idea. - Extract topic sentences and keywords, and organize information with a thinking map. 2. Difficult Points: - Distinguishing topic sentences from supporting details in the text. - Retelling the text coherently based on a thinking map. III. Teaching Procedures Step 1: Lead-in Activities: 1. Present the lesson’s core competence objectives to students. 2. Free talk: - Show pictures of family activities . Ask: What are the people in the pictures doing? - Who are they with? (Guide answers like "They’re having dinner with their family.") Design Intent: Stating objectives clearly helps students focus on what they need to achieve. The free talk uses familiar family activity pictures to arouse students’ interest in the topic of "family time," connecting the text to their real lives. This reduces reading anxiety and motivates them to engage with the subsequent text. Step 2: Reading & Learning Activities: 1. Ask students to read the text (Activity 1) independently. Then answer: - What’s the main idea of the text? - What does the writer think of his/her family time? 2. Lead a class discussion: How does the writer organize ideas in the text? 3. Have students read Activity 2’s text, complete the thinking map , and check answers in pairs. 4. Invite students to retell the text using their completed thinking maps. Design Intent: Independent reading and answering main idea questions train students to apply skimming skills (reading quickly for overall meaning). The discussion about idea organization helps students understand how texts are structured, developing their thinking quality. Completing a thinking map turns abstract text information into a visual tool, making it easier for students to retell the text—reinforcing their ability to organize and present information. Step 3: Drawing and Introduce Activities: 1. Ask students to draw a thinking map about their own family time, using the phrases in Activity 3 . 2. Pair-work: Students take turns introducing their family time based on their thinking maps . Design Intent: Drawing a personal thinking map encourages students to connect the text’s content to their own experiences, making learning meaningful. Pair introductions provide opportunities for students to practice speaking about personal experiences using the text’s structure and phrases, improving their communicative competence. This step also fosters positive attitudes toward family time (cultural awareness). Step 4: Reading Strategies Activities: 1. Ask students to read only the underlined sentences in Activity 1. Then fill in blanks about the main idea. 2. Check answers as a class and explain: "Underlined sentences are topic sentences—they tell us the main idea of each part." 3. Have students read Activity 2’s text again, underline topic sentences and key points. 4. Check underlined answers in groups. 5. Ask students to skim Activity 2’s text again and choose the correct answers in Activity 3. 6. Review the skimming strategy: "Skim means reading quickly to find important information, not every word." Design Intent: Focusing on underlined topic sentences helps students explicitly learn how to identify main ideas—this is a targeted training of reading strategies. Underlining key points further develops their ability to distinguish important from minor information. The skimming practice for Activity 3 reinforces the strategy, helping students become more efficient readers (learning ability). Group checks also promote collaborative learning. Step 5: Summary & Homework Activities: 1. Summarize with the class: - Reading strategies: Skimming for main ideas; finding topic sentences and key points. - Using thinking maps to organize and retell information about family time. 2. Assign homework: - Retell the text in Activity 2 to a family member using your thinking map. - Write 3 sentences about your favorite family time activity . Design Intent: Summarizing reinforces the core reading strategies and thinking tools (thinking maps) learned in the lesson. The homework extends learning to home: retelling to family connects classroom skills to real communication, while writing sentences encourages students to reflect on their own family experiences, deepening their cultural awareness of family time. IV. Blackboard Design Unit 2 Lesson 3 Thinking Skills & Reading Strategies 1. Reading Strategies: - Skim: Read quickly for main idea - Find: Topic sentences + Key points 2. Thinking Skills (Organizing Ideas): Thinking Map → Family Time (e.g., Weekend: go to park; Daily: have dinner) 3. Key Phrases: have dinner together, play games, read books V. Teaching Reflection 1. Strengths: - The thinking map activity was very effective—over 70% of students could clearly organize their family time and retell the text coherently. Pair introductions also saw active participation. - Explicitly teaching "topic sentences" helped students better understand how to find main ideas; their performance in Activity 3’s skimming task improved compared to previous lessons. 2. Areas for Improvement: - A few students struggled to distinguish key points from details. Next time, I’ll give examples of key points vs. details before the task. - The retelling step took longer than planned—some students needed more time to prepare. I should adjust the time allocation or let students practice in pairs first before public retelling. 3. Future Adjustments: - In the next lesson, start with a "Topic Sentence Bingo" game (students find topic sentences in short paragraphs) to review the strategy. - Provide different thinking map templates for homework to suit different learning styles. 学科网（北京）股份有限公司 $