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

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