Unit 7 Being a Smart Shopper Thinking Skills & Reading Strategies 教学设计2025-2026学年仁爱科普版英语七年级下册

该初中英语教学设计聚焦Unit 7 Being a Smart Shopper的核心词汇（smart shopper、discount等）及两种阅读策略（标题预测主旨、文本细节推断人物）。通过4张对比购物图片（特价商品、劣质品等）导入，结合分级问题自然引入主题，搭建从生活购物经验到文本学习的支架。 资料以学生活动为核心（20分钟学生活动），采用情境教学与任务型教学，分级任务适配学生水平。如Post-reading环节弱生用教材基础句型、优生结合文本谈购物技巧，培养语言能力与思维品质。紧扣教材设计略读找主旨、扫读填空等活动，助学生掌握策略与理性消费意识，也为教师提供贴合课标、易操作的教学方案。

主备人 备课时间 教出时间 教案编号 教学内容 Unit 7 Being a Smart Shopper Thinking Skills & Reading Strategies 课 型 新授课 时间分配 教师讲授时间 0 学生活动时间 20 教学目标 1. Language Competence Master key words: smart shopper, pocket money, price, quality, discount, compare, wise, waste; phrases: on sale, make a shopping list. Learn two reading skills: predict main idea from titles & infer characters from text details; express proper shopping ideas orally based on the passage. 2. Cultural Awareness Connect students’ real-life pocket money shopping experience, help students form rational consumption values and avoid blind shopping or waste. 3. Thinking Quality Improve students’ ability to find information and make logical inference with graded textbook-based questions. 4. Learning Ability Master 5-step reading procedure via individual study and group cooperation to develop self-learning skills. 教学重点 Memorize target vocabulary and collocations. Use two core reading strategies proficiently. Locate detailed information from the textbook article. 教学难点 Infer personal shopping features only by original text details. Predict main content through title keywords. Use learned expressions to share personal shopping opinions. 教学资源 Simplified PPT with 4 contrast shopping pictures 教法设计 Situational Approach & Task-based Language Teaching (TBLT), graded tasks matching students’ actual level. 本课重点 解决问题 Get rid of mechanical repetitive drills and over-syllabus expansion; help students grasp two core reading strategies step by step. 本 课 学生所得 Master required vocabulary and fixed phrases; skillfully apply the two reading strategies. 课前准备 学生预习准备 Preview textbook new words; think briefly about their own shopping with pocket money before class. 教师教学准备 Textbook, PPT with 4 shopping comparison pictures, tiered worksheets, vocabulary flashcards, textbook excerpts; no extra out-of-syllabus reading materials. 教学过程 主备栏 二次备课栏（手写） Step1 Lead-in (5 mins) 1. Show four textbook-matched contrast pictures (bargain goods, poor-quality items, impulsive purchase, rational shopping). 2. Ask graded questions: 1. What can you see in each picture? 2. Which shopper is smart? 3. Introduce the topic naturally and present core new words one by one, no extra out-of-text phrases. 4. Step2 Pre-reading (6 mins) 1. 3. Only distinguish two easy-confusing words required in textbook: 2. wise & waste. 3. Task: Predict the main content of the text by the title Being a Smart Shopper, let students underline keywords on textbook. 4. Step3 While-reading (12 mins) Skimming 4. Students read the textbook text quickly to find the main idea; finish simple textbook exercises only. Scanning 5. Do gap-filling exercises arranged from easy to hard; all questions are extracted from original textbook content, no over-standard test items. Character Analysis 5. 6.Find characters’ shopping behaviors in the passage and match their features; tasks strictly follow text information. 6. Step4 Post-reading (15 mins) 1. 7.Reading practice: Read individually → group reading → whole-class reading. 2. 8. Teacher and students summarize two reading strategies together concisely. 3. 9.Tiered group discussion: 4. Weak students use basic sentence frames from textbook; advanced students talk about small shopping tips based on the passage only. 5. 10.Voluntary presentation with targeted teacher comments. 6. Step5 Summary & Preview (3 mins) Briefly review key words and two reading skills; preview new words of next part in the textbook, no advanced over-syllabus preview work. 知识结构或板书设计 1. Unit7 Being a Smart Shopper Reading Strategies 1. Core Words(syllabus required): 2. smart shopper, pocket money, price, quality, discount, compare, wise, waste, on sale, make a shopping list 3. Two Reading Skills (arranged from easy to hard) · Predict from title → key words → main idea · Analyze from details → actions → character(wise/careful/saving) 1. Practical Shopping Tips (textbook-based only) 作业设计与布置 作业内容 所需时量 批阅方式 · Level A(Basic-Easy): Recite required core words; read textbook passage three times (basic knowledge check) · Level B(Intermediate): Finish textbook-matched character analysis sheet; sort two reading strategies in brief (ability inspection) · Level C(Advanced): 50–60-word short writing based on text content only, no extra extracurricular material demands (comprehensive output check) 教学后记 After adjusting graded exercises based on textbooks, classroom tasks fit students well. Most students master core knowledge, but a few struggle with detail inference. In future lessons, design targeted graded exercises to strengthen this part without overloading students. 年 月 日 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $