Unit4 Reading for writing 教学设计2025-2026学年外研版七年级英语下册

该初中英语教学设计聚焦Unit 4阅读与写作，核心知识点包括关键词汇（如monster、couch potato）、时间连接词（at first、finally）、祈使句及“引入-问题-影响-解决方案-结论”的文本结构。课堂通过自由讨论学生屏幕时间、展示相关图片引入“time-eating monster”，预测影响，搭建生活经验到文本理解的学习支架。 该资料特色在于情境贴近学生生活，读写结合培养语言能力，通过分析“monster”隐喻和因果关系图提升思维品质，同伴互评锻炼学习能力。例如阅读中完成因果关系图，写作时用祈使句和连接词，助力学生掌握说服技巧，为教师提供清晰教学流程和可操作活动。

外研初中英语七下教案 课 题 Unit 4 The art of having fun -Reading for writing 课 型 Reading & writing 年级学科 _____七____年级 学科____英语______ 备课日期 教材分析 课标要求 1. Can read and understand a persuasive passage about lifestyle issues. 2. Can identify the text structure and the writer's purpose. 3. Can use linking words for time order and cause-effect relationships in writing. 4. Can write a short passage giving advice on a personal problem using persuasive techniques. 学习目标 1.Learning & Understanding - Master key vocabulary: monster, social media, take over, eat away, get lost in, couch potato, be deaf to, keep...away, in a balanced way - Use time-order linking words: at first, but soon, finally - Identify and use imperative sentences to give suggestions. 2.Application & Practice - Analyze the passage structure (introduction → problem → effects → solution → conclusion). - Imitate the writer's use of metaphor and cause-effect analysis to express opinions. 3.Transfer & Innovation - Recognize the dangers of excessive screen time. - Develop a habit of balancing digital and real-life activities. 学习重点 1. Understanding the metaphor of "the time-eating monster". 2. Analyzing the cause-effect relationship in the passage. 学习难点 1. Using persuasive techniques (metaphor, imperative sentences) in own writing. 2. Organizing a passage to present a problem and offer solutions clearly. 学习程序 （按此流程呈现：情境创设→学习任务1→学习任务2……） Step 1: Warm-up & Free-talk (5 mins) 1. Discussion: Ask students: "What do you usually do in your spare time? How much time do you spend on screens each week?" 2. Lead-in: Show pictures of students using phones/TV and introduce the term "time-eating monsters" to describe these activities. 3. Prediction: Ask: "Why are they called monsters? How do they affect our lives?" Step 2: Pre-reading (5 mins) 1. Vocabulary learning: Teach key phrases with examples and visuals (e.g., couch potato, eat away time). 2. Topic check: Confirm the passage's topic is about the "monster" of screen time. Step 3: While-reading (15 mins) 1. Fast reading: - Task: Find the structure of the passage (Para.1: introduction; Para.2-3: problem & effects; Para.4-5: solution & conclusion). - Answer: What is the "time-eating monster"? (It refers to games, social media, TV shows.) 2. Careful reading: - Task 1: Underline sentences describing how the monster "eats away" time. - Task 2: Complete a cause-effect map: Causes (wanting fun) → Monster takes over → Effects (couch potatoes, missing moments). - Task 3: Identify how the writer leads in the topic (by asking questions) and gives suggestions (using imperative sentences). Step 4: Post-reading & Analysis (10 mins) 1. Deep discussion: - Q1: Why does the writer use "monster" instead of "screen time"? (To emphasize danger and make it vivid.) - Q2: What is the writer's purpose? (To call on people to keep the monster away by having fun in a balanced way.) 2. Writing techniques: Highlight key skills: - Metaphor: time-eating monster - Time order: at first, but soon - Imperative sentences: Stand up and leave the screens! Step 5: Writing Preparation & Drafting (15 mins) 1. Brainstorming: Students think of a "monster" in their life (e.g., procrastination, junk food) and list its causes and effects. 2. Outline: Guide students to structure their writing: - Introduction: Name your "monster". - Body: Describe how it affects you (cause-effect). - Solution: Give advice using imperative sentences. - Conclusion: Call for action. 3. Drafting: Students write a 80-100 word passage. Teacher circulates to assist. Step 6: Peer Assessment & Summary (5 mins) 1. Peer check: Students exchange drafts and check for: - Clear structure - Correct use of linking words and imperative sentences 2. Share & feedback: Invite 2-3 students to read their work. 3. Summary: Review the passage structure and persuasive writing techniques. 板书设计 作业设计 学科网（北京）股份有限公司 $