Unit 1 School life B Reading and critical thinking 教学设计2026-2027学年沪外教版七年级英语上册

该初中英语教学设计围绕“My colourful school life”主题，聚焦核心词汇（如canteen, geography, activity）、基本句型（S+V, There be等）及文本结构（引言-主体-结论）。通过学校场景图片与对话导入，激活学生已知的简单表达和日常词汇，自然衔接新词汇与阅读策略，搭建从已知到未知的学习支架。 该资料亮点在于以文本结构分析培养思维品质，通过标注段落功能（引言、主体、结论）帮助学生梳理信息，结合思维导图巩固要点。产出任务引导学生联系自身学校活动写喜欢的内容，提升语言能力，分层作业（基础巩固、能力运用、拓展挑战）助力学习能力发展。为教师提供清晰教学路径，帮助学生在真实语境中提升语言运用与思维能力。

Unit 1 School life 第2课时 Reading and critical thinking课时教学设计 教材分析 What---语篇主题和主要内容 Topic: My colourful school life Main content: The passage is a first-person narrative written by a middle school student about her school life. It covers the school environment, her favourite places and food, the subjects and teachers at middle school, her classmates and break-time activities, and the clubs and after-school events she enjoys. It ends with her personal reflection on what school life means to her. Why---语篇传递的主题意义 Core values conveyed: Enjoying school life — The writer shows a positive attitude towards her school, teachers, classmates, and activities. Building relationships — Friends, teachers and classmates play an important role in making school life colourful. Seeing school as a journey — School is not just about learning, but also about discovering and growing. How---文体结构、语言特点及功能 1. Text structure: Introduction — The school environment and the writer's general feeling about it. Subjects and teachers — New subjects and helpful teachers. Classmates and activities — Friendly classmates and what they do during breaks. Clubs and events — After-school clubs, paper-cutting class, festivals and sports day. Conclusion — The writer's final thoughts on school life as a journey of learning and discovering. 2. Language features Basic sentence patterns (S+V, S+V+O, S+V+P, There be) Everyday school vocabulary (library, canteen, subjects, classmates, clubs, activities) Short and direct sentences Linking words: such as, and, but, not only... but also... 3. Language functions Describing places, people, and activities at school Expressing personal interests and feelings about school life Talking about daily routines and after-school activities Giving opinions and personal reflections on school life 学情分析 【已知】Simple self-introduction sentences: My name is... / I like... Basic understanding and use of the simple present tense Familiarity with There is / There are in very simple contexts Basic reading skills: identifying key information, matching pictures with words Ability to work in pairs and follow simple classroom instructions 【未知】Key vocabulary: lawn, lecture, canteen, delicious, geography, history, break, tug-of-war, activity, festival, journey, discover, end, exciting, such as, look forward to Fixed phrases: be glad to, not only... but also... Reading strategy: skimming for main ideas Concept of word classes and the same word having different functions How to summarize a passage or identify text structure (introduction, body, conclusion) How to describe their own school life using a variety of sentence patterns and linking words 【能知】 Understand and use the core vocabulary from the Reading section Use skimming to get the main idea and identify text structure Describe their school life using core vocabulary and basic sentence patterns (S+V, S+V+O, S+V+P, There be) Understand word classes and recognize different functions of the same word Talk about their school, subjects, classmates and activities Evaluate school activities and express opinions 核心素养教学目标 通过本课学习，学生能够： 1.语言能力：Use core vocabulary (e.g. lecture, canteen, delicious, geography, history, break, activity, festival, journey, discover, exciting) and basic sentence patterns (S+V, S+V+O, S+V+P, There be) to describe school life and daily activities. 2.学习能力：Grasp key information through reading (skimming for main ideas) and apply vocabulary and sentence patterns in speaking and writing tasks (e.g. summarizing a passage, writing about one's own school life). 3.思维品质：Organize information by identifying the structure of the passage (introduction, body, conclusion) and the main idea of each paragraph, and infer the author's feelings through context clues. 4.文化意识：Learn about different school activities and understand the value of colourful school life. 教学重难点 教学重点： Core vocabulary about school life: lawn, lecture, canteen, delicious, geography, history, break, tug-of-war, activity, festival, journey, discover, end, exciting Fixed phrases: such as, look forward to, not only... but also... 教学难点： Identify the structure of the passage (introduction, body, conclusion) and use the new vocabulary and phrases to talk about one's own school life. 教学过程 教学环节 教师活动 学生活动 设计意图 Lead in 情景导入 1.Show two pictures of two students talking at the school gate and read it with the class. 2.Ask students to guess what the two students are talking about based on the picture. 3.Ask the Free talk questions and encourage students to share their ideas. 1.Look at the pictures and guess the topic of the conversation. 2.Answer the Free talk questions and share their own ideas about their school life. 1.Arouse students' interest with a real-life school scene and a short dialogue. 2.Activate students' prior knowledge about school life and encourage them to speak. 3.Introduce the topic of the lesson naturally and lead into the reading passage. · Presentation 学习理解 1.Present the title and guide students to predict the content using the title and pictures. 2.Teach key vocabulary with pronunciation, meaning, and example sentences in context (using the word lists). 3.Present the structure of the text using paragraph labels (Opening General, Specific Body, Ending General). 4.Read the text aloud with proper pronunciation and intonation, and guide students to follow along. 5.Guide students to identify the text type, paragraph functions, writing order, and theme of the passage. 1.Look at the title and pictures, and make predictions about the passage. 2.Listen to the teacher's explanation and practice the pronunciation of key vocabulary. 3.Read the text aloud and identify the structure of the passage. 4.Label each paragraph with its main function (Opening, Body, Ending). 5.Identify the text type, match paragraph functions, summarize the writing order, and find the theme. · 1.Develop students' prediction skills and reading strategies. 2.Ensure students learn the pronunciation, meaning, and usage of key vocabulary in context. 3.Help students understand the overall structure of the passage and its main ideas. 4.Build students' confidence in reading aloud and text analysis. · Practice 探究应用 1.Guide students to match the main ideas with paragraphs 1–5. 2.Ask students to read the sentences and decide if they are true or false. 3.Guide students to answer the questions in complete sentences. 4.Help students complete the word work tasks (B4, B5, B6). 1.Match the main ideas with paragraphs 1–5. 2.Read the sentences and write T or F. 3.Answer the questions about the passage. 4.Complete the word work tasks (B4, B5, B6). 1.Check students' understanding of the passage structure and main ideas. 2.Develop students' reading comprehension and critical thinking skills. 3.Practice vocabulary in context and reinforce word classes. · Production 迁移创新 1.Guide students to recall and list the colourful activities from the passage. 2.Ask students to list activities in their own school and evaluate how they like them. 3.Guide students to write about their favourite school activity based on the examples. 1. 1.Recall and list the colourful activities from the passage. 2.List activities in their own school and give opinions. 3.Write about their favourite school activity. 1.Help students consolidate what they have learned from the passage. 2.Encourage students to connect the topic to their own school life. 3.Develop students' writing and speaking skills through real-life tasks. · Summary 归纳总结 1.Review the key words through the translation exercise. 2.Review the key phrases through the sentence completion task. 3.Review the key sentences through translation practice. 4.Review the key grammar points through error correction. 1.Complete the translation exercise and check answers. 2.Complete the sentence completion task. 3.Translate the sentences and check answers. 4.Correct the grammar mistakes. · 1.Help students consolidate the vocabulary, phrases, sentence patterns, and grammar points learned in this lesson. 2.Check students' understanding through practice and error correction. 3.Strengthen students' grammar awareness and accuracy. Language points 知识梳理 1.Present the summary mind map of the passage and guide students to review the key points. 2.Help students recall the main ideas of each part (Feeling, Places and Food, Subjects and Teachers, etc.). 3.Check students' understanding by asking questions about each part. 1. 1.Review the summary mind map and recall the key points of the passage. 2.Answer the teacher's questions about each part. 3.Take notes and ask questions if unclear. 1.Help students consolidate the structure and main ideas of the passage. 2.Enable students to review the passage quickly and clearly. · · Exercises 练习巩固 1.Explain the three levels of homework tasks clearly to the students. 2.Provide guidance on how to complete each task. 3.Show an example for the Basic task to help students understand what to do. 1.Complete the "school life card" for Jane. 2.Write a message on the school website using 3 phrases from the passage. 3.Make a mind map to compare their own school life with Jane's. 1. 1.Help students consolidate the key information from the passage. 2.Practice using key phrases in context through writing. 3.Encourage students to connect the topic to their own school life and express themselves creatively. 分层作业设计 A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务…. B层： 能力运用 面向大多数学生，设计应用型、巩固性作业…. C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业…. 教学反思 亮点：The picture and prediction activity effectively aroused students' interest and helped them focus on the topic. Most students were able to grasp the key vocabulary and use the main phrases in context. The text analysis (introduction, body, conclusion) helped students understand the structure of the passage clearly. 不足：The word class activity (B4) was challenging for weaker students, especially in identifying different parts of speech. Time management was not ideal; the post-reading tasks were rushed and some students did not have enough time to share their work. 改进：Provide more support for the word class task, such as a simple reference chart or more guided practice before independent work. Adjust the time allocation for each stage and leave at least 10 minutes for the production tasks. www.21cnjy.com 精品试卷·第 2 页 （共 2 页） 学科网（北京）股份有限公司 $