资源简介

Unit 9 From Here to There
Thinking skills & Reading strategies
一、教学内容分析
本课时内容是对思维技能和阅读策略的学习。Thinking Skills部分为思维技能学习，内容为按照时间顺序排序，即通过使用表示时间顺序的单词，并用first，next，then，last等描述事件进展的顺序。首先是思维技能的学习理解活动，学生通过了解排序这一思维技能的定义和说明，并通过看图及阅读文本，学习事件是如何以序列链来发展的；然后是思维技能的应用实践活动，学生通过阅读文本，根据文本内容完成交通方式发展的序列链图表；最后是思维技能的迁移创新活动，在前2个活动的基础上，就交通方式发展的相关话题，两两合作开展语言交际活动。Reading Strategies部分为阅读策略学习，内容为通过使用上下文线索（包括文本、标志、符号等）以及已有经验来推断文本的隐含意义。首先是学习理解活动，学生通过了解推断策略的定义和说明，初步感知推断的方法，并通过观察地图标志和阅读文本，学习理解推断的步骤。然后学生阅读文本，勾选正确答案，开展推断策略的应用实践活动。最后，学生根据文本线索填写表格，并和同伴分享做出推断的方法，进行迁移创新。
二、学情分析
学生已掌握一定英语词汇和基础语法，能进行简单日常交流和文本阅读。但对于用英语描述事物发展顺序及依据文本信息推理可能存在困难。初中生好奇心强、思维活跃，具备一定观察和归纳能力，但在运用学习策略（如排序、推断）进行自主学习方面仍需加强。部分学生有良好预习、复习习惯，但多数学生在知识系统性整理和灵活运用上有待提高，小组合作学习中可能存在参与度不均衡问题。
三、教学目标
通过本课时的学习，学生能够： 掌握“first, next, then, later, finally”等时间顺序词，并准确运用其描述事件进展的过程； 2. 通过上下文线索及已有经验推断文本的隐含意义，掌握推断的阅读策略。 3. 根据图片和文本信息，梳理事物发展顺序，完成序列链的填写； 4. 借助序列链表格，和同伴谈论交通方式的发展史，培养对事物发展变化的观察力和思考能力。
四、教学重难点
【重点】 通过上下文线索及已有经验推断文本的隐含意义，掌握推断的阅读策略； 2. 根据图片和文本信息，梳理事物发展顺序，完成序列链的填写。 【难点】 熟练且准确地运用排序和推理策略，尤其是在复杂文本中，精准找出关键信息并进行合理推理和排序。 用英语连贯、有条理地描述交通方式的发展过程。
五、教学活动设计
环节一：激活已知，导入话题（5 mins） 学生看图片回答问题。
教学活动 活动层次 效果评价
Students look at the pictures and answer the questions. 学习理解之感知与注意、获取与梳理 观察学生的问答及展示情况，了解学生对图片信息的掌握情况。
环节设计意图：通过头脑风暴，引导学生思考图中传递的信息，激活学生已有知识，为后续学习做好铺垫。
环节二：通过一系列活动，学习顺序排列这一思维技能。（20 mins） 学生完成问答、填空等活动，学习如何运用时间序列链谈论、描述事件发展的过程。
教学活动 活动层次 效果评价
Students think and answer the question. Students think and learn. Students read the text and complete the sequence chain of transportation development. Then check the answers. Students retell the development of transportation by following the sequence chain. 学习理解之感知与注意、获取与梳理 应用实践之分析与判断 观察学生的学习情况，判断其是否能使用时间序列链来了解和描述事件的进展。
Students discuss and share their ideas. Students give assessment. 迁移创新之想象与创造 观察学生谈论未来交通发展的表现，根据需要给予必要指导和反馈。
环节设计意图：引导学生依据时间序列链梳理、了解事件的进展，为进一步在现实生活情境中运用时间序列链谈论、描述事件发展做好铺垫。
环节三：阅读语篇，学习及运用推断的阅读策略。（20 mins） 学生完成预测、讨论、填表等活动，学习和运用推断的阅读策略。
教学活动 活动层次 效果评价
Students look at the picture and predict the answers. Students observe the picture and talk about how to make an inference. Students think and learn. 学习理解之获取与梳理、概括与整合 根据学生表现情况，判断学生能否根据文本语境线索进行推断，给予指导和反馈。
Students read the text and tick the answers. Students complete the table with the clues in the text, and then tell their partners how they make the inferences. 应用实践之内化与运用 迁移创新之推理与论证 观察学生的活动反馈，了解学生知识迁移运用的能力。
环节设计意图：通过学习推断策略的定义、方法，培养学生的阅读技能，提升阅读的兴趣与能力。通过填写表格并谈论自己推断的过程和方法，培养学生逻辑思维能力，并实现知识迁移。
作业与拓展： Recall a recent event in your life, like a family gathering or a school activity. Use time-order words (first, next, then, later, finally) to write a short paragraph describing the sequence of what happened. 2.Preview Theme Reading.
4 / 4(共18张PPT)
From Here to There
Unit 9
Thinking skills & Reading strategies
英语仁爱版新课标七年级下册
Learning objectives
重点
通过本课时的学习，学生能够：
1. 掌握“first, next, then, later, finally”等时间顺序词，并准确
运用其描述事件进展的过程；
2. 通过上下文线索及已有经验推断文本的隐含意义，掌握推断的
阅读策略；
3. 根据图片和文本信息，梳理事物发展顺序，完成序列链的填写；
4. 借助序列链表格，和同伴谈论交通方式的发展史，培养对事物
发展变化的观察力和思考能力。
重点
Look and say
1. What can you see in the pictures
2. What are they doing
Think and answer
How do things develop in the sequence chain
First, Xiao Ya drew a map of the gift.
Next, Li Xiang looked at the map.
Then, Li Xiang dug under the tree.
Finally, Li Xiang found the gift in the box.
Things develop in order. We can use ____________ words (first, next, then, last, etc.) to describe the sequence (顺序) of development.
Sequencing
First, Xiao Ya drew a map of the gift.
Next, Li Xiang looked at the map.
Then, Li Xiang dug under the tree.
Finally, Li Xiang found the gift in the box.
Think and learn
time-order
Read and complete
Read the text and complete the sequence chain of transportation development.
First, people could travel only on foot. Then, they started to use animals to get around. Next, people learned to build boats and ships and began to travel by water. Later, people had more ways of traveling and they started to use bicycles, cars, buses and trains. Now, people have planes and high-speed trains. They can travel far in a short time.
Check the answers
people could travel only on foot.
they started to use animals to get around.
people learned to build boats and ships and began to
travel by
water.
people had more ways of traveling and they started to use bicycles, cars, buses and trains.
people have planes and high-speed trains.
Retell the text
Retell the development of transportation by following the sequence chain.
First, people could travel only on foot. Then, ...
people could travel only on foot.
they started to use animals to get around.
people learned to build boats and ships and began to
travel by
water.
people had more ways of traveling and they started to use bicycles, cars, buses and trains.
people have planes and high-speed trains.
Discuss and say
Can you imagine and describe the future development of transportation
1. Smart Self-driving Cars
Self-driving cars will be everywhere on the roads. They will have lots of sensors and cameras. With smart computer brains, they can “talk” to each other and the traffic signs.
2. Fast High-speed Trains
High-speed trains will be in more places around the world. They will go even faster, maybe over 300 miles per hour. In the United States, new high-speed train lines will be built. They will connect small towns to big cities.
3. Flying Cars
Flying cars, or VTOLs, will change how we travel short and medium distances. These small, electric-powered flying machines can take off and land straight up and down. They won’t need long runways.
4. ...
First, people will use smart self-driving cars. They ...
Share and assess
Fluency
Properly use time-order words.
Have a clear description of the future development of transportation.
Pronunciation
Have a good pronunciation.
Organization
Content
Express fluently and loudly.
Look and predict
1. What’s this
2. What can you see in the picture
Observe and talk
Step 1: Looking for clues.
The signs stand for different places on the map.
Step 2: Thinking about what you know.
We can find these places on streets.
Step 3: Making an inference.
It is a street map.
Observe the picture and talk about how to make an inference.
Think and learn
Reading Strategies: Making inferences
You can use context clues (texts, signs, symbols, etc.) and what you know to figure out something or the implied meaning of the text.
Read and tick
Read the text and tick (√) the answers.
It was dark, and the wind was strong. I rowed and rowed. Finally, there was an island in front of me. “I’m safe,” I told myself.




The writer was ___________.
The time of the story was ______________.
The writer got to the island _____________.
The writer felt ______________ in the end.
What I can infer
The clues I can find
at sea
in the evening
by boat
happy
I rowed and rowed.
It was dark, and the wind was strong.
I rowed and rowed
“I’m safe,” I told myself.
Read and complete
Complete the table with the clues in the text, and then tell your partner how you make the inferences.
Summary
master the reading strategy of “making inferences”.
use time-order words like “first, next, then, later, finally” to describe the sequence of development.
2
1
After learning this lesson, I can
talk about the development of transportation and make the inferences according to context clues.
3
Homework
1. Recall a recent event in your life, like a family gathering or a school activity. Use time-order words (first, next, then, later, finally) to write a short paragraph describing the sequence of what happened.
2. Preview Theme Reading.
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