Unit 7 Who we are B Reading and Critical Thinking教学设计 2024-2025学年沪外教版英语七年级下册

Unit 7 B Reading and critical thinking 教学设计 I. Teaching Objectives Guide students to understand Amanda’s experience of identity problem by reading her email, grasping key events and her feelings. Develop students’ reading skills like information sorting (timeline, table completion), comprehension question - answering, and critical thinking (analyzing changes, evaluating experiences, creating personal connections). Enhance students’ awareness of cultural identity issues and ability to express personal experiences related to belonging, through discussion and writing. II. Language Knowledge 1. Key words & phrases Identity - related: identity problem, belong, background, out of place Emotion & behavior: make fun of, returned home, felt like, looking forward to Event description: grow up, go to school, make friends, visit old friends 2. Key sentences “I am from Chilo Island... It is a place where everyone knows your name...” (introducing background). “In America, everything and everyone was different... I learned to speak and behave like the others around me.” (describing adaptation). “Some of my friends have even made fun of me. They have said, ‘You sound so American!’” (presenting conflict). 3. Key and challenging points Information Extraction: Accurately sorting events into timeline and analyzing experiences via table completion. Critical Analysis: Understanding Amanda’s identity changes, evaluating her experience to rebuild self - sense, and connecting to personal experiences. Cultural Identity Awareness: Comprehending the impact of cross - cultural experiences on identity and expressing related personal stories. III. Teaching Procedures Step 1: Pre - reading (5 minutes) Lead - in Discussion: Ask students “Have you ever moved to a new place or felt different because of a new environment? How did you feel?”, introducing the topic of identity and belonging. Vocabulary Preview: Present key words (identity problem, background, out of place) with simple definitions and examples, helping students get ready for reading. Step 2: While - reading (20 minutes) Initial Reading for General Idea: Let students read Amanda’s email quickly. Ask “What is Amanda’s main problem?”, guiding them to grasp the overall purpose (seeking advice for identity confusion). B1 Timeline Completion: Have students complete B1 timeline. Discuss as a class, checking event sequences (grew up on Chilo Island went to school in New Jersey made friends with different backgrounds returned home asked for advice, etc.), emphasizing “Using tables to group information” skill. B2 Table Analysis: Do B2 together. Guide students to find “Situations, Problems, Solutions” from the text. For example, in the US, problem was adapting and forgetting Chilean ways; back home, problem was feeling out of place. Discuss how to extract and categorize info. B3 Comprehension Questions: Let students answer B3 questions. Check answers, focusing on text evidence (e.g., friends said “You sound so American!”; she felt out of place due to changed behavior and friends’ reactions). Step 3: Post - reading & Critical Thinking (15 minutes) Culture Link & Word Work: Introduce “Culture link” about identity problem. Do B4 (word completion) and B5 (passage completion), reinforcing vocabulary in context. Discuss how words relate to Amanda’s story. Critical Thinking Tasks: Task 1 (Understand Changes): Complete the “Changes & Influence” table. Analyze how Amanda’s actions (speaking, behaving like Americans) influenced her identity, using text details. Task 2 (Evaluate & Rebuild Self - sense): Guide students to help Amanda rebuild self - sense. Discuss “what I have learned, valued, like about changes, can do for others”, encouraging deep thinking about growth from experiences. Task 3 (Create Personal Connection): Let students share personal experiences of feeling “between two worlds”. Use the example to guide, promoting empathy and self - reflection. Step 4: Summary & Homework (5 minutes) Summary: Recap Amanda’s story, key reading skills (info sorting, critical analysis), and cultural identity insights. Homework: Write a short paragraph about a personal experience of identity - related feeling (like Amanda’s), using vocabulary and structures from the lesson. IV. Assessment of Teaching Effectiveness Formative Assessment: Check students’ performance in B1 - B5, observing info extraction accuracy, vocabulary use, and participation in critical thinking discussions. Summative Assessment: Evaluate homework paragraphs for content (relating to identity experience), language accuracy (key words/phrases), and expression clarity. V. Design Purpose Reading Skill Development: Progress from general understanding to detailed info extraction and critical analysis, layer by layer. Cultural & Personal Connection: Link text content to cultural knowledge and personal experiences, deepening comprehension and engagement. Integrated Learning: Combine vocabulary, reading, and critical thinking in tasks, enhancing overall language ability. VI. Blackboard Design Unit 7 Reading — Amanda’s Identity Problem Key Events (Timeline): 2023: f (grew up on Chilo Island) b (went to school in NJ) 2024: c (lived happily, had friends) d (made friends with different backgrounds) 2025: e (returned home) a (asked for advice) Key Vocabulary: identity problem, background, out of place, make fun of Critical Thinking: Changes (spoke/behaves like Americans) Influence (sounded less Chilean) VII. Teaching Reflection If students struggle with critical thinking (e.g., rebuilding self - sense), provide more prompts or group discussion scaffolding. For personal experience sharing, encourage quieter students with positive feedback. Celebrate creative and sincere connections to the text. 学科网(北京)股份有限公司 $$