Unit 7 Who we are B Reading and critical thinking 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

该初中英语教学设计聚焦“Who we are”主题，围绕个人身份认同展开阅读与思辨活动，通过图片导入激发兴趣，借助预测、略读、细读层层推进，构建从语言输入到思维输出的学习支架，实现知识理解与情感共鸣的有机融合。 本设计亮点突出，充分落实核心素养。在文化意识方面，以Amanda跨文化适应困境为切入点，引导学生尊重多元身份，增强文化自信；在思维品质方面，通过批判性问题“是否应完全适应新环境而放弃原生身份”，鼓励学生分析利弊，发展辩证思维；在语言能力方面，结合真实语境操练“have been/have gone”等语法结构，提升语言运用准确性。教学环节环环相扣，如小组讨论中学生用所学词汇描述自身成长经历，既锻炼表达又深化理解，有效促进学生自我认知与跨文化沟通能力的发展，也为教师提供可复制、易操作的优质教学范式。

Unit 7 Who we are-B Reading and critical thinking This part of Unit 7 focuses on the theme of "Who we are", specifically exploring the concept of personal identity. The reading material is an email from a 12 - year - old girl named Amanda. She comes from Chiloé Island in Chile and has experienced an identity problem after living in America. In America, due to the diverse backgrounds of people, she changed the way she spoke and behaved to fit in. However, when she returned to Chile, she felt out of place as she had lost some of her Chilean identity while adopting American ways, and even her friends made fun of her for sounding American. Through this email, students will be led to think about what shapes personal identity and the importance of celebrating one's uniqueness. 教学目标 A. Knowledge Objectives Students will be able to master new words and phrases related to personal identity, such as "background", "behave", "feel out of place", etc. They can understand and correctly use the grammar structures like "ever", "have been", and "have gone" in the context of the reading text. B. Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific details, and inferring the meaning of words from the context. Develop students' critical thinking ability by analyzing Amanda's identity problem, identifying the changes she made, and understanding the influence on her sense of identity. Enhance students' communicative ability, enabling them to discuss the factors that shape personal identity with their classmates using the learned language. C. Emotional Objectives Foster students' awareness of respecting cultural differences and their own unique identities. Encourage students to be confident in expressing their true selves and accepting the diversity of identities among people. 教学重难点 A. Teaching Key Points The new vocabulary and phrases relevant to personal identity, and ensuring students can use them properly in sentences. The understanding of the reading text, including grasping Amanda's experience and the main idea of her identity - related trouble. The correct usage of the grammar items "ever", "have been", and "have gone" in the reading context. B. Teaching Difficult Points Helping students deeply analyze Amanda's identity - changing process and the complex emotions she felt, and guiding them to think about the significance of identity in a broader sense. Cultivating students' critical thinking to explore the various factors that shape personal identity and how to maintain a positive sense of self in a changing environment. Encouraging students to express their own opinions and experiences related to identity in English fluently and accurately during classroom discussions. A. New Words and Phrases background /ˈbækɡraʊnd/n. 出身背景；学历；经历 Example: People from different backgrounds have different ways of thinking.（来自不同背景的人有不同的思维方式。） behave /bɪˈheɪv/v. 表现；举止 Example: You should behave well in public.（你在公共场合应该举止得体。） feel out of place 感到格格不入；感到不自在 Example: She felt out of place at the party because she didn't know anyone.（她在派对上感到格格不入，因为她一个人都不认识。） make fun of 取笑；嘲弄 Example: Don't make fun of others' mistakes.（不要取笑别人的错误。） B. Grammar ever Used in questions to ask if something has happened at any time. Example: Have you ever been to Beijing （你曾经去过北京吗？） have been Indicates an experience of going to a place and coming back. Example: I have been to the park twice.（我去过那个公园两次。） have gone Means someone has gone to a place and has not come back yet. Example: He has gone to Shanghai on business.（他去上海出差了。） 教学过程 A. Lead - in (5 minutes) Show some pictures of people from different cultural backgrounds, such as people wearing traditional clothes from different countries. T: Look at these pictures. What can you see （引导学生观察图片） Ss: People in different clothes. T: Right. They are from different cultural backgrounds. Today, we are going to talk about something related to who we are and our identities. Ask students a question: "Do you think where you are from and how you grow up can shape who you are " Let students think for a while and then share their ideas briefly in pairs. B. Pre - reading (8 minutes) Present new words and phrases on the blackboard or through a PPT. Teach the pronunciation, meaning, and usage of each word or phrase. For example, when teaching "background", show some examples of different people's educational backgrounds, family backgrounds, etc. Drill the words and phrases with students. Let them read after the teacher several times, and then ask individual students to read to check their pronunciation. Introduce the reading text. Tell students that they are going to read an email from a girl named Amanda, and she has some problems about her identity. Let students predict what might be in the email according to the title and the picture (if there is a relevant picture in the textbook). T: Now, before we read the email, think about it. If you were Amanda, what kind of identity problems might you have （引导学生预测） Ss may answer: Maybe she doesn't know which culture she belongs to. / Maybe she has trouble getting along with people from her hometown after living abroad. C. While - reading (18 minutes) Skimming (3 minutes) Let students read the email quickly without paying too much attention to details. Ask them to find out the main idea of the email. T: Read the email fast. What is the main problem Amanda is facing （布置阅读任务） After students finish reading, invite some to share their answers. Ss: She has an identity problem after coming back from America. Scanning (7 minutes) Ask students to read the email again more carefully. Provide them with some detailed questions, such as: Where is Amanda from （Chiloé Island, Chile） Why did she change the way she spoke in America （Because she wanted to be friends with the people there.） How did she feel after returning home （She felt out of place.） Let students read and find the answers. Then check the answers together. Detailed Reading (8 minutes) Analyze the text sentence by sentence. Explain the new words, phrases, and grammar points in the context. For example, when encountering the sentence "I have felt out of place.", explain the meaning and usage of "feel out of place" and the present perfect tense "have felt". Ask students to pay attention to the way Amanda described her feelings and experiences. Let them imitate some sentences to practice using the learned language. T: Read this sentence "Some of my friends have even made fun of me." Try to make a sentence using "make fun of" by yourself. Ss may say: Some students made fun of his new haircut. D. Post - reading (10 minutes) Group discussion. Divide students into groups of 4 - 5. Give them a topic: "What factors shape our personal identity " Let them discuss in groups, using the information from the reading text and their own experiences. T: Now, discuss in your groups. You can think about things like family, friends, culture, and living environment. How do they shape who we are （引导小组讨论） Walk around the classroom, listen to their discussions, and offer help if necessary. After the discussion, ask each group to choose a representative to share their group's ideas with the whole class. Critical thinking activity. Present a statement: "It's better to completely adapt to a new environment and forget about your original identity." Let students express their opinions. Encourage them to support their views with reasons. T: Do you agree with this statement Why or why not （引发批判性思考） Ss may have different opinions. Some may say they disagree because our original identity is part of who we are and we should be proud of it. Others may say in some cases, adapting completely can help us survive and succeed in a new environment. E. Summary and Homework (4 minutes) Summary (2 minutes) Summarize the key points of this class with students, including new words, phrases, grammar, and the main idea of the reading text. T: Today, we learned some new words about identity, such as "background", "behave", etc. We also learned how to use "ever", "have been", and "have gone". And we understood Amanda's identity problem. Remember, our identity is shaped by many factors, and we should respect and celebrate our uniqueness. Homework (2 minutes) Ask students to write a short passage about their own understanding of personal identity. They can include what they think is important in shaping their identity and how they feel about their own identity. T: For your homework, write a passage about your personal identity. You can start like this: "I think my personal identity is shaped by..." 教学反思 After this class, I need to reflect on several aspects. In terms of teaching methods, the use of pictures in the lead - in part successfully attracted students' attention and aroused their interest in the topic. However, during the group discussion, some groups were a bit noisy, and I should have set clearer rules and time limits in advance to ensure more efficient discussions. Regarding students' learning, most students seemed to have a good understanding of the new words and phrases, as shown by their performance in reading and sentence - making. But when it came to expressing their opinions during the critical thinking activity, some students still had difficulty organizing their thoughts in English. This indicates that I need to provide more opportunities for students to practice speaking and expressing complex ideas in the future. In the teaching process, the connection between different parts could be more seamless. For example, the transition from pre - reading to while - reading could be smoother by better guiding students to use their predictions in the actual reading. Overall, I will adjust my teaching strategies based on these reflections to improve the teaching quality in the next class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $