人教新目标版九上英语Unit7SectionB（2a-2e）【教案】

Unit7Teenagersshouldbeallowedtochoosetheirownclothes.SectionB（2a-2e）TeachingAims1.语言能力：能够谈论LiuYu是否被允许做自己的决定。2.思维品质：能通过浏览文章标题、插图、每段的首末句来获取文章的主旨大意或中心思想。3.学习能力：能运用知识迁移策略介绍自己的理想工作，并谈论父母是否支持自己的理想工作。TeachingDifficulties学会表达对同一个问题的不同观点TeachingAidsAtaperecorder,CAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanactivateSs’priorknowledgebyaskingthemwhattheirdreamjobsareandelicitingsomeresponsesfromSs.TheTcanusetheseprompts:Howdoyoulikeyourdream?Isiteasyordifficulttocometrue?Isitidealisticorrealistic?Willyousticktoyourdream?Whatwillyoudotoachieveyourdream?TheTcanpresentsomerelatedpicturesandelicitwhatdecisionsSswanttomake.TheTcanusethefollowingprompts:Areyouallowedtomakeyourowndecisionsathome?Whatkindsofdecisions?Whatistheonedecisionyouwanttomakemostnow?Doyouthinkyoumightbeallowedtomakethisdecision?why?Step2Presentation&Reading2aTheactivityistoengageSsinaspeakingactivitytopreparethemforthesubsequentreadingactivity.AskSstodiscussingroupsandobservetheirperformanceandgiveproperfeedback.TrytogetallSsinvolvedintheactivity.Payattentioniftheyusethetargetstructure.TheTmaywanttoaddontotheactivitybyhavingSsexpresstheiropinionsontheseadditionalquestions:Whyshouldyoubeallowedtomakeyourowndecisionsathome?Whendoyouthinksomeoneisoldenoughtomakehis/herowndecisions?Beforereading,theTcanaskSstolookatthepicturesandthetitleandpromptSstopredictbyaskingquestions:Whatdoyouthinkthepassageismainlyabout,accordingtothetitle?What’stheboyinthepicturedoing?Whatdecisiondoeshewanttomake?Task1SkimmingTheTcanaskSstoreadthepassagequicklyandtrytogetthemainideaofthepassage.Task2&Task3ScanningTheTcanaskSstoreadeachparagraphcarefullyandfillintheblanks.ThentheTcaninvitesomeSstosharetheiranswers.ThesetaskscanhelpSsgetthespecificdetailsandhaveabetterunderstandingofthepassage.2bTheactivityistoprovideSswithreadingpracticeusingthetargetlanguage.TheTcanmakeSsreadthetitlefirstandanswerit.TheTcaninvitesomeSstoexplaintheirreasons.ThenSscanreadthepassageagainanddecideiftheywanttochangetheiranswers.TheTcaninvitethestudentswhochangeanswerstoexplaintheirReasonssothattheTcancheckSs’understandingofthepassage.2cTheactivityistoprovideSswithpracticeinreadingfordetailsandencourageSstorespondtowhattheyhavelearned.Sscanreadthequestionsfirstandthenreadthepassageagaintogetmoredetails.Ssfinishthetaskindividuallyandthenchecktheiranswersinpairs.Answers:Hishobbyisrunning.Hewantstobeaprofessionalrunner.BecauseLiuYu’sparentsbelievethatheshouldstudyhardintheevenings.Suggestedanswers:Yes,hehasthepotentialtobearunningstar./No,hisparentsknowbest.Hisdreammaynotberealisticandhemayregretitinthefutureifhedoesnotstudyhardnow.Besidesthequestionsinthetextbook,theTcanprovidemorequestionstohelpSsgetfamiliarwiththepassageanddevelopSs'logicalthinkingskills.Thefollowingquestionsareofferedforreference:Whatcangetinthewayofteenagers'schoolwork?(理解文中代词these)Whatdotheirparentsworryabout?Whatdoyouthinkmakesupachild'ssuccessatschool?-HowdoLiuYu’sparentsfeelabouthisdream?Whywon'ttheyallowLiuYutotrainsomuch?Isitreallyimportanttoenteruniversity?Isitdifficulttobecomeaprofessionalsportsstar?WhatadvicecanyougivetoLiuYuandhisparents?DoyouhavethesameproblemasLiuYu'?Howdoyoudealwithit?...2dTheactivityistoencouragetheactivelearningofnewexpressionsbyhavingSsusetheseexpressionsinsentencesoftheirown.BeforeSsstartworkingontheactivity,theTmaywanttohighlighttheimportanceofusingthesentencesinthepassageasmodelstoguideSs’writing.TheTcanmakeSsfindoutthesephrasesinthepassageandreadthesentenceswherethesephrasesappear.SscanbeaskedtosaythemeaninginChinese.Inaddition,theTmaypointoutthatseveraloftheexpressionsendupwithapreposition,whichmeansthatwhatfollowsshouldbeanoun,anounphraseoragerund.ThentheTcaninvitesomeSstoreadaloudthesentencestochecktheiranswers.SuggestedAnswers:MyparentsworryaboutmyschoolresultsMyparentshavealwaystaughtmehowimportantitistobehonestinallsituations.Iamseriousaboutmypart-timejobs.IthinkitisunfairthatI’mnotallowedtohangoutwithfriends.Ihavealwayswantedtobeapilot.Myparentshavenothingagainstmakeup.IneedtothinkaboutwhatwillhappenifIdon’tgetaplaceintheuniversityofmychoice.Ineedtospendmoretimeonpracticingthepiano2eTheactivityistoencourageSstoexpresstheiropinionsonagivensubject.TheTmayhaveSsdiscussthequestionsingroups,andthenhaveaclassdiscussionandencouragesomevolunteerstoexpresstheiropinions.TheTcanalsousethesepromptstohelpSs:Whatdoyouwanttobe?Isityourdream?Areyouseriousaboutit?Doyourparentshaveanythingagainstyourdream?Whatdotheyworryabout?Howmuchtimedoyouspendworkingtowardsyourdream?Whatwillhappenifyoufailinachievingyourdream?...Step3Languagepointslearninggetinthewayof挡的路；妨碍为固定短语，后接名词、代词或动词-ing。可用beinone’sway或beinthewayof...替换。support作及物动词，意为“支持”。supportsb./sth.(in...)意为“（在方面）支持某人/某事”。作动词，还可意为“养活，赡养；资助，赞助”。support还可作不可数名词，意为“支持”。havenothingagainst(doing)sth.不反对against作介词，在此处意为“反对”，其反义词是for。beagainst(doing)sth.反对（做）某事。enter作动词，在本单元意为“考上（大学或学校）”。此外，enter还意为“进来；进去”，相当于go/comeinto,所以不再与介词into连用。enter作动词还有“报名参加”的意思。enter的名词形式为entrance，意为“入口”beseriousabout对认真为固定短语，后接名词、代词或动词-ing形式。其同义短语为take…seriously。only引导的倒装句当only位于句首，后接副词、介词短语或状语从句时，句子要用部分倒装结构。即：Only+副词/介词短语/状语从句+助动词/be动词/情态动词+主语+其他.Thelanguagepointsareforreferenceonly.Step4Su