人教新目標版九上英語Unit7SectionB（2a-2e）【教案】

Unit7Teenagersshouldbeallowedtochoosetheirownclothes.SectionB（2a-2e）TeachingAims1.語言能力：能夠談?wù)揕iuYu是否被允許做自己的決定。2.思維品質(zhì)：能通過瀏覽文章標題、插圖、每段的首末句來獲取文章的主旨大意或中心思想。3.學(xué)習(xí)能力：能運用知識遷移策略介紹自己的理想工作，并談?wù)摳改甘欠裰С肿约旱睦硐牍ぷ?。TeachingDifficulties學(xué)會表達對同一個問題的不同觀點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?(理解文中代詞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擋的路；妨礙為固定短語，后接名詞、代詞或動詞-ing?？捎胋einone’sway或beinthewayof...替換。support作及物動詞，意為“支持”。supportsb./sth.(in...)意為“（在方面）支持某人/某事”。作動詞，還可意為“養(yǎng)活，贍養(yǎng)；資助，贊助”。support還可作不可數(shù)名詞，意為“支持”。havenothingagainst(doing)sth.不反對against作介詞，在此處意為“反對”，其反義詞是for。beagainst(doing)sth.反對（做）某事。enter作動詞，在本單元意為“考上（大學(xué)或?qū)W校）”。此外，enter還意為“進來；進去”，相當于go/comeinto,所以不再與介詞into連用。enter作動詞還有“報名參加”的意思。enter的名詞形式為entrance，意為“入口”beseriousabout對認真為固定短語，后接名詞、代詞或動詞-ing形式。其同義短語為take…seriously。only引導(dǎo)的倒裝句當only位于句首，后接副詞、介詞短語或狀語從句時，句子要用部分倒裝結(jié)構(gòu)。即：Only+副詞/介詞短語/狀語從句+助動詞/be動詞/情態(tài)動詞+主語+其他.Thelanguagepointsareforreferenceonly.Step4Su