英语人教版九年级全册Unit7 SectionB 2b.docx

Unit 7 Teenagers should be allowed to choose their own clothes? Section B 2aI. Analysisofteachingcontent本堂课为人教版新目标九年级Unit7 Section B的阅读 Should I Be Allowed to Make My Own Decisions?内容。它以刘宇是否应该按照自己的意愿花更多的时间练习跑步从而将来成为职业跑步运动员展开，父母认为成为职业运动员非常艰难，所以不允许刘宇花太多时间在跑步上，而是应该以学业更重。双方观点明确，理由充分，刘宇该如何选择？II. Analysis thestudents 九年级的学生有一定的英语语言基础，但对长篇的阅读，缺少阅读策略的指导，甚至部分学生看到句子较长，内容偏多就产生畏难情绪;作为毕业年级的他们在学业与兴趣爱好之间该如何选择也是他们面临的实际问题。III. Teaching objectives1. 语言能力：1）理解professional, get in the way在语境中的含义；2）通过看插图和标题能够做出合理的预测；3）通过快速阅读能理清文章结构和大意；4）能够借助mind-map用自己的语言来复述刘宇和父母的观点；5）在理解文意的基础上能够准确的用英语表达自己的观点，找到解决的办法。2. 文化品格：1）每个人有不同的观点是因为所处的位置不同，当意见不统一时，学会理解和沟通；2）在学业与兴趣爱好之间，不只是取舍关系，而是想办法合理的分配时间去平衡。3. 思维品质：1）培养发现问题，分析问题和解决问题的能力；2）能够换位思考；4. 学习能力：1）能够吸取课堂中老师引导的阅读策略如预测、找关键词、构建文章结构等，并能运用在以后的阅读过程中；2）学会小组合作，形成同伴互助。IV. Important Points：对刘宇和父母观点的探索、归纳和提炼，并能想出合适的解决办法。V. Difficult Points：能够理解文章，有发现问题，分析问题、解决问题和勇于表达自己的能力。VI. Teaching aids: blackboard; PPTVII. Teaching ProceduresStep1. Greeting and Lead-in (2mins)Welcome to my class today! In my school, I have jobs, one is an English teacher, the other is an Agony Sister(知心姐姐). So everyday I receive a lot of letters from Ss. I will help them to solve their problems. Show two letters to help them., and ask Ss to help them to solve problems. (Letter 1: worry about English, reading is difficult; Letter 2: too much homework gets in the ways of drawing.)教学设计说明：介绍自己是知心姐姐这一身份设置真实场景，通过对两封简短信的口头回复，点燃学生帮助别人的热情，自然引出第三封来自刘宇的信。Step2. Pre-reading (1min)Make a prediction from the picture and the title. What is Liu Yu problem/decision?教学设计说明：阅读技巧：培养学生读前习惯，通过观察和猜测为把握文章内容做好准备。Step3. While-reading(22mins)1.Fast reading (4mins) Close to his problem.Read quickly and fill in the chart.（age/hobby/dream/problem）Read Para.2-5 quickly to circle the key words to decide whose idea in each para.Make the structure of this passage.教学设计说明：1.快速阅读找到刘宇遇到的问题； 2.阅读技巧：寻找关键词，确定发表每段话观点的人物，理清文章结构，发现刘宇与父母的观点冲突。2. Careful reading (10mins) Analyze his problem1).Read para.2&4 and answer questions.Analyze parents ideasT or F.1) His parents against him running. （ ）2) His parents want him to enter university. （ ）3) He should spend more time on running. （ ）.Finish the mind-map of parents ideas.With the mind- map, Ss retell the ideas in their own way.教学设计说明：1.T or F的练习引导学生完成mind-map，是提炼论据的过程; 2.看mind-map用自己的语言来表达是学生组织语言内化的过程。2).Read para.3&5 .(8mins)Work in groups to complete the mind-map.(设计说明:前面思维导图的示范，为此处的小组合作做好的铺垫。)Pay attention to the sentences that Liu Yu wants to show how much he loves running. Ask Ss to read these sentences with strong feelings. (设计说明：学案里的思维导图所需填写信息为以下黑体部分)but Im serious about running.Its the only thing Ive ever wanted to do.But I will! Im a quick runner!Only then will I have a chance to achieve my dream. (设计说明：老师引导学生了解当表达强烈感情时，我们可以使用简单句、感叹号和only 引导的倒装句。)Retell Liu Yus ideas in your own words. （观点提炼，内化之后训练学生的语言表达。）Step4. Post-reading(15mins)Help Liu Yu to solve the problem.1）Have a debate. Are you agree with Parents or Liu Yu? You can stand up to choose. Discuss in a group to write down some key words. Then have a debate. After the debate, I will give them a conclude like this: Are his parents wrong? Or is Liu Yu wrong? No, all of them are wrong. Just because they are on different sides. When we have different ideas, understand them , respect them, and find out good ways to solve the problem.教学设计说明：培养学生养成批判性思维，激发学生形成自己的观点，并能在辩论中表达出自己的观点。情感渗透，相互尊重和理解。 2）Write a letter to Liu Yu.教学设计说明：前面的讨论学生已经帮助形成了自己的想法，现在更深一层次的引导学生去想办法来解决问题。Step5. HomeworkDo you have any problems or worries ,you can send a letter to me! I promise to keep it a secret and t