Unit7SectionB2a-2e教学设计人教版九年级英语全册

Unit7Teenagersshouldbeallowedtochoosetheirownclothes.教学设计教学目标通过skimming,学生能够找出文章和段落的中心句，合理划分文章结构。通过细读，学生能够回答文章细节信息；并依据思维导图，复述LiuYu及父母持有的不同观点和理由。通过小组合作，学生能够表达自己对梦想与现实的看法,合理平衡爱好与学业。并了解在为梦想努力的同时也存在着风险和失败。教学内容教学重点：1.通过不同的阅读策略，借助思维导图，梳理并复述LiuYu和父母持有的不同观点和理由。2.使用目标语言，逻辑清晰地表达自己对梦想和现实的看法及理由。教学难点：通过不同的阅读策略，合理划分文章结构；并借助思维导图，梳理并复述LiuYu和父母持有的不同观点和理由。使用目标语言，逻辑清晰地表达自己对梦想和现实的看法及理由。教学过程学习目标教学活动评价任务设计意图1.通过skimming,学生能够找出文章和段落的中心句，合理划分文章结构。Step1:Leadin:ShowavideoaboutapoemcalledTheRoadNotTaken.AndanswerthequestionDoyouthinkyoumightbeallowedtomakeyourowndecision?通过观看视频，表达对青少年是否允许做决定的看法。1.激活学生已知，扫除生词障碍，做好话题和心理准备。Step2:PredictionLookatthetitleandthepictureandpredict.What’sLiuYu’shobby?What’sthepassageabout?学生根据问题，预测文本内容，聚焦本节课主题语境。2.通过看图片和标题预测，梳理文本基础信息，培养阅读技巧。Step3:FastingReadingSkimthewholepassagequicklyandfindoutthemainidea.What’sthemainideaofthispassage?Skimthepassageagainandmatchthemainideaofeachparagraph.What’sthemainideaofeachparagraph?Makeaclearmindmapofthepassage4.ScanthepassageandfinishtheinformationchartofLiuYu选择并匹配全文及每段中心思想，划分文章结构。并跳读文章，完成LiuYu的个人信息。3.通过问题选择和匹配，了解文章段意和结构。和主人公和基本信息。2.通过细读，学生能够回答文章细节信息；并依据思维导图，复述LiuYu及父母持有的不同观点和理由。Step4:CarefulReadingReadthePara3&Para5,answerthequestionsaboutLiuYu.a:WhatdoesLiuYuthinkheshouldbeallowedtodo?b:Whyheinsist(坚持)hisrunningdream?c:CanLiuYuunderstandhisparents?d:Whydoeshethinkheshouldbeallowedtomakehisowndecision?Accordingthequestionabove,makeaclearmindmapofLiuYuLiuYu’sopinions：________LiuYu’sreasons(论据)：isarunning____ontheschoolteam.b.Heis______________________.___________hehaseverwantedtodo.understandsthe____ofworkinghardandenteringuniversity.Andheknowshisparents___whatwillhappenifhedoesn’t___(success),buthe____succeedbecauseheisa___runner.Conclusion(结论):______________.ReadthePara2&Para4,answerthequestionsaboutLiuYu’sparents.a.DoLiuYu'sparentssupporthishobbyatfirst?b.Whydon'tLiuYu'sparentsallowhimtotrainsomuch?c.WhydoLiuYu'sparentsnotallowedLiuYutopracticehisrunningatnight?d.HowdoLiuYu'sparentsfeelabouthisdream？4.Accordingthequestionabove,makeaclearmindmapofLiuYu’sparents.Parents’opinions:______________.Parents’Reasons：a:____________________________.b.___________________________.c.___________________________Conclusion:___________________.细读文章，回答问题，填写表格，完成LiuYu及父母观点和理由的思维导图4通过提取，整理文本信息，培养学生逻辑思维能力。5.Usethemindmaptoretellthepassagelogically.依据思维导图及关键词提示，条理清晰地复述不同观点和理由。5.通过复述思维导图，复习本单元重点词句并培养逻辑思维能力，3.通过小组合作，学生能够表达自己对梦想与现实的看法,合理平衡爱好与学业。并了解在为梦想努力的同时也存在着风险和失败。Step5:AfterReadingFurtherThinkingHowtobalanceyourhobby(dream)andschoolwork(reality)?根据问题，表达自己对梦想与现实的感受6.通过课后思考，培养学生判性思维。GroupWork.Workinyourgroup,haveadiscussionofdifferentopinionsandreasons.Everygroupmemberchoiceonecharacterandwriteashortpassagetostateyouropinionsandreasons.Student1:MariaStudent2&3:ParentsStudent4:Teacher小组合作，用目标语言表达自己的观点和理由。7.围绕话题，超越文本，通过小组合作谈论问题与观点。Summary:1.WehavelearnedthepassageabouttheLiuYuandhisparentsdifferentopinionsaboutthehobbyandschoolwork.2.Wehavelearnedtousethemindmaptoretellthepassage.3.Wealsolearnedtousethenewlanguag