人教版九年级全册Unit 7 Teenagers should be allowed to choose their own clothes. Section B 2a-2e教学设计（表格式）

Unit7 Teenagers should be allowed to choose their own clothes.
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Liu Yu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Liu Yu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Liu Yu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: Lead in : Show a video about a poem called The Road Not Taken. And answer the question Do you think you might be allowed to make your own decision 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。
Step 2: Prediction Look at the title and the picture and predict. What’s Liu Yu’s hobby What’s the passage about 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: Fasting Reading Skim the whole passage quickly and find out the main idea. What’s the main idea of this passage Skim the passage again and match the main idea of each paragraph. What’s the main idea of each paragraph Make a clear mind map of the passage 4. Scan the passage and finish the information chart of Liu Yu 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Liu Yu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Liu Yu及父母持有的不同观点和理由。 Step 4: Careful Reading Read the Para3&Para5, answer the questions about Liu Yu. a: What does Liu Yu think he should be allowed to do b: Why he insist(坚持) his running dream c: Can Liu Yu understand his parents d: Why does he think he should be allowed to make his own decision According the question above, make a clear mind map of Liu Yu Liu Yu’s opinions：________ Liu Yu’s reasons(论据)： a.He is a running ____ on the school team. b. He is ______________________. ___________he has ever wanted to do. c.He understands the ____ of working hard and entering university. And he knows his parents ___ what will happen if he doesn’t ___(success), but he ____succeed because he is a ___ runner. Conclusion(结论):______________. Read the Para2&Para4, answer the questions about Liu Yu’s parents. a.Do Liu Yu's parents support his hobby at first b. Why don't Liu Yu's parents allow him to train so much c. Why do Liu Yu's parents not allowed Liu Yu to practice his running at night d. How do Liu Yu's parents feel about his dream？ 4. According the question above, make a clear mind map of Liu Yu’s parents. Parents’ opinions:______________. Parents’ Reasons： a:____________________________. b.___________________________. c. ___________________________ Conclusion:___________________. 细读文章，回答问题，填写表格，完成Liu Yu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.Use the mind map to retell the passage logically. 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: After Reading Further Thinking How to balance your hobby(dream) and schoolwork(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。
Group Work. Work in your group, have a discussion of different opinions and reasons. Every group member choice one character and write a short passage to state your opinions and reasons. Student1: Maria Student2&3: Parents Student 4: 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. We have learned the passage about the Liu Yu and his parents different opinions about the hobby and schoolwork. 2. We have learned to use the mind map to retell the passage. 3. We also learned to use the new language to make our own conversation. Homework: 1. Draw your own mind-map of this passage. 2. Write some rules at your home that you agree or disagree with. Try to give your reasons.