Unit 7 Teenagers should be allowed to choose their own clothes.Section B 2a-2e教案 2024-2025学年人教版九年级英语

Unit 7
Teenagers should be allowed to
choose their own clothes.
Section B Reading and Thinking
Teaching Design
Part 1 General Introduction
1. Guiding ideology
Core Competence of English Subject, the View of English Learning,Activities and Structured Overview Organizer.
2. Analysis of teaching material
The theme of the passage is Humans and Self.
What: The theme of this passage is humans and self. The topic of this unit is rules . The function is to talk about what you are allowed to do and express agreement or disagreement . The type of this lesson is reading and thinking. The material mainly talks about the conflict between Liu Yu and his parents about his future choice.
Why: The editor designed this material with the purpose of guiding students to make proper decisions. By recording the conflict in detail, this article depicts a real life scene that is relevant to students' lives . Thus Ss could observe this question in an objective perspective to have an introspection of themselves and try to figure out the procedures of solving this problem.
How: The reading material is a narration which talks about Liu Yu’ problem with his parents.The key words in the article are mainly about decision, for example, rule,choose,agree,disagree and decide etc.
3. Analysis of the students
The target students are English learners in Grade nine. Besides,
they have basic English reading and writing skills.
What they knew:
They have learned the basic information of rules, they can They can tell what they are allowed to do and what they cannot do,besides they have mastered some expression of showing agreement of disagreement, thus this text will be easier for them to understand, and they can share their opinions freely
What they wonder:
Students will face similar problems in their lives, some students may have problems in making a decision and communicating with parents. Since they understand the basic information of rules,so they wonder how to make use of it to solve the problem,in addition they don’t know how to express themselves properly
What they will learn:
They will read and find the conflict of making a decision, then with the guidance of teacher they can figure out the concrete steps of making a decision
4. Teaching Objectives
At the end of the class, students will be able to:
I. Language competence:
1.Students should be able to pronounce, spell and use the following new words and phrases about making a decision.Such as I am serious about, get in the way of
2.Students should be able to really understand the gist of this article and infer the structure of the text
3.Students should be able to express their opinions about how to making a decision properly
II. Cultural awareness:
1.Students can enhance the awareness of the importance of making decisions
2. Students can be encouraged to making decisions and be a prompter of problem solving
III. Thinking literacy:
1. Students should improve their abilities to distinguish what they are allowed to do and what they cannot
2.Students should be able to summarize the structure of the article to enhance their logical thinking ability
3.Put forward their own suggestions and take actions on how to make decisions
IV. Learning ability:
1.Students are able to use a variety of cognitive strategies, such as prediction, skimming, and scanning.
2.Students can improve the independent learning by finishing various tasks on their own and the collaborative learning by group work
5.Teaching important and difficult points:
Key points:
1.Help students to understand the the conflict of making a decision and come up with the solution
Difficult points:
1.Students have problem of taking the solution into practical situation
2.To understand the profound meaning of making proper decisions and master the skill of communication
6.Teaching approach and aids
Blackboard, Textbook, PowerPoint, Multimedia
7. Teaching Procedures
Teaching Objectives （教学目标） Activities （学习活动） Effect & Evaluation （效果评价）
Lead in the topic （感知与注意） 1. Watch a video of The road not taken. Then ask them what is this poem about 2. Ask them to make a choice and explain the reason. 根据学生实际回答问题的情况，了解学生对于该话题的已知和未知。
设计意图：通过播放视频，展示课程主题，激发学生学习兴趣；利用图片及 free talk 创设具体语境提出问题来激活学生已知知识，为接下来的阅读活动顺利开展做好准备。（感知与注意、获取与梳理）
Sort the structure and find out the problem （学习与理解） 3.Have a prediction of Liu Yu’s decision base on the title and picture 4. Ss are asked to sort out the structure of this text 5.Students are asked to read the text to find the common problem and Liu Yu’s problem. In addition get to know how do they express themselves. 根据学生答题情况，判断学生对文章的解构是否理解透彻，及时引导调控，帮助学生掌握文章大意。 根据学生是否找出精确的答案，判断学生的信息提取及整合能力，以及语言使用的准确性和表达能力
设计意图：通过设计不同层次类型的活动如 read for the structure, read for the details 等帮助学生理解文本，进一步感知文本，梳理文张结构，找出存在的问题。（获取与梳理，概括与整合）
Get ton know more details and analyse the problem (学习理解、应用实践) 6.Students are asked to read the text and complete this evaluation table to support their decisions 7.Have a group discussion of these two questions ①Do they respect each other ②What do you think of Liu Yu and his parents Then try to describe them with some adjectives. 观察学生能否使用准确的单词进行填空，并根据提问情况，适当发展学生的辩证思维。 对于学生的回答给予及时的评价。引导学生联系已学知识进行迁移使用，解决实际问题 观察学生小组讨论和小组展示中能否较准确地表达自己的观点和想法
设计意图：通过提取文章具体信息来进行问题分析，能够锻炼学生逻辑思维，帮助学生迁移已学知识，此外通过小组合作锻炼学生语言交际能力与表达能力。（获取与梳理，概括与整合）
Solve the problem and come up with solution (应用实践，迁移创新) 8.Have a role-play game,ask one student to act Liu yu and two students to act his parents While acting it, students should pay attention to use certain expressions and tips 9.Have a brainstorming of the solution with the help of this table. 观察学生的表演细节，用词，语音和语调，是否能够运用所给语言和提示，并根据学生表现给予指导和反馈。
设计意图：通过角色扮演游戏，切身体会角色的心情，客观提出建议，运用目标语言，锻炼口语输出能力。此外引导学生发挥创新意识，借助表格完善执行方案（获取与梳理，迁移与创新）
Summary and exercise (应用实践，迁移创新) 10.summarize this text by answering the question of how to solve this problem 11.Students are asked to fix Liu Yu’s problem by using 4E principles in the form of group work, then use the checklist to do a self-check 观察学生小组讨论和分工情况，进行相关指导，并根据具体的演示情况，分析学生对本课的掌握情况，并运用检查表引导学生进行自查。
设计意图：通过总结本课内容，帮助学生梳理结构，引导学生综合运用本课所学知识与框架，锻炼逻辑思维，并解决实际问题，最终让学生根据表格，进行自查。（应用与实践，迁移与创新）
Homework： Must do ： According to 4E principles, make your decision with your parents (Wrap-up Task). Prepare the subpart: how to get freedom at home for Unit Speech (Unit Task). Can do:If you like, try to share your own experience of making decision with your friends 作业为分层作业，必做作业帮助学生巩固本节课所学习关于“4E 原则”来做出合理的决定，解决自身的实际问题，选做作业旨在丰富学生关于做决定的知识，互相分享经验
8.Blackboard design
【设计意图】
本课的重点就是提出如何做出正确决策的方法，因此根据上课步骤，左边的逻辑图示正是解决步骤，通过依次对问题进行分析，最终提出解决方法，即形成一个决策链，能够使学生一目了然本节课的学习重点，锻炼学生的逻辑能力和解决问题的能力。