人教版九年级全册Unit7Teenagers should be allowed to choose their own clothes Section B 2a-2e教学设计（表格式，含核心素养目标

课题 Unit 7 Teenagers should be allowed to choose their own clothes. Section B (2a-2e) 班级 备课教师
课型 阅读课 课时 5
核心素养与思政渗透 本课时的话题围绕“青少年是否被允许自己做决定”展开，在语篇创设的相关语境下引导学生继续学习含有情态动词的被动语态，就学习与兴趣之间的平衡问题展开思考与讨论，激发学生对英语学习的兴趣，引发其对未来的思考，训练学生的辩证思维能力。教师应鼓励学生积极地为梦想努力，同时也应让他们了解在通往梦想的道路上可能存在的奉献和失败。
课标分析 新课标要求九年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；有正确的价值观和积极向上的情感态度，有自信自强的良好品格，做到内化于心、外化于行；能多角度、辩证地看待事物和分析问题；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在语篇创设的的语境中，正确理解和掌握课文中的新词汇，增加词汇量；正确使用含有情态动词的被动语态，通过读、说、写等方式，了解父母与孩子关于兴趣与学习的不同见解，并发表自己的观点；通过略读、寻读、绘制和利用思维导图等策略，提高阅读理解水平；
文化意识 通过语篇阅读学习，引发对未来的思考，立志积极地为梦想努力，同时也需了解在通往梦想的道路上可能存在的奉献和失败；
思维品质 能够在老师的帮助下，通过思维导图、推理判断等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关“青少年是否被允许自己做决定”的文章，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，增强阅读理解能力。
教材内容分析 本课是一节阅读课，阅读语篇介绍了男孩刘宇的故事，他希望实现自己成为职业运动员的梦想，为此和父母之间产生分歧。2a为读前讨论；2b-2c要求学生阅读并根据课文回答问题，是对阅读技巧的引领；2d要求学生用阅读中出现的几个短语和句型完成句子是对语言知识学习策略的引领——在用中学；2e设计了一个表达自由度很高的口语训练活动，让学生谈自己的梦想以及父母对自己梦想的支撑，以检查其对阅读材料中的语言掌握情况。
重点 本课文中所涉及到的与规则话题相关的新词汇和表达；准确理解文章内容，理清刘宇与父母各自所持的观点和原因；
难点 正确使用含有情态动词的被动语态表达自己的意见和见解。
学情分析 在前几课时学生已经就家规、校规等问题开展了一定程度的探讨，表达了自己的意见和见解，能够运用含有情态动词的被动语态进行交际，有了一些知识储备。本课时在此基础上进一步加深拓展，阅读有关刘宇与父母就兴趣与学习问题产生分歧的语篇，话题贴近学生实际，能让其产生共鸣。本课生词较少，教师可充分利用思维导图等策略引导学生辨别意见表达和原因阐述等信息，将信息条理化、清晰化，辅助学生理解到位。
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Step 1. Lead-in. Have a free talk with T about their hobbies. Sa: I like painting. Learn about the phenomenon and talk about their opinions. Watch a video named “骄傲的少年”. Step 2. Reading. Predicting. Look at the title and picture, predict what they’ll read about. Fast reading. Read the passage quickly and complete the mind-map. Careful reading. Read Para 1. and choose the best answer. Read Para. 2 and complete Liu Yu’s ID card. Then introduce Liu Yu based on it. Sa: Liu Yu is a 15-year-old boy from Shandong. He loves running and wants to be a professional runner. But ... Read Para. 2-5 and decide whose ideas they are. Circle the key words, like “says Mr. Liu”, “Liu Yu doesn’t agree”, “His parents believe” and “Liu Yu still disagrees”. Read Para. 2&4 and answer the questions about parents’ opinions. Sa: No, they have nothing against running. Sb: What will happen if he doesn’t end up a professional runner. Sc: He needs to spend more time on his homework. Read Para. 3&5. Draw a mind-map and write down the key words. Read Para. 2-5 again and compare Liu Yu’s and his parents’ opinions in the chart. Step 3. Post-reading. Live report. Try to complete the short passage of Liu Yu’s live report. Phrase collections. Review and memorize the useful expressions by translating them. Making sentences. Look in the passage for the words in bold. Then use them to make new sentences. Debating. Divide into two groups in class and have a debate on the question. T: What's your hobby Introduce the phenomenon of different opinions between parents and kids. T: Do your parents support your dream Are you allowed to take your hobby as your future job T: What’s the main idea of the article (Teenagers’ and parents’ different points about hobbies.) Explain the phrases “make one’s own decision”. Ask Ss to look through each paragraph and try to sum up the main ideas by filling in the blanks. Then check the answers. Guide Ss find out some key information about Liu Yu. Encourage Ss to talk about Liu Yu. Let Ss find out the key words telling whose opinions they are about. Remind Ss of the reading strategy — Key words can help us find their ideas. Provide some questions for Ss to catch the main opinions of parents and their reasons. T: Are they against running T: What does Liu Yu need to think about T: What does Liu Yu need to spend more time on Guide Ss to find out Liu Yu’s opinions and reasons using the reading strategy — Mind-map can help us get the different ideas more clearly. Provide the chart and ask Ss to finish it. One minute later, invite some Ss to report their answers by making sentences. Ask Ss to discuss the questions in 2c and then invite some Ss to give their answers. Provide the structure of Liu Yu’s live report and ask Ss to fill in the blanks. Then invite two Ss to read their passage and check the answers. Present some phrases in Chinese or English and let Ss do some translation practice. Let Ss finish activity 2d. Three minutes later, invite some Ss to share their sentences. T: Who do you support Should teenagers be allowed to make their own decisions T: How do they solve the problem T: Choose wisely and be responsible for your decisions and actions. 围绕阅读主题提问，激活学生的背景知识，在交谈的语境中解释一下会造成理解障碍的生词，复习以前学过的词组和句型，补充输入更多的语料。 利用题目和图片，预测文章主旨大意，渗透读前预测的阅读策略，引导学生掌握正确的阅读方法。 通过快速浏览，总体阅读文章，引导学生使用略读方式了解各段落的主旨大意，明确文章结构，从而初步了解文章的主旨，为细读文章做准备。 引导学生从泛读文章过渡到细读文章。通过一二段的细读，摘记关于刘宇的信息，了解语篇主人公的背景资料，感知与体验寻读的策略。 引导学生依据关键词找出二到五段属于哪方的观点，之后在进行双方观点的详细了解过程中自然习得词汇意义和语用功能，并感知和参与体验思维导图的建构过程， 通过问题链的设计引导学生获取关于父母观点中的细节信息。在引导学生寻找关键信息的同时，适时处理生词和句子结构。 再次细读二到五段，通过表格的设计对比呈现出双方的不同见解，引发学生的思考，训练其辩证思维能力。 通过直播现场的刘宇采访稿形式，整合文章主要信息，再次检查学生对文章细节的获取、理解和复述，巩固语言知识，帮助学生梳理文章内容，提升逻辑思维，并将所学到的语言知识进行内化和创造性输出。 巩固基础知识，强化记忆。 通过对文本中出现的短语的再造句，加深学生对新词汇的印象，提高其语言运用能力。 通过班级辩论赛的形式促进学生对于知识的内化和辩证思维能力的提升，同时渗透价值观教育，引导学生懂得积极地为梦想努力，注意与家人的相互尊重和沟通交流，并对自己的选择负责。
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Ⅰ. 用所给单词的适当形式填空。 1.It is the perfect time for parents to guide their kids in making (decide) about how to greet people. 2.In China, everyone knows Su Bingtian is a famous (run) star. 3.The task is too difficult. Lucy has no (choose) but to ask others for help. 4.It's 　 (fair) for the students not to get the same chance. 5.My teacher always tells me the 　　 　(important) of working hard. Ⅱ.词语运用，有两个词为多余项。 act, pay, they, the, children, hard,easy, rule, suggest, give, by, in
For parents, how to set rules for their children is one of the 6.　 　 things. They are often afraid that if they set bad rules, their children will hate them. So, many parents set fewer rules for 7. children and allow them to do whatever they like. However, this always causes a lot of trouble for parents. So it is important to set rules for children 8.　　　 the right way. Here are some helpful 9. .　 . Discuss feelings with children. It is important to discuss feelings with children while setting rules for them. This helps them to understand and agree with the rules. At 10.　　　 same time, remember to listen to 11. ideas. Their ideas may help to improve the 12.　 　. Tell children about the results of their actions. It is necessary to tell children the results of their 13.　 　. They need to know that if they do something wrong, they should make up for it. The results should be reasonable. For example, if they miss classes, they won't be 14.　 money for that month. Then they can't buy their favorite things. Setting rules in the wrong way can cause trouble for parents. However,15.　　 following the above suggestions, you can set some good rules.
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板 书 设 计
Unit 7 Teenagers should be allowed to choose their own clothes. Section B (2a-2e)
作 业 设 计
Level A Do a survey in class on what your dream job is and whether your parents support your dream. Write a passage about your results and express your opinions.
Level B Suppose you’re Liu Yu, write a letter to your parents and talk about your opinions and feelings about your dream.
教 学 反 思
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