Unit7SectionB2a2c教案人教版英语九年级全册

九年级Unit 7
一、教材解读
What——九年级第七单元的核心话题是“规则”。

功能就是用be allowed to do探讨允许和不被允许做的事情，同时表达态度。

本单元的主题范畴为人与自我，涉及丰富、充实、积极向上的生活。

本课为Section B阅读课。

文本讲述了一个叫刘宇的男孩希望通过勤奋练习实现自己成为职业运动员的梦想，但父母担心会影响他的学业和未来的就业，所以刘宇同父母之间产生意见分歧。

Why——希望通过文本学习，学生能从刘宇的事例中得到启发，学生学会站在自己（teenagers）和父母的角度去思考“Should teenagers be allowed to make their own decisions”这个问题的答案；同时让学生能够更好的理解父母，学会与父母进行沟通。

此外，学生通过刘宇的故事也会明白追梦道路上可能存在风险，学会处理学业和梦想的关系，适当进行取舍，不管结果如何，学生都能树立自信心，积极的面对挑战，加强承受失败的抗压能力，形成为自己的人生负责的态度和意识，进而实现学科育人。

How——文本夹叙夹议。

首先给出父母和青少年就青少年要不要花更多时间练习爱好有不同态度这一现象并提出一个问题“Do you agree”,后面就讲述了刘宇和他父母就此不同的观点。

在呈现刘宇和父母的观点时，用到了目标与should be allowed to do以及一些表达态度或观点的词块worry about, be serious about, have nothing against, spend more time on。

文本易于理解，具有现实意义和教育意义。

最后能实现通过事例启发学生找到自己的答案。

二、学情分析
(1) 学生知识背景和学习需求分析：学生通过Section A的学习能够认识日常生活和学习中的规则并进行表态，帮助学生进行规则的自我反思以此来规范自己的行为，同时诗歌Mom Knows Best的阅读让学生学会理解父母对子女的关爱和教导。

通过Section B 第一课时的学习，学生开始分析问题，试着对问题发表不同的意见和见解，形成批判性思维，逐步形成正确的价值观。

希望通过本堂阅读课能够运用前面的知识基础和情感基础来分析并解决现实生活中的问题。

(2)学生学习能力分析：在本单元前面的学习中学生已经基本掌握用should be allowed to do来表达规则同时用相关词汇探讨了对规则的态度，为本课时去分
析刘宇及其父母的观点、理解父母话语间的爱以及刘宇对梦想的执着与坚定奠定了基础。

(3) 学生学习心理分析：通过两年的初中英语学习和技能训练，学生基本具备了预测、略读、猜词、理解篇章等策略和技巧，为本堂阅读课进行文本解读奠定了基础。

(4)学生心理现状分析：学生正处于青春期，他们渴望自己做主，希望父母不要干涉他们追求自己喜欢的事物，更不要干涉自己追求爱好和梦想，因此同父母的关系不太好。

但是经历了初二这个叛逆期，他们变得不再那么偏激，开始明确自己目标，明白也需要基于现实思考自己未来的规划并学着理解父母。

三、教学目标
At the end of this lesson, Ss will be able to:
(1) understand and try to know how to use the following words and expressions correctly and actively: choice, support, enter and get in the way of.
(2) get reading skills practiced by predicting the content of the text, reading for the main idea and reading for Liu Yu's basic information and his decisions and reading for his parents' opinions and love and some other details;
(3) learn to be more understanding and put themselves into their parents' shoes to solve their problems they meet in the process of growth and also understand it's not easy to achieve their dreams so they need to be more determined.
四、教学重难点
Teaching Key Points:
(1) use the correct method to choose the main idea of the whole passage;
(2) analyze Liu Yu's persaonal information, his decisions and his personalities; (3) analyze Liu Yu's parents' opionions and their love for Liu Yu.
Teaching Difficult Points:
(1) analyze the personalities of Liu Yu;
(2) analyze whether Liu Yu's parents love him and the reason.
五、教学过程
Step 1 Lead in(视频)
Have Ss watch a video and answer a question to lead into the topic.
Q What problem does the boy face?
Step 2 Prereading activities
Have Ss read the picture and the title and finish the following tasks.
Q1 Who does "I" refer to? (The boy ? or someone else?)
Q2 What do you want to know from the passage?
Possible answers 1. Who is the boy?
2. What decision does he want to make on his own?
3. Why isn't he allowed to make his own decisions?
Step 3 Whilereading: Read for the main idea
Ask Ss to go through the passage quickly to get the main idea first.
Have Ss look through the passage quickly and get the main idea of the whole passage and choose the best answer(工具：平板，精准教学)
What is the passage mainly about? (AnswerC) A. The bad influence of hobbies on teenagers' schoolwork.
B. Parents' worries about the success of teenagers' schoolwork.
C. Teenagers' and parents' opinions about hobbies and schoolwork.
读前指导：
1.underline key words for each choice
2.review the method used to get the main idea
Step 4 Whilereading: Read for details
Have Ss read the passage carefully to get more details about Liu Yu, Liu Yu's decisions, Liu Yu's parents' opinions, Liu Yu's parents' love and Liu Yu's personal qualities.
Task 1 Read and find information about Liu Yu and answer the first question asked by Ss"Who is the boy?"
Task 2 Ask Ss to read the passage again and find answers to the following questions. Through this step, Ss can understand the love from parents.
Q1 What decisions does Liu Yu want to make on his own?
Q2 Why isn't he allowed to make his own decisions?
Q3 Do Liu Yu's parents really love him? How do you know?
Task 3 Ask Ss to read Liu Yu's words full of emotion, pay attention to the words like: I understand, I know, but, only and think about two questions. Then ask Ss think about whether Liu Yu has the quality of being successful.
Q1 Does Liu Yu understand his parents?
Q2 What do you think of Liu Yu?
Step 5 Postreading: Let's debate!
Task 1 Have Ss think about what the title really means by answering the following questions.
Q1 Who does "I" refer to?
A. Liu Yu.
B. Teenagers.
Q2 What can we change the title into? Answer: Should teenagers be allowed to practice their hobbies as much as they want?
Task 2 Divide Ss into two groups to debate whether teenagers should be allowed to practice their hobbies as much as they want.
Task 3 Ask 2 Ss to give ments on Ss' performance and give points.
Step 6 Postreading: Think and share
Ask Ss to think about the following two questions to cultivate their thinking ability.
Q1 What will you do after reading the passage? (Have Ss think about what they can get from the passage.)
Q2 What are you wondering after reading the text?
Step 7 Homework。