资源简介

Unit 1 Growing up
Period 2 Understanding ideas
Teaching design
Teaching material analysis:
Before reading activity of the section “Understanding ideas” makes students know the legal ages that are allowed to do different things in China. Activate students' existing knowledge of legal ages.
While reading activity of the section “Understanding ideas” test the students' ability of understanding the title of the text and the ability to extract information.
Post-reading activity of the section “Understanding ideas” inspire students to think deeply, understand the content of the text, and actively explore the meaning of the theme through judging the main idea, understanding the details and answering open questions.
Teaching objectives & Core Competencies and Values for students:
Lead students obtain the main information of the text, accurately understand the meaning of the title according to the text. Let students choose another suitable title for the text by reading the text.
Let students accurately obtain the key information. Let students learn how to tell facts from opinions. Let students further understand the text .
Let students realize the significance and responsibility of adulthood. Let students think how to improve themselves and establish a correct outlook on life and a positive attitude toward life.
Teaching key points:
1. Lead the students to understand the text and obtain the key information. Let students learn how to tell facts from opinions, grasp the understanding to adulthood of three students and how they position adulthood.
Teaching difficult points :
Lead the students to understand the meaning and responsibility of adulthood, deepen the understanding and thinking of the meaning of the theme.
Teaching procedures
Activity 1
Teacher’s activity
Teacher asks students to look at the pictures and think about the age when people are allowed to do the six things on the book.
Teacher asks students to think about more examples and the legal ages to do them.
Teacher shares the answers
Students’ activity
Students look at the pictures and think about the age when people are allowed to do the six things on the book individually.
Students think about more examples and the legal ages to do them.
Purposes
To help students get familiar with the topic in advance.
To activate the students’ existing background knowledge.
Questions of Activity 1
Question1: At what age you are allowed to do the following things in China
Activity 2
Teacher’s activity
Teacher asks students to look at the title and pictures, and try to guess the meaning of the title.
Teacher asks students to read the passage quickly and check the answer.
Teacher asks some students to share the answers.
Students’ activity
Students look at the title and pictures and guess what the title means.
Students read the passage quickly and check the answer.
Purposes
To help students understand the meaning of the title.
Question of Activity 2
What is the meaning of “the age of majority”
Activity 3
Teacher’s activity
Teacher asks students to read the passage quickly and choose the best title according to the personal understanding.
Teacher asks others to express different ideas and give reasons.
Students’ activity
Students read the passage quickly and choose the best title according to the personal understanding.
Purposes
To help students grasp the main idea of the passage through fast reading.
To help students figure out the methods of choosing a proper title.
Question of Activity 3
Choose another suitable title for the passage and give your reasons.
Activity 4
Teacher’s activity
Teacher asks students to go through the table quickly and have a basic understanding of the task.
Teacher asks students to read the passage carefully and pick out the relevant information to complete the table.
Teacher asks students to read the passage again and helps them analyze the structure of the passage.
Teacher asks students to answer the questions raised in the introduction part.
Students’ activity
Students go through the table quickly and have a basic understanding of the task.
Students read the passage carefully and pick out the relevant information to complete the table.
Students read the passage again and analyze the structure of the passage with the help of the teacher.
Students try to answer the questions raised in the introduction part.
Purposes
To help students have a deep understanding of the information.
To practice students’ ability to sort the specific information of the passage.
Question of Activity 4
Organize information from the passage and complete the table .
Activity 5
Teacher’s activity
Teacher asks students to read the four sentences individually and decide if they are facts or opinions.
Teacher asks students to find more sentences about opinions and think if they agree or not.
Students’ activity
Students read the four sentences individually and decide if they are facts or opinions.
Students find more sentences about opinions and think if they agree or not.
Purposes
To help students distinguish facts from opinions.
To have students interpret the text through the details.
Question of Activity 5
Read the sentences from the passage and decide if they are facts (F) or opinions (O).
Activity 6
Think & Share
Teacher’s activity
Teacher asks students to go through the four questions and think about them individually.
Teacher shares the answers.
Students’ activity
Students go through the four questions and think about them individually.
Students check their answers.
Purposes
To help students focus on the meaning of growing up and responsibility.
To help students apply what they have learned to express their ideas.
Appreciation of beautiful sentences
In most countries, turning 18 marks the start of adulthood.
[句式分析] 语境中，turning 18是动名词短语充当主语，根据主谓一致中语法一致的原则，动名词（短语）做主语时，谓语动词用单数，故动词mark用单数marks 。
[参考译文] 在大多数国家，年满18岁标志着成年的开始。
Here, three young people tell us what turning 18 means, or meant, to them.
[句式分析] 语境中，what turning 18 means，or meant ,to them是what引导的宾语从句,作 tell的直接宾语。
[参考译文] 在这里，三个年轻人告诉我们年满18岁对他们意味着或意味过什么。
3. I won’t be voting in the next general election.
[句式分析] 语境中，谓语动词使用了将来进行时，将来进行时的否定句句式结构为”will+not+be+现在分词”表示在将来某一时间正在进行的动作或预计会发生的事情。
[参考译文] 我将无法在下次大选中投票。
4. My mum worries about me being behind the wheel.
[句式分析] 语境中，me being behind the wheel 是动名词的复合结构，在句中作about的宾语。
[参考译文] 我妈妈担心我开车。
But I think I ‘m already mature enough to understand that driving a car also means taking responsibility for my life and the lives of other people.
[句式分析] 本句是主从复合句，I ‘m already mature enough to understand that driving a car also means taking responsibility for my life and the lives of other people.是动词think的宾语从句，think 后面省略了引导词that，that driving a car also means taking responsibility for my life and the lives of other people是动词understand的宾语从句。
[参考译文]但是我认为我已经足够成熟，能够理解开车也意味着对自己和他人的生命负责。
I expected to feel instantly different as if I had closed the door on my childhood and stepped into a whole new adult world but it was not like that .
[句式分析] as if I had closed the door on my childhood 是as if 引导的方式状语从句，从句使用了虚拟语气，表示与过去事实不符，谓语动词用had done.
[参考译文]我期待我会立刻有不同的感觉，就好像我关上了童年的门，踏入一个全新的成人世界。
There were still rules to obey and lessons to attend.
[句式分析] 本句是”there be+主语+不定式”结构，不定式to obey 和to attend做定语，分别修饰前面的rules 和lessons.
[参考译文] 仍然有规则要遵守，有课程要参加。
Turning 18 also changed the way that society viewed me.
[句式分析]本句是主从复合句，that society viewed me是that 引导的的定语从句，修饰先行词the way，that 可以换成in which,也可以省略。
[参考译文]18岁也改变了社会对我的看法。
Assignments
1. Go over the basic usage of the new words and expressions in this period.
2. Finish the quiz.
3. Preview the section “using language”.

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