资源简介

Unit 7 Teenagers should be allowed to choose their own clothes. 第五课时（教学设计）
教材 分析 What：本课为阅读课，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了意见分歧。 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。 How： 2a，2b引出话题，“青少年是否被允许自己做决定”，2c要求学生阅读并根据课文回答问题，2d在用中学，巩固课文重点短语和句型，2e设计一个表达自由度很高的口语训练活动，谈论自己的梦想以及父母对自己梦想的支撑，让学生检查其对阅读材料中的语言掌握情况。
教学 目标 1.语言能力：进一步加强对阅读短文的理解，并对其中的重点词汇和语言结构进行运用。学生通过阅读理解学会如何使用被动语态。了解父母与孩子关于兴趣爱好与学习的不同见解，并发表自己观点。 2.文化意识：能够通过对语篇的学习，引发对未来的思考，立志积极为梦想努力，培养学生面对困难，想方设法积极应对困难的精神。 3.思维品质：能够在老师的引导下，通过思维导图，推理判断等活动，提取整理关键信息，推断语篇的深层含义，提高思维逻辑性和批判性。 4.学习能力：通过阅读有关追逐梦想的文章，保持学习英语的兴趣，通过阅读策略的学习提升阅读理解能力。
教学重点 与难点 教学重点： 进一步加强对阅读短文的理解，并对其中重点词汇和语言结构进行运用。 教学难点： 学会使用含有情态动词的被动语态联系实际，发表自己观点
教学准备 ppt，教材，视频材料
教学过程 老师活动 学生活动 设计意图
Lead-in 1.First, Greet the class 2.Then lead Ss to enjoy a video about a poem. 3.Then let Ss read the poem and enjoy it. Enjoy and read the poem-The Road Not Taken Look at the sentences and guess the person. 通过视频，朗诵诗歌等方式引入，激发学生学习兴趣，奠定情感基调，陶冶情操。
Pre- reading 1. Leads Ss to free talk What are your hobbies What do you think of it Do your parents support your hobbies Do they get in the way of your schoolwork 2. Let Ss predict the answer, Look at the title and picture, and answer the questions. What do you think the passage is mainly about according to the title What’s the boy in the picture doing What’s his hobby Have a free talk about hobbies Look at the title and picture in 2b, and answer the questions. 发表自己的见解，激发阅读文章的好奇心 根据图片和标题预测文章主旨大意， 了解文章主要信息，抓取关键内容，培养学生读前预测的能力，激发学生学习兴趣
效果评价 学生表现是否专注，是否能用图片和标题进行正确预测。
While- reading 1. Let Ss read the passage quickly, and find the right answer: 1）What’s the main idea of this passage 2）What kind of passage is it 2. Let Ss read the passage again and answer the questions “How many paragraphs are there in it How many parts can be divided into ” 3. Let Ss read the first paragraph carefully and then finish the chart. 5. Let Ss read the second paragraph carefully and then finish the ID card of Liu Yu. 6. Let Ss read the third carefully and then answer two questions. 1). What does Liu Yu think he should be allowed to do 2). Why he insists his running dream 7. Let Ss read Para.4-5 and finish the chart. 7. Let Ss make a brief summary of this passage. Do the fast reading, find the right answer Do the scanning and skimming, find the parts of the passage and main idea of each paragraph Read the para.1 carefully and finish the chart. Read the para.2 carefully and finish the card. Read the para.3 carefully and finish the card. Read the para.4-5 carefully and finish the chart Find the key words and make a summary. 速读文章关键句子快速得到文章主旨大意。 设置每段大意匹配练习，加深对阅读文本的理解，以及进一步培养学生抓住关键信息的能力。 细读文章并完成表格，问答等题型，加深对文本的理解，清晰文章脉络，为后文的复述文章做好铺垫。 对双方观点的简单总结有助于后续辩论环节的开启
效果评价 学生是否积极的参与阅读训练，能否正确抓取关键信息。
Post- reading (10 minutes) 1. Let Ss read the passage again, and fill in the blank 2.let Ss work on 2c-2e in the textbook. 3.let Ss have a debating show their own opinions. Read and finish the answers Look at 2c-2e then finish them on the book. Debate for your chioce 通过再次的阅读练习，巩固本课所学知识。 通过辩论踊跃发表自己观点。学以致用，活跃氛围
效果评价 是否激活学生的思维，对所学学习方法进行迁移应用。
Language points (5 minutes) Explain language points in this class. Get to the important language points 学会正确使用本堂课的目标语言。
Summary (2 minutes) Ask Ss to work together and summarize what they have learned in this class. Work in groups and summarize what they have learned. 利用句型展示，将本课的话题及围绕其学习的词汇句型和目标呈现。
Exercises (3 minutes) Ask Ss to finish the exercises on ppt. Finish the exercises. 及时练习，检测学生本堂课知识掌握情况。
Homework 1. Read the passage again. 2. Find some information of a famous person and write an article about how he/ she became successful.
板书设计 Unit 7 Section A 5
教学反思： 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，表达了目见和见解，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。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题贴近学生实际，能让其产生共鸣。

展开更多......

收起↑