Unit 7 Section B 2a-2e 教学设计 2024-2025学年人教版九年级英语全册

课文标题： Should I be allowed to make my own decisions? 单元名称： Teenagers should be allowed to choose their own clothes. 教材版本： 人教版 授课年级： 初三 指导教师 陈春晖， 陈宏， 王丽霞 整体设计思 路 本文是一篇关于青少年是否有从业梦想的选择权的报道，以“Liu Yu及父母在学业和爱好上的分歧”为具体案例。Liu Yu 想要成为一名职业田径运动员并想尽可能多地进行跑步训练，但父母不支持他，认为这一理想不切合实际， 希望 Liu Yu 把重心放在学业上。双方各持己见，未能有效沟通，导致无法达成一致。 本课采用“学、思、言”的路径， 开展微项目式学习，以“青少年如 何处理与父母的分歧”为驱动，通过分析案例，学习目标语言， 发现Liu Yu 的沟通问题； 再借用社会情感能力框架，从多个维度分析其问题； 最后通过自主探究，学习沟通技巧和相应表达，并尝试解决问题。学生在解决真实问题的过程中迁移运用所学的目标语言和沟通技巧，完成小组汇报，提升积极寻求方法、解决分歧”的能力， 建立“求同存异、接纳分歧”的意识，学会在解决问题的同时与他人和谐相处，为下一节写作课做好语言、思维、情感等方面的准备。 教学目标 通过本课的学习， 学生能够： 1. 通过略读、寻读和跳读等阅读策略梳理和概括主人公 Liu Yu 和父母的分歧以及双方关于学业和爱好， 未来职业选择等方面的观点； 2. 探究学习沟通技巧和相应表达， 迁移运用所学的目标语言和沟通技 巧， 完成尝试说服他人、消除分歧的口头表达； 3. 借助社会情感能力框架(改编版)剖析 Liu Yu 的沟通缺陷， 帮助其与 父母达成一致， 并将此能力迁移于自身， 积极解决实际生活中的问题； 4. 通过微项目式学习，自主查阅、归纳和整合信息， 小组合作完成任务， 在“四级制及小贴士”课堂组织形式下， 提升合作学习及自主学习能力。 教学重难点 1.运用所学目标语言和沟通技巧， 完成说服他人、消除分歧的口头表达； 2.借助社会情感能力框架剖析 Liu Yu， 并迁移到自身， 积极解决实际生活中的问题。 教学过程 教学步骤 教师活动 学生活动 设计意图 及资源准备 Lead-in 1. Use the teacher's anecdote to lead in to the topic. 2. Invite Ss to share their similar experiences. 3. Ask Ss if they have solved the problem. Ss listen, think and share their own experiences by using the target language of this unit which they've learned. Purpose: 1. To introduce the topic and get Ss motivated and activated for the following learning. 2. To review the target language of this unit in context. 3. To set stage for further learning by using the teacher's own experience. Resource: teacher's anecdote. Mini project learning procedures Fast reading 1. Ask students a chain of questions concerning the schema of the article. Conclude the text type of the article. 1. Ss skim the article and answer the raised questions. Purpose: 1. To help Ss to find out the structure of article(general introduction and individual points), which helps Ss to find out the text type of the article(a report). Resource:The whole text. Think: Analyzing the problem Further thinking 1. Introduce the framework of Social and Emotional Abilities. 2. Invite Ss to actively use the target language to express their own ideas. 3. Ask Ss to figure out what ability he lacks 1. Ss read and match the target language with the responding abilities. 2. Ss use the target language to express themselves. 3. Ss think and answer the question. Purpose: 1. To help Ss to actively use new language in new sentences of their own. 2. To help Ss use the new language in new situations. 3. To know the new tool and help Ss to be prepared for the persuasive talk. Speak: Solve the problem Post reading 1. Ask Ss to search for ways of persuading others and prepare a persuasive talk, either for Liu Yu or a group member. 2. Ask Ss what to do if they still can't reach an agreement with the talk and guide Ss to do their best and accept the difference. 1. a. Self-study Every student knows their role and search for a persuasion way and fill in the chart. b. Discussion Ss discuss in groups and share their findings( useful language and ways) c. Product Ss prepare, rehearse and give a persuasive “talk”. 2. Ss think and share. Purpose 1. a. To help Ss to run the project smoothly and facilitate independent learning. b. To help learners to be more confident and skillful when they are asked to give a talk later. C. To help Ss to actively use the target language and useful communication skills to communicate better in the hope of reaching agreement with parents. 2. To help Ss to think critically. Resource: The whole text The self-learning texts and the teacher's Demo video. Homework (Compulsory) Analyze your social and emotional abilities and prepare a “talk”(according to the 4 parts in the framework of social and emotional ability) and try to persuade your parents on the disagreement you have. (Optional) Make a poster on Effective Communication in groups. 板书设计 本节课思维 导图 教学反思 学科网（北京）股份有限公司 $$