人教版（2024）九年级全册Section B教案

这是一份人教版（2024）九年级全册Section B教案，共6页。

Teaching Aims

1.语言能力：能够谈论Liu Yu是否被允许做自己的决定。
2.思维品质：能通过浏览文章标题、插图、每段的首末句来获取文章的主旨大意或中心思想。
3.学习能力：能运用知识迁移策略介绍自己的理想工作，并谈论父母是否支持自己的理想工作。
Teaching Difficulties
学会表达对同一个问题的不同观点
Teaching Aids
A tape recrder ,CAI r multimedia curseware
Teaching Prcedures
Tips
Step 1 Lead in
The T can activate Ss’ prir knwledge by asking them what their dream jbs are and eliciting sme respnses frm Ss. The T can use these prmpts:
Hw d yu like yur dream? Is it easy r difficult t cme true? Is it idealistic r realistic? Will yu stick t yur dream? What will yu d t achieve yur dream?
The T can present sme related pictures and elicit what decisins Ss want t make.The T can use the fllwing prmpts:
Are yu allwed t make yur wn decisins at hme?
What kinds f decisins?
What is the ne decisin yu want t make mst nw?
D yu think yu might be allwed t make this decisin? why?
Step 2 Presentatin & Reading
2a
The activity is t engage Ss in a speaking activity t prepare them fr the subsequent reading activity. Ask Ss t discuss in grups and bserve their perfrmance and give prper feedback. Try t get all Ss invlved in the activity. Pay attentin if they use the target structure. The T may want t add n t the activity by having Ss express their pinins n these additinal questins:
Why shuld yu be allwed t make yur wn decisins at hme?
When d yu think smene is ld enugh t make his/her wn decisins?
Befre reading, the T can ask Ss t lk at the pictures and the title and prmpt Ss t predict by asking questins:
What d yu think the passage is mainly abut, accrding t the title?
What’s the by in the picture ding?
What decisin des he want t make?
Task 1 Skimming
The T can ask Ss t read the passage quickly and try t get the main idea f the passage.
Task 2 &Task 3 Scanning
The T can ask Ss t read each paragraph carefully and fill in the
blanks. Then the T can invite sme Ss t share their answers. These
tasks can help Ss get the specific details and have a better
understanding f the passage.
2b
The activity is t prvide Ss with reading practice using the target
language. The T can make Ss read the title first and answer it. The
T can invite sme Ss t explain their reasns. Then Ss can read the
passage again and decide if they want t change their answers. The
T can invite the students wh change answers t explain their
Reasns s that the T can check Ss’ understanding f the passage.
2c
The activity is t prvide Ss with practice in reading fr details and encurage Ss t respnd t what they have learned. Ss can read the questins first and then read the passage again t get mre details. Ss finish the task individually and then check their answers in pairs.
Answers:
His hbby is running.
He wants t be a prfessinal runner.
Because Liu Yu’s parents believe that he shuld study hard in the evenings.
Suggested answers:
Yes, he has the ptential t be a running star./ N, his parents knw best. His dream may nt be realistic and he may regret it in the future if he des nt study hard nw.
Besides the questins in the textbk , the T can prvide mre questins t help Ss get familiar with the passage and develp Ss' lgical thinking skills. The fllwing questins are ffered fr reference:
What can get in the way f teenagers' schlwrk?(理解文中代词these)
What d their parents wrry abut?
What d yu think makes up a child's success at schl?
-Hw d Liu Yu’s parents feel abut his dream?
Why wn't they allw Liu Yu t train s much?
Is it really imprtant t enter university?
Is it difficult t becme a prfessinal sprts star?
What advice can yu give t Liu Yu and his parents?
D yu have the same prblem as Liu Yu'?Hw d yu deal with it?
...
2d
The activity is t encurage the active learning f new expressins by having Ss use these expressins in sentences f their wn. Befre Ss start wrking n the activity, the T may want t highlight the imprtance f using the sentences in the passage as mdels t guide Ss’ writing. The T can make Ss find ut these phrases in the passage and read the sentences where these phrases appear. Ss can be asked t say the meaning in Chinese. In additin, the T may pint ut that several f the expressins end up with a prepsitin, which means that what fllws shuld be a nun, a nun phrase r a gerund. Then the T can invite sme Ss t read alud the sentences t check their answers.
Suggested Answers:
My parents wrry abut my schl results
My parents have always taught me hw imprtant it is t be hnest in all situatins.
I am serius abut my part-time jbs.
I think it is unfair that I’m nt allwed t hang ut with friends.
I have always wanted t be a pilt.
My parents have nthing against makeup.
I need t think abut what will happen if I dn’t get a place in the university f my chice.
I need t spend mre time n practicing the pian
2e
The activity is t encurage Ss t express their pinins n a given subject. The T may have Ss discuss the questins in grups, and then have a class discussin and encurage sme vlunteers t express their pinins. The T can als use these prmpts t help Ss:
What d yu want t be?Is it yur dream?Are yu serius abut it?
D yur parents have anything against yur dream?
What d they wrry abut?
Hw much time d yu spend wrking twards yur dream?
What will happen if yu fail in achieving yur dream?
...
Step 3 Language pints learning
get in the way f 挡 的路；妨碍 为固定短语，后接名词、代词或动词-ing。可用be in ne’s way或be in the way f...替换。
supprt 作及物动词，意为“支持”。
supprt sb. /sth. (in... )意为“ （在方面）支持某人/某事”。
作动词，还可意为“养活，赡养；资助，赞助”。
supprt还可作不可数名词，意为“支持”。
have nthing against ( ding) sth. 不反对
against 作介词，在此处意为“反对”，其反义词是fr。 be against (ding) sth.反对（做）某事。
enter作动词，在本单元意为“考上（大学或学校）”。此外，enter 还意为“进来；进去”，相当于g/ cme int, 所以不再与介词int 连用。enter作动词还有“报名参加”的意思。enter的名词形式为entrance，意为“入口”
be serius abut对认真 为固定短语，后接名词、代词或动词-ing 形式。其同义短语为take … seriusly。
nly 引导的倒装句
当nly位于句首，后接副词、介词短语或状语从句时，句子要用部分倒装结构。即：Only + 副词/介词短语/ 状语从句 +助动词/ be 动词/ 情态动词+ 主语 + 其他.
The language pints are fr reference nly.
Step 4 Summary & Hmewrk
The hmewrk
can vary with the specific cnditins.
Summary The T can encurage Ss t summarize the key pints f this class t help Ss cnslidate the knwledge.
Hmewrk:
Read and recite the passage in 2b.
D the exercises in students’ bk.

Teaching Reflectin
Asking questins centered n unit tpics can activate students' backgrund knwledge and stimulate their interest. During the cnversatin, teachers can als take the pprtunity t deal with new wrds that will cause difficulties in understanding, such as enter, prfessinal, supprt, get in the way. they can als review the previusly learned phrases and sentence patterns and make mre input.