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Unit 7 Teenagers should be allowed to choose their own clothes.
Section B（2a-2e）
Teaching Aims
| - To talk about whether Liu Yu should be allowed to make his
- get in the way of, support, enter, choice.
- 1. Are you allowed to make your own decisions at home?
- 2. Teenagers often think they should be allowed to practice their
- hobbies as much as they want.
- 3. He’s getting older now, so he needs to think about what will
- happen if he doesn’t end up as a professional runner.
| Teaching Difficulties
| Learn to express different opinions about the same question.
| Teaching Aids
| A tape recorder ,CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can activate Ss’ prior knowledge by asking them what their dream jobs are and eliciting some responses from Ss. The T can use these prompts:
How do you like your dream? Is it easy or difficult to come true? Is it idealistic or realistic? Will you stick to your dream? What will you do to achieve your dream?
- The T can present some related pictures and elicit what decisions Ss want to make.The T can use the following prompts:
- Are you allowed to make your own decisions at home?
- What is the one decision you want to make most now?
- Do you think you might be allowed to make this decision? why?
| | Step 2 Presentation & Reading
| | - The activity is to engage Ss in a speaking activity to prepare them for the subsequent reading activity. Ask Ss to discuss in groups and observe their performance and give proper feedback. Try to get all Ss involved in the activity. Pay attention if they use the target structure. The T may want to add on to the activity by having Ss express their opinions on these additional questions:
- Why should you be allowed to make your own decisions at home?
- When do you think someone is old enough to make his/her own decisions?
- Before reading, the T can ask Ss to look at the pictures and the title and prompt Ss to predict by asking questions:
- What do you think the passage is mainly about, according to the title?
- What’s the boy in the picture doing?
- What decision does he want to make?
- The T can ask Ss to read the passage quickly and try to get the main idea of the passage.
- The T can ask Ss to read each paragraph carefully and fill in the
- blanks. Then the T can invite some Ss to share their answers. These
- tasks can help Ss get the specific details and have a better
- understanding of the passage.
- The activity is to provide Ss with reading practice using the target
- language. The T can make Ss read the title first and answer it. The
- T can invite some Ss to explain their reasons. Then Ss can read the
- passage again and decide if they want to change their answers. The
- T can invite the students who change answers to explain their
- Reasons so that the T can check Ss’ understanding of the passage.
- The activity is to provide Ss with practice in reading for details and encourage Ss to respond to what they have learned. Ss can read the questions first and then read the passage again to get more details. Ss finish the task individually and then check their answers in pairs.
- He wants to be a professional runner.
- Because Liu Yu’s parents believe that he should study hard in the evenings.
- Yes, he has the potential to be a running star./ No, his parents know best. His dream may not be realistic and he may regret it in the future if he does not study hard now.
- Besides the questions in the textbook , the T can provide more questions to help Ss get familiar with the passage and develop Ss' logical thinking skills. The following questions are offered for reference:
- What can get in the way of teenagers' schoolwork?(理解文中代词these)
- What do their parents worry about?
- What do you think makes up a child's success at school?
- -How do Liu Yu’s parents feel about his dream?
- Why won't they allow Liu Yu to train so much?
- Is it really important to enter university?
- Is it difficult to become a professional sports star?
- What advice can you give to Liu Yu and his parents?
- Do you have the same problem as Liu Yu'?How do you deal with it?
- The activity is to encourage the active learning of new expressions by having Ss use these expressions in sentences of their own. Before Ss start working on the activity, the T may want to highlight the importance of using the sentences in the passage as models to guide Ss’ writing. The T can make Ss find out these phrases in the passage and read the sentences where these phrases appear. Ss can be asked to say the meaning in Chinese. In addition, the T may point out that several of the expressions end up with a preposition, which means that what follows should be a noun, a noun phrase or a gerund. Then the T can invite some Ss to read aloud the sentences to check their answers.
- My parents worry about my school results
- My parents have always taught me how important it is to be honest in all situations.
- I am serious about my part-time jobs.
- I think it is unfair that I’m not allowed to hang out with friends.
- I have always wanted to be a pilot.
- My parents have nothing against makeup.
- I need to think about what will happen if I don’t get a place in the university of my choice.
- I need to spend more time on practicing the piano
- The activity is to encourage Ss to express their opinions on a given subject. The T may have Ss discuss the questions in groups, and then have a class discussion and encourage some volunteers to express their opinions. The T can also use these prompts to help Ss:
- What do you want to be?Is it your dream?Are you serious about it?
- Do your parents have anything against your dream?
- What do they worry about?
- How much time do you spend working towards your dream?
- What will happen if you fail in achieving your dream?
| | Step 3Language points learning
| | - get in the way of 挡...... 的路；妨碍 为固定短语，后接名词、代词或动词-ing。可用be in one’s way或be in the way of...替换。
- support sb. /sth. (in... )意为“ （在......方面）支持某人/某事”。
- have nothing against ( doing) sth. 不反对
- against 作介词，在此处意为“反对”，其反义词是for。 be against (doing) 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go/ come into, 所以不再与介词into 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 serious about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 … seriously。
- 当only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 points are for reference only.
| Step 4 Summary & Homework
| The homework
can vary with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Read and recite the passage in 2b.
- Do the exercises in students’ book.
| | Teaching Reflection
| Asking questions centered on unit topics can activate students' background knowledge and stimulate their interest. During the conversation, teachers can also take the opportunity to deal with new words that will cause difficulties in understanding, such as enter, professional, support, get in the way. they can also review the previously learned phrases and sentence patterns and make more input.
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发表于 2026-3-6 03:35:34