文档内容
Unit 10 If you go to the party, you’ll have a great time!
The Fourth Period Section B (2a–2c)
Teaching aims（教学目标）
1. 熟练掌握if+will(主将出现)的句式。
2. 能够正确面对挫折和困难，寻求积极的解决方法和态度。
3. 培养学生提高阅读能力与提升阅读策略应用。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. teenager, wallet, mile, step, experience
2) 动词 v. advise,solve, trust,
3) 形容词 adj. normal, angry,understanding,careless
4) 副词 adv. certainly,halfway,else
5）连词 conj. unless
6）词组 in half, lose one's wallet, be afraid to, keep thinking, in the end,
make careless mistakes, ask...to be more careful, remember to, share with,
in the future
（本节课的生词和词组相对较多，重点单词的拼写对于学生而言有一定难度，鉴于本课时的
重点在阅读上，所以教师通过与阅读内容相关的一定的练习帮助学生尽量掌握。）
2. 要求掌握以下句式: Some people the worst thing is to do nothing.
I think talking to people helps a lot.
Unless we talk to someone, we'll certainly feel worse.
She just kept thinking.
It is best not to run away from our problems.
This person doesn't need to be an expert like himself.
Sharing a problem is like cutting it in half.
So you're halfway to solving a problem just by talking to someone
about it.
Difficulties（难点）：应用if+will(主将出现)的句式，并顺利就阅读材料内容表达
自己的观点。
Teaching steps（教学步骤）
1. Before reading
(1) Free talk
1T: What kinds of things do you worry about?
S: I worry about my…
T: What can you do if you have some problems?
S: …
T: Face the problems in a positive way. Try to solve them.
（作为半开放式的问题，教师要注意引导学生的回到进入到后面的教学步骤的需要中去，所
以，必要的建议和总结是很重要的.）
(2) Guessing activity.
T: If I am worried about something, what will I do? Guess!
S: I think you will…
T: I’ll talk with my friends online.
（通过简单的问答，引导学生关注到和后面阅读内容相关的主题，并点出面对困扰的积极态
度是面对和沟通，而猜测形式，符合学生的兴趣特点，同时又自然导入后面内容）
2. While reading
(1) Work on 2b
T: Look at the statements and then read the passage quickly.
Which statement expresses the main idea of the passage?
（教师先呈现statements请学生朗读熟悉内容，再给学生时间快速应用skim策略找出正确的
statement, 然后再请学生整体阅读，为后面的fast reading做铺垫。）
(2) Fast reading
T: Read the main ideas of each paragraph and tell me the facts supporting these ideas.
S: Para 1 “ But I think talking to someone helps a lot. Unless we talk to someone, we'll
certainly feel worse.”
Para 2 “I will always remember to share my problems in the future. ” Laura says.
Para 3 In English, we say that sharing a problem is like cutting it in half. So you're halfway to
solving a problem just by talking to someone about it!
T: Match the paragraphs (段落) with their main ideas.
S:…
（进一步培养学生skim和scan的能力，抓住关键句子，作为对前面statement的支撑。同时马
上进行文章大意配对的练习，帮助学生提高信息提炼和总结能力。）
(3) Work on 2c
T: Read the passage again and answer the questions. Discuss your answers with a
partner
What is the worst thing to do if you have a problem?
2Why didn't Laura want to tell her parents about her lost wallet?
What is the first thing you should do when you want to solve a problem?
Why can our parents give us good advice about our problems?
S:…
(问题的回答可以帮助学生进一步掌握文本信息。)
(4) Careful reading
T: Read Para 1 and fill the blanks.
S: Students these days often have a lot of ________. Sometimes they ___________________
their schoolwork, and sometimes ______ their friends. What can they do _____ this? Some
people believe __________________________. Laura Mills, a teenager from London,
agrees. “Problems and worries are _________ in life,” says Laura. “But I think _________
to people ______ a lot. _______ we talk to someone, we'll certainly feel _______ ."
T: Try to retell Laura's experience with the help of these phrases.
丢钱包 lose one's wallet
不敢 be afraid to
不断思考 keep thinking
最后 in the end
犯粗心的错 make careless mistakes
要求某人更加仔细 ask...to be more careful
记得要...... remember to
和......分享 share with
在将来 in the future
S:…
T: Discuss problems with your classmates.
S: A: What will do if you lose your wallet?
B: I will tell my parents, because...
A: I don’t agree / I agree.
T: Read Paragraph 3 and correct the mistakes.
Robert Hunt advises students about special problems.
He doesn't feel the same way as Laura.
It is worst not to run away from our problems. We should always try to solve them.
He thinks the first step is to find someone you trust to talk to.
The person needs to be an expert like himself.
Students often remember that their parents have more experience, and are always
there to help them. （教师
In English, we say that sharing a problem is like cutting it in half. 给学生
So you're on the way to solving a problem just by talking to someone about it!
充分时
间分段细读三段文章，并以填词，翻译词组，改错的形式帮助学生进一步了解阅读文本的内
容，并自然呈现教学中的难点，把难点在语境中进行渗透。同时，来采用了整体阅读，故事复
述，专题讨论的形式，引导学生应用阅读文本中的信息和内容。注意考虑了学生的兴趣。）
3. Post reading
3T: Tell your own story.
S: A: Do you agree with the expert?
B: I agree/disagree with him.
Here is my story.
...
（教师通过讨论和讲故事的形式，引导学生将文章的内容联系到自己的生活实际，从而进一
步达到情感教育的目的，并促进了学生的交流和互动。）
4. Homework
Oral: 调查10个同学，当他们有困扰的时候，是怎样做的？
Written: 写一篇作文
If people have problems, they should not keep them to themselves...
（根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内
容的应用。）
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